The effects of oral narrative interventions on second language learning: A systematic review and meta-analysis

Abstract

Oral narrative interventions involve training in telling and retelling stories in language teaching and learning. In this study, we systematically reviewed 50 peer-reviewed publications with a pretest-and-posttest design on oral narrative interventions in second language (L2) learning and meta-analyzed their effectiveness on language outcomes based on 29 studies that reported sufficient statistical information. First, the systematic review found that two distinct intervention approaches were commonly used in foreign language classrooms across various proficiency and education levels: traditional storytelling, which involves verbally telling or retelling a story, and digital storytelling, which integrates digital recordings of storytelling or retelling with computer-based multimedia resources. Second, the meta-analysis found a medium-to-large overall effect of oral narrative interventions on language outcomes, particularly L2 speaking, reading, grammar, and vocabulary. Moderator analyses showed that the effect of the interventions was not affected by intervention approaches (i.e., traditional and digital storytelling), but was moderated by L2 proficiency level and intervention duration, with intermediate learners and medium-term intervention showing the greatest gains. We conclude that both storytelling approaches are equally effective for L2 learning. Teachers should consider students’ language proficiency and intervention duration when implementing oral narrative interventions. More attention should be paid to future studies to test the effects of various components of oral narrative interventions.