Research Information System
Forum for Linguistic Studies, vol.7, no.7, pp.796-807, 2025 (Scopus)
This study examines how storytelling and play-based activities-effective methods for foreign language instruction in early childhood-can be employed in English teaching through theoretical foundations and practical data. Storytelling, with its capacity to engage children’s imagination and internalize linguistic patterns, and play, which offers social interaction, repetition, and reinforcement, together create a holistic language acquisition process. Supported by qualitative research methods, this investigation demonstrates that storytelling and play-based instruction have a positive impact on learners’ vocabulary, grammatical structures, and, in particular, their oral proficiency. Additionally, these methods significantly enhance learners’ motivation. The findings suggest that language teaching should move beyond traditional methods by adopting creative and interactive techniques that are suited to children’s developmental characteristics. In this context, storytelling and play-based English instruction emerge not only as a vehicle for academic success but also as a practical approach for fostering longlasting and meaningful language acquisition. In addition, recent developments in digital learning environments, mobile applications, and artificial intelligence-based tools have significantly transformed the landscape of language education. These innovations not only facilitate personalized and autonomous learning but also enhance learners’ motivation and engagement. Consequently, integrating technology into language education has become increasingly indispensable, especially in addressing the diverse needs of modern learners across formal and informal contexts.