Teaching through tales: Perceptions of Primary EFL Teachers on Story-Based Learning for Stimulating Emotional Intelligence, Imagination and Language Development among Young Learners
| dc.contributor.author | BERRAHMA Hanaa Soundouse | |
| dc.date.accessioned | 2026-09-07T09:36:05Z | |
| dc.date.available | 2026-09-07T09:36:05Z | |
| dc.date.issued | 2026 | |
| dc.description.abstract | This research project aims, in broad terms, to investigate how story-based approaches are implemented and positioned in the Algerian primary EFL settings, as a purposive sample of EFL teachers (n = 11) from several Ministry schools around Algeria provided their own perceptions about narratives as a suitable source for teaching young EFL learners. Building upon previous studies about story-based teaching for children, a primary assumption underlying this dissertation is to view narrative intervention as a learning process that embodies language familiarity, emotional engagement, imagination support, and spontaneous language use. In this regard, it is perceived that primary EFL teachers, who are expected to guide, communicate, and share their knowledge, would reconsider story-based learning in nurturing young learners' emotional intelligence and imagination development. Another related objective is examining teachers' mediation in relation to story-based learning,interpreting carefully their observations on class response and classroom practices according to the official curriculum instructions. From this standpoint, a primary concern in this study is to construct a comprehensive account of how teacherclassroom practices connected with institutional instructions are influencing young learners' emotional, imaginative, and cognitive engagement. To this end, data were collected and analyzed using quantitative and qualitative measurements, which included basic descriptive statistics of questionnaire results and content analysis ofcurriculum. Questionnaire results demonstrated, to some degree, participants' positive perceptions on story-based approaches for young EFL learners. Further critical analyses of qualitative data signified how participation could suggest emotional and imaginative responses, critical thinking, and early reader response behavior. Interestingly, theoretical frameworks also indicated how certain changes in attitudes occurred mostly through narrative exposure, inviting a transaction between the learner and the story. Finally, thematic analysis of combined data sources revealed three central themes, which reflected the affective value of stories, their linguistic benefits, and the classroom constraints that shape their use. | |
| dc.identifier.citation | 653 | |
| dc.identifier.uri | https://dspace.univ-sba.dz/handle/123456789/2699 | |
| dc.language.iso | en_US | |
| dc.title | Teaching through tales: Perceptions of Primary EFL Teachers on Story-Based Learning for Stimulating Emotional Intelligence, Imagination and Language Development among Young Learners | |
| dc.type | Thesis |
