Storytelling is widely recognized as an effective pedagogical tool for young learners, as it provides a rich linguisticand cognitive environment that supports natural language development. In early English education, it enhancesvocabulary acquisition, comprehension, and oral production while fostering children’s imagination and narrative thinking.This article examines the benefits of English storytelling activities for young learners, drawing on contemporary internationalresearch as well as recent studies conducted in Uzbekistan. Using an integrative synthesis of three selectedresearch papers and additional scholarly sources, the article presents a comprehensive overview of how both traditionaland digital storytelling contribute to linguistic development, imaginative engagement, and narrative competence.Storytelling creates meaningful contexts in which comprehension, memorization, and verbal expression develop organically.Empirical studies consistently demonstrate improvements in vocabulary growth, reading comprehension, narrativestructure, and oral language complexity among preschool and early primary learners exposed to storytelling practices.Grounded in Vygotsky’s theory of mediated learning and Bruner’s concept of narrative meaning-making, the articleexplains why narrative-based instruction supports internalization, higher-order thinking, and socio-emotional development.Particular attention is given to imagination and narrative thinking, which storytelling strengthens through symbolic play,prediction, creativity, and event structuring. The article concludes with practical recommendations for educators, methodologicalguidelines for designing storytelling activities, and directions for future research.
| Mualliflar | Madjitova , Oyshakhon, Anvarova , Muslima |
|---|---|
| Jurnal | Мактабгача ва мактаб таълими |
| Nashr sanasi | 2025-12-02 |
| Jild | 3 |
| Son | 12 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.18028558 |
DOI: 10.5281/zenodo.18028558 · Maqolaning asl sahifasi
storytelling, imagination, narrative thinking, early English education, young learners, language development, digital storytelling, narrative competence
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