Story-Driven Learning and Holistic Development: Effects on Concept Mastery, Creativity and Empathy in EFL Learners
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| Title: | Story-Driven Learning and Holistic Development: Effects on Concept Mastery, Creativity and Empathy in EFL Learners |
|---|---|
| Language: | English |
| Authors: | Ehsan Namaziandost (ORCID |
| Source: | British Educational Research Journal. 2026 52(1):403-425. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Second Language Learning, English (Second Language), Mastery Learning, Creativity, Empathy, Story Telling, Creative Thinking, Second Language Instruction, Teaching Methods, Holistic Approach |
| DOI: | 10.1002/berj.70014 |
| ISSN: | 0141-1926 1469-3518 |
| Abstract: | Although narrative-based pedagogy is increasingly recognised in the field of language education, there remains a limited understanding of how story-driven learning (SDL) influences both cognitive and emotional development. Much of the existing literature emphasises storytelling's benefits for specific linguistic skills but falls short in examining its integrated impact on concept mastery, creative thinking and empathetic development within English as a foreign language (EFL) settings. This study aims to address this gap by investigating the effects of SDL on intermediate EFL learners' abilities in these three domains. To achieve this objective, a mixed-methods research design was employed, involving 113 female EFL learners in Iran who were divided into an experimental group (EG) (N = 59) and a control group (CG) (N = 54). The EG received instruction based on SDL principles, whereas the CG followed a conventional curriculum. Quantitative data were gathered through three validated questionnaires and analysed using non-parametric statistical methods, specifically the Mann-Whitney U test and the Wilcoxon signed-rank test. In addition, open-ended survey responses from the EG participants provided qualitative insights into their experiences with SDL. The findings revealed statistically significant improvements in the EG across all measured areas: concept mastery, creativity and empathy. Qualitative analysis further indicated that SDL enhanced EFL learners' emotional engagement with the content, contributing to a more profound comprehension of the material. These results suggest that incorporating narrative-based strategies into EFL instruction can lead to a more holistic educational experience, supporting not only cognitive growth but also vital socio-emotional competencies. By doing so, this study adds to the expanding body of scholarship on narrative pedagogy and provides actionable insights for educators aiming to nurture linguistically proficient, empathetic and creatively active learners. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499082 |
| Database: | ERIC |
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