Effectiveness of native and nonnative stories on developing english language adeptness and inculcating values among secondary school students

Abstract

The study aimed to find out the effectiveness of native and nonnative culture based stories on developing English language adeptness and inculcating values among secondary school students. Major objectives of the study are to find out the comparative effect of teaching English with native and with nonnative stories - (i) on developing language adeptness pertaining to the language skills-Listening, Speaking, Reading and writing, and (ii) on inculcating values among secondary school students. The study followed mixed method by making use the Pre-test Post-test quasi experimental design with qualitative-quantitative methods of data collection and analysis. There were two experimental groups and one untreated control group in the study. The sample in the experimental groups included 77 class 8 th students- 38 students in experimental group I and 39 in experimental group II. The control group is formed with 39 students. English Language Adeptness Assessment Battery, Compiled test for Assessing Language Adeptness, Value Inculcation Inventory are the tools used for the study. Data were collected before and after the intervention. The collected data were properly analysed by employing quantitative statistical techniques and appropriate qualitative techniques. Techniques of data analysis are Percentage Analysis, independent sample t-test, and paired sample t-test. Qualitative data collection and analysis procedures such as Performance Index, Portfolio assessment, Rubric based Assessment were used. Major finding of the study is teaching English with native stories is more effective than teaching with nonnative stories to develop language adeptness among students. Teaching English with native stories and with nonnative stories are effective to promote inculcation of values among secondary school students. However, teaching with native stories is more effective than teaching with non-native stories for inculcating values among students.Major implications of the study are: curriculum makers and language teachers can incorporate more culturally familiar content in the classroom teaching to develop the four language skills of the learners. English language textbook is also a value repository since it includes poems, stories, grammar lessons and everything that is useful for language learning is also useful for value inculcation. The investigator has also put forth suggestions and recommendations for further studies.