ENHANCING NARRATIVE SKILLS: A QUALITATIVE STUDY ON DEVELOPING ESL STUDENTS' STORY RETELLING ABILITIES AT PRIMARY SCHOOL LEVEL

Abstract

This qualitative study investigates five primary school teachers' strategies in a private English medium school in Multan to develop narrative skills among ESL (English as a Second Language) students through story-retelling techniques. The research utilizes a comprehensive approach, incorporating teacher interviews, classroom observations, and the review of teaching materials. Thematic analysis reveals commonalities and differences in teaching methods, student engagement, and classroom learning environments. The findings underscore the significance of a holistic approach, encompassing vocabulary building, sentence structure, and coherence. Strategies such as using multimedia resources, role-playing, and incorporating cultural stories contribute to an immersive and inclusive learning environment. The study recognizes challenges, including diverse linguistic backgrounds and large class sizes, and proposes solutions such as integrated scheduling and fostering teamwork. The implications highlight the importance of professional development for teachers and the celebration of small achievements in cultivating a positive learning culture. The relevance of this study lies in its contribution to effective language instruction and cultural inclusivity. Future research directions could explore the long-term impact on overall language proficiency and assess the effectiveness of teacher professional development programs in enhancing story-retelling practices for ESL students.