Effects of Storytelling on Improving EFL Students’ Critical Thinking and Reading Comprehension

  • Javed Sahibzada Senior Teaching Assistant, English Language and Literature Department, Kandahar University, Kandahar, Afghanistan https://orcid.org/0000-0003-2032-7142
  • Yar Mohammad Bahrami Ahmadzai Associate Professor, English Language and Literature Department, Kabul University, Kabul, Afghanistan https://orcid.org/0000-0002-8618-2866
  • Azadkhan Niaz Teaching Assistant, English Language and Literature Department, Kabul University, Kabul, Afghanistan https://orcid.org/0000-0002-4497-4937
  • Susan Hussein Laftah Assistance Lecturer, Department of English Language and Literature Department, Dhi Qar Education Directorate, Thi-Qar, Iraq
Keywords: Critical Thinking, EFL, Reading Comprehension, Storytelling.


The purpose of this study is to find the effects of storytelling (ST) on improving critical thinking and reading comprehension of EFL students at Kandahar University. The design of the study was quasi-experimental with critical thinking and reading comprehension pre and posttests. Total 27 Afghan EFL students were selected based on their performance on Placement test.  The participants of experimental group listened to their teacher telling the story. In order to find the improvement and different between these variables is significant the Paired Sample T-Test was administrated and the result indicates that there is significant improvement in post-tests in areas of reading comprehension and critical thinking in group of storytelling. However, improvement is higher in reading comprehension section than critical thinking. 


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How to Cite
Sahibzada, J., Ahmadzai, Y. M. B., Niaz, A., & Laftah, S. H. (2020). Effects of Storytelling on Improving EFL Students’ Critical Thinking and Reading Comprehension. American International Journal of Social Science Research, 5(1), 33-47. https://doi.org/10.46281/aijssr.v5i1.485
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