This study aimed to explore the effectiveness of interactive storytelling in developing English competencies among Grade 6 learners at Maria Cristina Falls Elementary School, West II District, Division of Iligan City. It addressed gaps in communication skills and language proficiency by integrating interactive storytelling into English instruction. A total of 40 learners were divided into two groups: the experimental group received instruction through interactive storytelling activities, including Pick and Tell, Adverb Mix and Story, Act and Guess the Adverb, Adverb Story Relay, and Change the Adverb, Change the Story, while the control group was taught using traditional methods. Pretest and posttest assessments were administered to both groups using a researcher-made 35-item multiple-choice test focused on adverb usage and other English competencies. The findings revealed that the experimental group showed significantly greater improvement in constructing coherent narratives, applying appropriate language features, and demonstrating confidence in verbal communication compared to the control group. Additionally, the interactive storytelling approach fostered creativity, active participation, and learner engagement. These results suggested that integrating interactive storytelling into English instruction was an effective strategy for developing English competencies among Grade 6 learners.
Patana et al. (Mon,) studied this question.