The Impact of Short Stories on Kindergarten Children in Learning English as a Second Language (Thesis Sample)

The Impact of Short Stories on Kindergarten Children in Learning English as a Second Language
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TOC \o "1-3" \h \z \u Abstract PAGEREF _Toc23370714 \h 3
1.0 Background of the Study PAGEREF _Toc23370715 \h 4
2.0 Literature Review PAGEREF _Toc23370716 \h 4
3.0 Significance of the Research PAGEREF _Toc23370717 \h 6
4.0 Research Questions PAGEREF _Toc23370718 \h 6
5.0 Research Methodology PAGEREF _Toc23370719 \h 6
5.1 Research Design PAGEREF _Toc23370720 \h 6
5.2 Research Population and Sample PAGEREF _Toc23370721 \h 7
5.3 Data Collection PAGEREF _Toc23370722 \h 7
5.4 Data Analysis PAGEREF _Toc23370723 \h 7
6.0 Ethical Considerations PAGEREF _Toc23370724 \h 7
7.0 Limitations of the Study PAGEREF _Toc23370725 \h 8
8.0 Expected Results PAGEREF _Toc23370726 \h 8
9.0 Conclusions PAGEREF _Toc23370727 \h 8
References PAGEREF _Toc23370728 \h 9
Abstract
This research aims to investigate the impacts of short stories on kindergarten children in learning English as a second language in Saudi Arabia. Recent studies show that when teachers use short stories as a learning technique in instructing young children in the classroom, the children’s interest in learning the language improves (Safdarian, 2013). Children find short stories to be interesting, which easily captures their attention, thus learning new words and phrases. This experience enhances the reading, speaking, and cognitive skills of the young learners by fostering their mental development. This qualitative research will be carried out in Riyadh, Saudi Arabia, with a sample size of 15 teachers who have more than 5 years of teaching experience in preschool. Data will be collected using face-to-face and phone interviews using unstructured open-ended questions. The collected data will be analyzed using qualitative methods such as deductive reasoning. The researcher will abide by the established research ethics and will observe confidentiality when dealing with the participants’ personal information.
The Impact of Short Stories on Kindergarten Children in Learning English as a Second Language
1.0 Background of the Study
Several countries that were traditionally non-English speakers are increasing their emphasis on the importance of teaching English language in schools. English has become the international language of trade and diplomacy, which has compelled many nations to change their curriculums to include English learning lessons for preschool and kindergarten pupils. Competence and proficiency in English has become a mandatory requirement for most international jobs with huge perks and benefits, making many people enthusiastic about learning and acquiring English as a second language (ESL). In Saudi Arabia, where Arabic is the native language, wealthy and middle-class parents take their children to the best private and public schools that teach English from kindergarten to university. This finding is in line with results from recent studies that show that the best period to start teaching children a foreign language is between 3 and 5 years old (Safdarian, 2013). However, ESL teachers are challenged by the fact that young children between 3 and 6 years old can barely read or write. In addition, no proper curriculum development and materials are available for this age group as materials are designed for the latter learning stages. Research about the most effective ways of teaching ESL in preschool and primary school in non-English-speaking nations is limited (Isik, 2016). The impact of short stories and storytelling on kindergarten pupils in learning ESL in Saudi Arabia has not been explored. Therefore, this research aims to investigate the impacts of short stories on kindergarten children in learning English as a second language in Saudi Arabia. It is meant to show how children are interested in short stories, and how storytelling enhances the students’ awareness and reading skills as well as increasing their knowledge of vocabulary and phrases. In addition, it will examine the effectiveness of reading and listening to short stories as a teaching tool for children to learn a foreign language specially English, both at school and home.