Fairy tales are universal narratives that are seasoned with the wisdom of years and valuable resources, making them a powerful tool for teaching English as a foreign language. The article examines the usage of fairy tales alongside with performance-based assessment to facilitate language comprehension and stimulate imagination. The significance of this paper lies in demonstrating fairy tales as an interactive and culturally tool for evaluating English language proficiency. Therefore, the main objective of the article is to investigate practical application of fairy tales in English language classrooms and examine how they can be assessed in educational settings. For attaining the aim of the research, the study was conducted with first-year university students, using a set of carefully selected fairy tales as the basis for classroom activities, including storytelling sessions, interactive reading activities, role-playing, and group projects, which were assessed based on fluency, pronunciation, vocabulary use, grammatical accuracy, and creativity. Data was collected through classroom observations, post-study survey and performance-based assessments using rubrics to evaluate the effectiveness of fairy tales in English learning. The findings reveal that educators should incorporate storytelling and performance-based assessments to create a more dynamic and student-centered learning environment.
Kasymalieva et al. (Wed,) studied this question.
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