This paper investigates the perceptions of English as a Foreign Language (EFL) teachers on the role of storytelling in their classrooms. Using a quantitative research approach, teachers were given a 12-question survey that was adapted from Seng Swee Hoon Connie’s (2017) study. A quantitative approach was used and the data was gathered with a survey consisting of structured questions and it was implemented on 40 EFL teachers. The results highlighted storytelling as a strong tool that may enhance vocabulary, critical thinking, and EFL development as a whole. Teachers emphasize the ability of storytelling as a creative tool, and it may help students to better understand and communicate. However, implementational barriers such as limited time and insufficient resources can be counted as some of the obstacles to making use of storytelling. This study supports the importance of storytelling in EFL classrooms and its applications, not just as a teaching technique, but also as a way to make learning a meaningful and joyful journey. Applying storytelling and making use of its full potential may help to make the learners more engaged. Thus, we might need to prioritize storytelling in the curricula and provide teachers with the pieces of training to make it more effectively used. This could enrich the learners’ experience of language and make it more inspiring for both teachers and learners.
E. Joseph Kaplan (Fri,) studied this question.