Folktales for EFL: Enhancing Speaking Skills and Self-Directed Learning Strategies

Abstract

In recent years, the integration of cultural narratives into EFL instruction has garnered increasing attention, particularly in light of the need to foster both communicative competence and autonomous learning among learners. However, there remains a lack of synthesized evidence on how folktale-inspired English materials contribute to the development of speaking skills and self-directed learning. This study aims to systematically review and analyze empirical research on the use of folktale-based materials in EFL settings, with a particular focus on promoting communicative skills and self-directed learning strategies. Adopting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, this study implemented a multi-stage systematic review process. Data were collected from four major databases; Scopus, Web of Science, ERIC, and Wiley, using specific keywords related to folktales, speaking skills, autonomy, and EFL learning. A total of 25 peer-reviewed articles published between 2021 and 2025 met the inclusion criteria after screening and quality appraisal using the Critical Appraisal Skills Programme (CASP) checklist. Data analysis was conducted through thematic synthesis. Findings indicate that folktale-based materials significantly enhance learners’ oral fluency, confidence, and intercultural communicative competence while also fostering independent learning behaviors, such as self-monitoring and goal-setting. Key success factors include the integration of interactive tools (e.g., flashcards, storytelling tasks, dramatization), culturally contextualized tasks, and teacher facilitation of reflective learning. However, challenges such as material adaptation, teacher preparedness, and assessment of autonomous learning remain underexplored