Investigating the Use of Bed-Time Stories and Moodle in EFL Classes: Attitudes, Benefits and Challenges

Abstract

This study scrutinizes the effectiveness and the feasibility of an EFL story-based textbook supported by a Moodle platform in Moroccan high schools. Along with the use of Moodle as the learning management system, this study uses a story-based approach in foreign language teaching/learning. Before designing this story-based textbook, the researcher investigated the Moroccan EFL context to be more practical and the textbook stands on a solid ground by having an added value not just being repetitive. Therefore, a quantitative study was conducted to collect up-to-date data and see (a) whether stories are already used or not in Moroccan EFL classes (b) the benefits and challenges, if any, stories can have according to these teachers (c) some of the most challenging obstacles behind not using stories in Moroccan EFL classrooms. To answer these questions, a questionnaire was administered to 100 EFL teachers from Casablanca. The data collected through the questionnaire revealed that most informants appreciated the use of stories in EFL classes. Additionally, most of them perceive the story-based approach as a useful tool to help students develop language skills. To conclude, these findings suggest that stories help in boosting students’ motivation, retention, and thus developing language proficiency. The findings also provided some solutions to teachers’ common challenges while using stories.