earticle

영어

The present study aims to explore the overall effects of utilizing storytelling techniques on Korean EFL students’ English competence. For this purpose, a meta-analysis of 40 findings in 28 research articles, which are collected from RISS (www.riss.kr), was implemented to integrate the results of individual studies by computing the mean effect sizes. The results were reviewed and analyzed in terms of school types, research design, treatment period, dependent variables, and so on. The results showed that using storytelling in English classes had the positive effects on learners’ English competence in general (d=.820). Moreover, the higher effect size was calculated in the regular class than the non-regular one. However, there were no statistically significant differences in school types, treatment period, and four language skills (listening, speaking, reading, and writing). Lastly, pedagogical implications and suggestions for further studies are discussed.