The Effectiveness of the Storyline Approach in Teaching English as a First Foreign Language in Secondary Vocational School

Eva Boh and Karmen Pižorn and Janez Vogrinc

Summary:  The article presents Storyline, an internationally recognised pedagogical approach to English language teaching. Storyline is used in developing a curriculum as an integrated whole. In the introduction, this paper summarises the theoretical background of the field of foreign language teaching and the Storyline approach. This is followed by a description of the empirical research, in which the researchers investigate (1) whether the use of Storyline in English language teaching contributes to higher achievement in English language proficiency; (2) whether Storyline influences students’ motivation to learn English; (3) the elements of Storyline in which students are most likely to perform well; and (4) the relationship between the popularity of particular elements of Storyline and performance in English language tests. The answers were obtained by conducting quantitative research involving first-year students in vocational secondary schools of different educational programmes who were taking English classes as a first foreign language. The study confirms that the Storyline approach leads to higher achievement in English language skills and motivates students to learn English as a foreign language.