Using Stories in Presenting English Grammar to Vietnamese Young Learners


  • Nguyet Minh Nguyen Vietnam National University


grammar teaching techniques, young learners, learning through stories


Despite the development of the communicative language teaching (CLT) approach in recent years, explicit grammar instruction remains an indispensable element in English teaching and learning and needs to be paid more attention to, especially when Vietnamese teachers are struggling at presenting grammar to young EFL learners. With an investigation into 5th-graders’ grammar lessons delivered by native English-speaking teachers at Vietnam-Australia School, Hanoi, the research aims at (1) describing the way stories are employed in grammar lessons; (2) exploring teachers’ beliefs and (3) students’ opinions towards this technique. The research adopts a case study research design with various data collection instruments, including classroom observation, surveys, and semi-structured interviews. The result reveals that using stories is perceived to be effective in presenting grammar to young learners by both teachers and most students. It can inform both native and non-native English teachers of this technique’s employment in grammar lessons and Vietnamese students’ attitudes towards it.

Author Biography

Nguyet Minh Nguyen, Vietnam National University

Nguyet Minh Nguyen is currently an English lecturer at Vietnam National University, Hanoi, Faculty of English language teacher education. She graduated from Korea University with a master’s degree in English Education. Her interests include teaching EFL to young learners, technology application in EFL teaching, and English applied linguistics.


Brewster, J. & Ellis, G., Girard, D. (2010). The primary English teacher's guide (new edition). Essex: Penguin.

Brown, H. D. (1994). Principles of language learning and teaching. California: Prentice Hall Regents.

Bui, T. Q. T. (2011). The exploitation of group work to increase the 4th and 5th graders’ motivation in classroom to study English in lower movers classes, British Council, Hanoi. BA thesis. Hanoi: VNU-ULIS.

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

Celce-Murcia, M. & Hilles, S. (1988). Techniques and resources in teaching grammar. Oxford: Oxford University Press.

Du, T. H. T. (2008). An investigation into students’ preference towards common vocabulary activities at British Council, Hanoi. BA thesis. Hanoi: VNU-ULIS

Gall, M.D., Borg, W.R. & Gall, J.P. (1996). Educational Research: An introduction. New York: Longman Publishers.

Haznedar, B. & Uysal, H. H. (2010). Introduction: Embracing theory and practice in teaching languages to young learners. In B. Haznedar & H. H. Uysal (Eds.). Handbook for teaching foreign languages to young learners in primary schools (pp.1-20). Ankara: Ani Publications.

Jatmiko, A. (2011). Teaching grammar to young learners: techniques and implementation. Sebelas Maret University.

Lam, T. T. T. & Tran, X. D. (2008). The application of games in teaching grammar with reference to Tieng Anh 10 textbook at Ha Trung high school, Thanh Hoa province. MA thesis. Hanoi: VNU-ULIS

Larsen-Freeman, D. (1991). Teaching Grammar. In M.Celce-Murcia (Ed.) Teaching English as a Second or Foreign Language. New York: Harper & Row/Newbury House.

Leech, G. Deuchar, M. & Hoogenraad, R. (1982). English Grammar for today. London: Macmillan Press.

Lightbown, P. M. & Spada, N. (1990). Focus on Form and corrective feedback in communicative language teaching: Effects on L2. Studies in Second Language Acquisition, 12, 429-448.

Mackey, A. & Gass, S. M. (2005). Second language research: Methodology and design. New Jersey: Lawrence Erlbaum Associates Publishers.

Nassaji, H. (2000). Towards integrating form-focused instruction and communicative interaction in L2 classroom: Some pedagogical possibilities. The modern language journal, 84(2), 241-250

Nguyen, Q. T., Le, V. C., Nguyen, T. M. H., Hoang, T. X. H., Do, T. M., Nguyen, H. M. et al. (2007). Cẩm nang dạy và học Tiếng Anh trung học phổ thông. Hanoi: Education Publication.

Nguyen, T. T. L. & Le, V. C. (2010). Teachers’ attitudes towards grammar teaching in the light of communicative approach to first year non-major students at Haiduong Medical Technical University. MA thesis. Hanoi: VNU-ULIS

Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Publication.

Pham, V. P. H., & Tran, V. D. (2021). The Effects of Vietnamese High School Teacher’s Utility of Google Forms on Eleventh Graders’ Grammatical Knowledge. AsiaCALL Online Journal, 12(4), pp. 30-45. Retrieved from

Richards, J. C. & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge, New York: Cambridge University Press.

Scrivener, J. (1994). Learning Teaching: The essential guide to ELT (3rd ed.). Oxford: Macmillan Publishers Limited.

Sentuk, S. & Kahraman, A. (2020). The Use of Short Stories in English Language Teaching and Its Benefits on Grammar Learning. International Journal of Curriculum and Instruction, 12(2), pp. 533-559.

Shin, J. K. & Crandall, J. J. (2014). Teaching young learners English: from theory to practice. National Geographic Learning.

Thornbury, S. (2006). How to teach grammar. Harlow: Pearson Education Limited.

Yin, R. K. (1984). Case study research: Design and methods. Newbury Park, CA: Sage.




How to Cite

Nguyen, N. M. (2021). Using Stories in Presenting English Grammar to Vietnamese Young Learners. International Journal of TESOL & Education, 1(3), 286–300. Retrieved from