Once Upon A Skill: Using Creative Storytelling to Enhance Listening Skills of Grade 3 Learners
DOI:
https://doi.org/10.65339/ijsair.V2.I2.497Keywords:
Attention, Creative Storytelling, Grade 3 Learners, Listening Comprehension, Listening Responsiveness, Public Elementary Education, Storytelling InterventionAbstract
This study investigated the effectiveness of creative storytelling in enhancing the listening comprehension, attention, and responsiveness of Grade 3 learners at Pila Elementary School during the School Year 2025–2026. Grounded in Krashen’s Input Hypothesis, Vygotsky’s Sociocultural Theory, Bruner’s Constructivist Theory, Paivio’s Dual Coding Theory, and Engagement Theory, the study examined how interactive and visually supported storytelling activities influence young learners’ listening skills. A quantitative one-group pretest–posttest quasi-experimental design was employed involving thirty Grade 3 learners selected through total enumeration sampling. Data were collected using a validated listening comprehension test, an attention observation checklist, and a responsiveness task sheet administered before and after the storytelling intervention. The findings revealed that learners initially demonstrated moderate levels of listening comprehension, attention, and responsiveness. After the implementation of creative storytelling sessions using PowerPoint presentations and laminated flip-picture materials, posttest results showed very high performance across all measured variables. Statistical analysis through paired-sample t-tests confirmed significant improvements in listening comprehension, attention, and responsiveness after the intervention. Among the storytelling materials used, The Lazy John accompanied by Flip pictures creative visuals produced the greatest improvement in comprehension and participation. The study concluded that creative storytelling is an effective, engaging, and low-cost instructional strategy for improving English listening skills among young learners in public elementary classrooms. The study further recommended integrating storytelling strategies into English instruction and encouraging home and school collaboration in storytelling activities. The study supports Sustainable Development Goal (SDG) 4 on Quality Education by promoting inclusive, engaging, and effective language learning strategies for young learners. It also contributes to educational and community sustainability by providing accessible and adaptable instructional approaches that strengthen literacy development, classroom participation, and learner engagement in resource-limited educational settings. The study also supports SDG 5 on Gender Equality by providing equal opportunities for boys and girls to participate in interactive storytelling activities regardless of gender or socioeconomic background.
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