International Journal of Instruction - Vol. 19 - Storytelling for Improving Vocabulary and Motivation in Bilingual Third-Language Learners

Sep 14, 2026

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Investigated the impact of storytelling on English vocabulary acquisition among bilingual young learners in primary education, emphasizing Slovak- and Hungarian-speaking children learning English as a third language. The study addresses motivational challenges in third-language learning by embedding engaging storytelling activities into instruction. A qualitative action research design was conducted across 16 English lessons using Julia Donaldson’s books. Lessons combined warm-ups, vocabulary pre-teaching, reading, video viewing, and interactive tasks including games, drawing, character descriptions, and dramatization. Data from observations, focus groups, pupil evaluations, and vocabulary recall showed notable gains in vocabulary acquisition, pronunciation, and learner engagement, with increased participation and motivation to use English actively.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

INTRODUCTION

Background and language education context

Vocabulary acquisition and pedagogy

Slovak-Hungarian bilingual learners and third-language challenges

Study intervention focus

International Journal of Instruction e-ISSN: 1308-1470 ● [www.e-iji.net](www.e-iji.net) July 2026 ● Vol.19, No.3 p-ISSN: 1694-609Xpp. 749-768 Article submission code: 20251122135424 Received: 22/11/2025 Revision: 21/02/2026 Accepted: 28/02/2026 OnlineFirst: 07/04/2026 Storytelling for Improving Vocabulary and Motivation in Bilingual ThirdLanguage Learners Eva Reid Assoc. Prof., Comenius University in Bratislava, Slovakia, [eva.reid@uniba.sk](eva.reid@uniba.sk) Timea Clark PhD. Student, Trnava University, Slovakia, [timea.clark@icloud.com](timea.clark@icloud.com) This study investigated the impact of storytelling on English vocabulary acquisition among bilingual young learners in primary education, focusing on Slovak and Hungarian speaking children learning English as a third language. Recognising the motivational challenges of third-language learning, engaging storytelling activities were incorporated to improve learning outcomes. The qualitative action research was conducted over 16 English lessons using four books by Julia Donaldson. Each lesson combined warm-up activities, vocabulary pre-teaching, reading, video viewing, and interactive tasks such as games, drawing, character descriptions, and dramatization. Data were collected through classroom observations, focus group discussions, pupils’ evaluations, and written vocabulary recall tasks. The finding revealed considerable improvements in vocabulary acquisition, pronunciation, and learner engagement. Pupils responded enthusiastically to the storytelling-based lessons, showing increased participation and motivation to use English actively. Overall, storytelling proved to be an effective pedagogical approach for improving vocabulary learning and motivation among bilingual young learners learning English as a third language. Keywords: English language education, bilingual learners, motivation, storytelling, vocabulary acquisition INTRODUCTION The Council of Europe emphasizes effective foreign language education from an early age, aiming to cultivate plurilingual and pluricultural individuals. The concept advocates for each EU member state to include the teaching of two foreign languages in their curriculum. While this goal promotes linguistic diversity and intercultural understanding, it may pose significant challenges for children who are already bilingual (such as those from minorities or immigrant backgrounds) by placing additional cognitive and linguistic strain on their development as they navigate multiple languages simultaneously. In Slovakia, English is the most preferred foreign language taught in schools, with the majority of children learning it from either the first, or the third grade of primary Citation: Reid, E., & Clark, T. (2026) . Storytelling for improving vocabulary and motivation in bilingual third-language learners. International Journal of Instruction , 19(3), 749-768. [https://doi.org/10.29333/iji.2026.19340a](https://doi.org/10.29333/iji.2026.19340a) education. This paper examines English language education for young bilingual learners, specifically focusing on vocabulary acquisition by integrating children’s stories. Vocabulary acquisition is a fundamental component of foreign language learning and plays an integral role in overall language development. As noted by Read (2000), words serve as the foundational building blocks of language, enabling learners’comprehension and expression. Even with a limited vocabulary, learners can manage successful communication, making lexical competence a key part of communicative competence (Schmitt, 2000). Young learners acquire vocabulary differently from older learners, they benefit most from learning concrete words, hearing and repeating their pronunciation, and recycling them in new and different contexts. A multisensory approach to vocabulary instruction is vital for young learners, as they grasp and retain words more effectively when presented alongside visual aids that

FAQs

What does the study examine about bilingual third-language learning?

The study examines how storytelling affects English vocabulary acquisition and motivation among bilingual young learners learning English as a third language.

How was the storytelling intervention implemented?

A qualitative action research intervention was carried out over 16 English lessons using four Julia Donaldson books, combining warm-ups, vocabulary pre-teaching, reading, video viewing, and interactive tasks such as games, drawing, character description, and dramatization.

What outcomes were observed from using storytelling in class?

The findings show considerable improvements in vocabulary acquisition, pronunciation, and learner engagement, alongside increased participation and motivation to actively use English.

Sep 14, 2026

Uploaded by Anda