Enhancing speaking capabilities in secondary schools via storytelling: An analysis of GS Gikumba in Kigali’s Gasabo District, Rwanda

Abstract

This study looked at how well storytelling helped secondary school students at GS Gikumba in Kigali's Gasabo District improve their speaking abilities. The study's objectives were to assess the storytelling techniques employed by educators, pinpoint the difficulties encountered by students, and determine the connection between storytelling and the development of speaking abilities. The study was based on Vygotsky's Sociocultural Theory, which emphasizes the role of social interaction and collaborative learning in cognitive development, and Krashen's Input Hypothesis, which highlights the significance of comprehensible input in language acquisition. In order to obtain a 100% response rate, a census sampling technique was used in conjunction with a descriptive research design to gather data from all 40 students. Information on students' experiences with storytelling and how it affected their speaking performance was gathered using structured questionnaires. While correlation analysis evaluated the connection between speaking skill development and storytelling techniques, descriptive statistics were used to analyze the data in order to find trends and patterns. The results showed that storytelling has a positive impact on vocabulary, pronunciation, fluency, confidence, and classroom engagement. Language anxiety, a small vocabulary, a lack of practice outside of the classroom, and a fear of speaking in front of peers were among the difficulties that students encountered. Additionally, the study found a strong positive correlation between speaking skill improvement and storytelling engagement, suggesting that students who actively engage in storytelling exhibit greater oral communication competence. Based on these findings, the study suggests incorporating storytelling into English language training, encouraging both group and individual storytelling exercises, and giving students regular chances to practice speaking in encouraging and engaging environments. These interventions can improve learner confidence, improve oral communication abilities, and improve academic performance in general. The study shows that storytelling helps students improve their speaking skills, including vocabulary, pronunciation, fluency, confidence, and participation in class. Despite these benefits, students often struggle with language anxiety, limited vocabulary, fear of speaking in front of others, and not enough practice outside the classroom. To support them, schools can include storytelling in the curriculum, encourage both group and individual storytelling activities, and set up speaking clubs. Teachers can foster active participation to build confidence, while students benefit from practicing regularly to strengthen their oral skills. These approaches can boost learners’ confidence, communication abilities, and overall academic performance.