Storytelling in English Language Education in China: A Systematic Review of Empirical Research from the Past Decade (2014–2024)

Authors

  • Luying Zheng

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Hanita Hanim Ismail

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Harwati Hashim

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Zuraina Binti Ali

    Centre for Modern Languages, Universiti Malaysia Pahang, Pekan 26600, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i2.8314
Received: 1 December 2024 | Revised: 11 January 2025 | Accepted: 13 January 2025 | Published Online: 22 January 2025

Abstract

The storytelling approach has been widely recognised as an effective pedagogical approach in English language education (ELE). In China, storytelling has received considerable attention as an instructional method, aligning with national policies emphasising innovative and interactive learning. However, while empirical research on storytelling in China’s ELE has grown, there is a lack of systematic reviews synthesising relevant studies in this context. This gap limits the understanding of how storytelling has been implemented and evaluated within China’s unique socio-cultural and educational settings. Thus, based on three databases (Web of Science, Scopus, and Google Scholar), this systematic review addresses this gap by examining 24 empirical studies published in the past decade, from 2014 to 2024. The findings reveal storytelling is predominantly used in primary and secondary education, with fewer studies in tertiary and special education. Research interests span curriculum integration, material adaptation, stakeholder perceptions, and learning outcomes. Effective strategies primarily focus on the selection and adaptation of stories for instruction and the implementation of storytelling through methods such as guided reading, autonomous reading, and the use of multimodal support, though challenges such as inadequate teacher training, resource limitations, and misaligned activities with curriculum goals remain prevalent. With quantitative and qualitative designs underpinning most previous studies, the review highlights the importance of expanding the research agenda for a more comprehensive understanding. Implications for educators, curriculum planners, and policymakers include addressing resource gaps, enhancing teacher training, and fostering collaboration to optimise storytelling practices in China’s ELE.

Keywords:

Storytelling; English Language Education; Pedagogies; China; Systematic Review

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How to Cite

Zheng, L., Ismail, H. H., Hashim, H., & Ali, Z. B. (2025). Storytelling in English Language Education in China: A Systematic Review of Empirical Research from the Past Decade (2014–2024). Forum for Linguistic Studies, 7(2), 280–295. https://doi.org/10.30564/fls.v7i2.8314

Issue

Vol. 7 , Iss. 2 (February 2025): In Progress

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Review

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Copyright © 2025 Luying Zheng, Hanita Hanim Ismail, Harwati Hashim, Zuraina Binti Ali

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.