Meta-Analysis of the Effectiveness of Storytelling Methods on Students' Foreign Language Learning Achievement

Abstract

Previous studies examining the effectiveness of storytelling methods in foreign language learning have shown inconsistent results. Therefore, this study aims to conduct a meta-analysis study on the effectiveness of using storytelling methods on students' foreign language learning achievement. This meta-analysis synthesizes 10 primary studies that meet the inclusion criteria. The results of the analysis using the random-effect approach obtained a combined effect value of 1.14 (large effect). This value indicates that the use of storytelling methods has a large influence on students' foreign language learning compared to conventional learning methods. The results of the publication bias analysis showed that the N file-safe value obtained was 147, meaning that a minimum of 147 additional studies with zero effects are needed so that the combined results of this meta-analysis are not statistically significant (p> 0.05). This number far exceeds the conventional threshold suggested by Rosenthal, which is 5k + 10. These findings strengthen the belief that the positive effect of storytelling on foreign language learning achievement found in this study is not the result of publication distortion.