Story-based Grammar Teaching in Primary School English Education in China: A Mixed-Methods Study

Abstract

In response to the call for improving the quality of English language education in China, this paper’s significance lies in presenting a comprehensive mixed-methods study that evaluates the efficacy of story-based grammar teaching (SBGT) within China’s primary school educational framework. The methodology utilized involves quantitative analysis, which revealed that SBGT had a significantly greater impact on grammar acquisition compared to conventional instruction methods focusing on linguistic forms. Additionally, the qualitative investigation, conducted through thematic analysis, unveiled recurring themes such as engagement, enjoyment, improved understanding and retention, increased confidence and participation, contextual understanding, and language acquisition, all pointing towards the positive outcomes associated with SBGT implementation. However, the study also identified challenges, including lack of familiarity with SBGT, time constraints and curriculum pressure, and language proficiency and vocabulary limitations. These findings underscore the multifaceted nature of SBGT’s effectiveness in enhancing grammar proficiency among primary school students in China, while also shedding light on potential obstacles that educators may encounter in its implementation. Further research is proposed to delve deeper into addressing these challenges and refining SBGT methodologies for optimal educational outcomes.