Pre-service teachers' perceptions on storytelling to learn English as a foreign language

Abstract

It is well-known that pre-service teachers do not read much. Although they are usually considered expert readers (Colomer & Munita, 2013), their reading habits (Chartier, 2004; Vélez & Rapetti, 2008; Yubero & Larrañaga, 2015) and their knowledge and capacity for interpreting literary texts (Diaz Armas, 2008; Duszynski, 2006) show they are not. In fact, different studies have shown that they have a weak reading profile and usually express disaffection for reading (Aguilar Ródenas, 2020). Similarly, other studies (Contreras & Prats, 2015; Gallego & Rodríguez, 2015; Skaar et al., 2018; Vera, 2017) have made it evident that students from teaching degrees lack communicative skills and their reading habit and motivation towards literature is insufficient (Applegate et al., 2014; Vera, 2017).