University EFL Students’ Experiences of Storytelling in Developing Speaking Skills

Abstract

The purpose of this study is to explore and describe the experiences of EFL students at Klabat University in using storytelling to develop English speaking skills. This study employed a qualitative phenomenological approach to explore the lived experiences of EFL students in storytelling-based speaking classes, focusing on how these activities influenced their confidence and anxiety. Conducted at Klabat University with third- to fifth-semester English Language Education students selected via purposive sampling, data were collected through semi-structured interviews, classroom observations, and documentation, including syllabi and recorded presentations. Data were analyzed using Colaizzi’s phenomenological steps, with validity ensured through member checking, triangulation, and ethical safeguards such as informed consent and anonymity. Storytelling activities have been found to enhance students' confidence and reduce anxiety in speaking English by providing a structured and supportive learning environment. Students gradually gain courage, improve self-control, and develop fluency in both verbal and nonverbal communication, while perceiving mistakes as part of the learning process rather than threats. Overall, storytelling fosters not only better speaking performance but also the development of students’ professional identities and comprehensive self-confidence through repeated practice, social support, and reflection.