شبكة المعلومات العربية التربوية

This study aimed to investigate the effect of storytelling strategy on improving the speaking skills of fourth grade students in the Emirates. To achieve this goal, the study sought to answer its questions. 1) Are there statistically significant differences between the averages of the performance of the study members in improving speaking skills due to the method of teaching (storytelling- habitual narration) in each field of study and the tool combined? 2) Are there statistically significant differences between the averages of the individuals’ performance in improving speaking skills attributed to sex (male, female) in each field of study and the tool combined? The study members consisted of (148) male and female students from the fourth primary grade students in two government schools affiliated to the Education Directorate in Abu Dhabi City: the Al-Manara School, and the Al-Qemma School were chosen in the intentional way, and the study members were divided into two controlling divisions and two experimental divisions. The researchers also prepared a situational test to measure speaking skills. The validity and reliability of the study tool were verified. The results of the study showed that there is a statistically significant effect at the level of significance (α≤ 0.05) in speaking skills due to the teaching method in favor of the experimental group that was studied according to the narration of the story. The results also showed a statistically significant effect at the level of significance (α≤0.05) on speaking skills attributable to sex and in favor of females. (Published abstract)