


































CHAPTER THREE.cdr


and chi-square statistic. Findings from the study show that folktale 
has the potency to provide students with diversity of cultural 
experiences, values and societal norms; the ability to learn a 
second culture, understanding the basics that need not be ignored 
as a good language teacher or instructor, inculcating the virtues 
needed by the society and discouraging vices, and so on. 
Recommendations were also proffered among which are: students 
should try not to mistake folktale with story-telling; they should 
try to adapt themselves to any culture they may find themselves 
and respect their cultural heritage.
Keywords: Folktales, receptive abilities, second language 
enhancing, cultural diversity.

Introduction
 Folktale is a form of traditional oral literature that utilizes 
story telling as a technique or medium of communication. 
Folktales are usually stories told by Grandpas and Grandmas 
especially during moonlights. These stories are not only didactic, 
but culturally relevant as well as culturally bound in their 
interpretations. According to Babalola et al (2012), folktales have 
important values for the community in order to maximize their 
strengths and to be able to live comfortably in cultural diversity.

 Folktales are targeted at inculcating virtues and 
discouraging vices. The characters in folktales may be animals, 
birds, mountains, forests, the earth or even water that have 
assumed the role of human beings. Such as the Tortoise in 
Nigerian folktales is known as a clever trickster, whose stock in 
trade is selfishness and deception, like the Ananse in Marriage of 
Anansewa in Ghanian folktales.In English as a Second Language 
(ESL) environment, the Second Language (L2) learner is charged 
with the responsibility of learning a second culture. Over the 
decades, it has been observed that some language teachers still 
find it quite cumbersome to create enabling environment to 

The Potency of Folktales in Enhancing Students' Receptive 
Skills in Secondary Schools in Orlu Metropolis, Imo State

Okoro, Ngozi Anchor – Lee Ph.D
Department of English Language and Literature

Alvan Ikoku Federal University of Education, Owerri,
Imo State, Nigeria

Email:anchorlee54@yahoo.com
Phone Number:08034983670

&
Onuegwunwoke, Cynthia Adaeze Ph.D

Department of English Language and Literature
Alvan Ikoku Federal University of Education

Owerri, Imo State, Nigeria
Email:onuegwunwokeadaeze@gmail.com

Phone Number:08037675151
&

Enwerem, Chioma Loveline
Department of English Language and Literature

Alvan Ikoku Federal University of Education,
 Owerri,Imo State Nigeria

Email:Chiomashedrach@gail.com

Phone Number : 08065999837

Abstract
This study focuses on the potency of folktales in enhancing 
students receptive skills especially in secondary schools in Orlu 
metropolis of Imo State. The descriptive survey design was 
adopted for the study that had three research questions formulated 
to guide it. Adopting the Krejcie and Morgan formula, a sample of 
186 respondents were carefully sampled from a target population 
of 1860 students, instrument for data collection for the study is a 
researcher made questionnaire that contains 11 items. Data 
collected for the study were analysed using the simple percentage 

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Okoro, Ngozi Anchor - Lee Ph.D & Onuegwunwoke, Cynthia  Adaeze Ph.D & Enwerem, Chioma Loveline: 

The Potency of Folktales in Enhancing Students' Receptive Skills in Secondary Schools in Orlu Metropolis, Imo State

mailto:Chiomashedrach@gmail.com


teacher looks into the eyes of the students and together they pay 
attention, and rehearse the story. The teacher facilitates the 
learning by recreating the actions through voice modulations, 
body gestures, and series of mental images.  The students' 
responses from the onset of their listening signals to the teacher 
whether to step up or step down, elaborate or even round off. 
Corroborating the above stance, Amadi (2001) in Okoro et al 
(2017) highlights the benefits of story-telling as an instructional 
technique thus:
Listening to and telling stories, act as springboard for active 
participation and creativity – producing the desired stimulus and 
ideas for explaining characters and events. However, Ahukanna 
(2001) identified some pitfalls associated with story-telling 
method thus:
Value attached to a good story depends on the maturity of the 
audience and individual differences, in order words, what is good 
for the goose may not be good for the gander if the teacher is not 
careful enough to identify her target audience before choosing a 
story for a given topic.

 Students may have difficulties in comprehending what 
they have listened to, and resolving the conflict that may arise 
from their cognitive schema over what they have already 
internalized.Time management to avoid loss of interest.

How Folktale Can Be Used To Enhance Students' Receptive 
Skills
 The language skills are grouped into productive skills 
(speaking and writing) and the receptive skills (listening and 
reading).The hallmark of every linguistic transaction irrespective 
of context is to achieve mutual understanding and reciprocate 
appropriately. In the context of listening and reading which is our 
focus, the participants aim at absorbing information unlike in 
speaking and writing where the language users give out 

stimulate learners' interests in some topics such as listening and 
reading comprehension.

 A good language teacher therefore ought to be conversant 
with the basics that need not to be ignored. In that case, listening 
skill becomes the primary language skill to be given adequate 
attention if academic progress must be recorded. Moreover, there 
are some 'Active Learning Instructional Strategies (ALIS)' such as 
Think –pair share, Prediction, Brainstorming and Collaboration 
among others that can be used by the teacher to engage, improve 
and minimize boredom in the classroom in addition to  folktale as 
a sure-bet for enhancing the students' receptive abilities.

The Nature of Folktales
 Folktales and story-telling are two sides of a coin. 
Folktales as the name implies are traditional oral history reflecting 
diverse cultural stories that have existed for centuries from one 
generation to another. Oral rendition is one of its numerous 
peculiarities. In our contemporary age, the advent of 
technological devices have made life easy in that other peoples 
stories could be adapted either for the purpose of acting it out on 
stage or oral rendition as poetry whether as an individual or group 
activity asynchronously. Folktales by their peculiarities provide 
diversity of cultural experiences, values, beliefs, norms and mores 
to the listeners (Mantra et al 2018).

 Folktales by their nature celebrate diverse cultural 
backgrounds. By listening to and reading stories across cultures, 
students discover valuable insights about other people's way of 
life. Ezeala (2015) in Okoro et al (2017) states that story telling as 
a method of teaching is often mistaken for explanation or forklore.
In the story-telling method, the teacher creates a story which is 
similar to the topic to be taught or which is suitable to illustrate a 
particular concept in the subject and topic at hand (p. 158). The 

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Okoro, Ngozi Anchor - Lee Ph.D & Onuegwunwoke, Cynthia  Adaeze Ph.D & Enwerem, Chioma Loveline: 

The Potency of Folktales in Enhancing Students' Receptive Skills in Secondary Schools in Orlu Metropolis, Imo State



Why it should be taught (the rationale).
How to achieve the stated instructional performance objectives 
(methodology).
In a classroom setting, the teacher having planned his lesson 
comes into the classroom and sets the following ground rules:
Listen attentively.
No noise.
No loitering.
No executive meditation (No sleeping).
Keep it short and simple (Kiss).
Be ready to answer questions put to you (Turn taking).
By way of introduction and set induction, the teacher poses the 
following questions. Do you agree?  What do you think is 
responsible for poor reading culture and how do we resolve that? 
Task 1: She reads a comprehension passage entitled “The Missing 
Flute”.
Teacher: Once Upon a time!
Class: (chorused) Time, time!

 Teacher: In the land of Umueze, there lived a widow, 
Nkechinyere and her only son, Chimdindu. Chimdi as she often 
called him was an obedient child, respectful and humble. He was 
the best companion of his mother and the mother bought him a 
flute as a gift due to his supportive roles in the family. Chimdi 
would always help his mother in house chores and farm work. He 
cherished that flute so much that it became his own companion 
too. Anywhere he went, the flute was in his hands.

 One day, Nkechinyere and her son went to farm. Chimdi 
hid his flute under a palm tree. When it was getting late, the mother 
hurriedly gripped him by the hand and they started going home. It 
was when they got home that Chimdi realized that he forgot his 
flute. He told his mother of his intention to go back to the farm and 
collect his flute, but the mother discouraged him because it was 

information. Opara et al (2016) observe that “Despite the 
significant roles reading plays in one's intellectual attainment, 
most students do not read at all”. One must be able to comprehend 
what one reads if one's interest is properly aroused. It is a common 
saying these days that the reading culture among students in 
Nigeria has dwindled. UNESCO (2013) recorded about 774 
million global adult population that are illiterate in the world. 
Most students suffer from alliteracy. They lack the desire to read. 
Alliterate people can read, but they tend to avoid engaging 
themselves in practical reading.Eze (2007), comments that the 
poor performance in many examinations is always a product of 
poor reading abilities and comprehension. When effective 
listening skill is developed in students, effective reading culture 
will be guaranteed.

 Inadvertently, when effective reading culture is 
developed, students' linguistic and communicative competence in 
their use of language will also reflect in their academic 
achievements. By implication, the potency of incorporating 
folktales to improve their listening skill which is supposedly the 
first language skill becomes imperative.

 Obviously, it will in turn facilitate the mastery of the other 
skills. Whereas a skill can be referred to as the ability or developed 
aptitude to do something well by using one's knowledge readily 
and maximally to achieve high performance. Listening and 
reading skills in the context of this discourse refer to the ability of 
the language user(s) to comprehend and interpret meaningfully a 
given text, situation or even semiotics which it is composed. When 
students recognize that they will be tested after a listening and 
reading passage, it will inform their decision to pay rapt attention.
In that regard, a resourceful teacher creates the enabling 
environment by deciding;
What to teach (choosing the topic).

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Spirits: You stubborn child, go!
Ikem sighed and left. On his way back, the spirits stopped him and 
handed him three bags. He left rejoicing not knowing the content. 
When he got home, he didn't let anybody in even his mother. He 
locked himself up with the hope of enjoying the treasures all alone. 
Contrary to his expectation, when he opened the bags; he was 
overwhelmed by deadly reptiles, scorpions, bees and the likes.

Teacher: Hello students.
Class: Hello Auntie.
Teacher: Did you listen attentively to the reading?
Class: (Chorused) Yes Auntie.
Teacher: (The teacher divides the class into groups and gives them 
questions to answer in groups. They will choose their group leader 
after brainstorming, making predictions, think and pair their 
answers). In three sentences explain why Ikem and Chimdi were 
rewarded differently. Identify four moral lessons you have learnt 
from the passage? 
Teacher: Divides the students into groups to collaborate, 
brainstorm, predict, think – pair and share their ideas as they 
engage in the activity.

Class Activity:
Read the passage carefully and answer the following questions.

1. Explain briefly how the spirits rewarded Ikem and 
Chimdi?

2. What do you think made the spirits to reward them 
differently?

3. List and explain at least three moral lessons you can derive 
from the passage.

4. In three sentences, summarize the passage.

Statement of the Problem
 Taking into consideration the continued handicaps and 

night already and besides the spirits would be out by such a time of 
the day. He told his mother that he would go and come back 
successfully and left in search of his flute.
When he got to the junction where four parts meet, the spirits 
stopped him. Chimdi first of all greeted them.
Spirits: Where are you going?
Chimdi: Please, I forgot my flute, and I want to go and collect it.
Spirits: it's okay, you can go!
Chimdi: Thank you sirs.
As soon as he left, the spirits started planning good things for him 
because he was courteous. Chimdi got to the place he forgot his 
flute, collected it and started running back home.
On his way home, he met the spirits the second time, and they 
stopped him.
Chimdi: Good evening sirs!
Spirits: Did you see your flute?
Chimdi: Yes sir, I have collected it.

 They gave him three bags containing different treasures. 
When he got home, he called his mother and they opened the bags 
one after the other and they discovered the hidden treasures in 
various bags. That was how their days of sudden abundance 
became a news. When one of their neighbour's son, Ikem heard 
about what happened, out of envy and jealousy, one day followed 
the mother to the farm and deliberately dropped his flute while 
going home. As soon as they got home, he told his mother that he 
would go back and collect his flute, but the mother insisted that he 
would not go because of the spirits. He paid a deaf ear and rushed 
out to go and collect his flute with the intention of receiving the 
same reward as Chimdi's. Eventually, when he met the spirits, they 
stopped him.
Spirits: where are you coming from and where are you going?
Ikem: Infuriated with the question, shouted 'Get out of my way, 
I'm going to collect my flute'.

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The Potency of Folktales in Enhancing Students' Receptive Skills in Secondary Schools in Orlu Metropolis, Imo State



strategy or method.Activity theory highlights the learning 
complexity that could be resolved by the adoption of mediated 
interactions rather than passivity or something opaque which 
happens in students' minds. Vygotsky does not see learning as 
transmission of ideas rather as transformation of other 
lives.Hashim et al (2007), proponents of Activity Theory postulate 
that the Activity Theory is a conceptual framework for the analysis 
and understanding of human interaction. Activity Theory aligns 
itself with the integration of folktales as potent tools for engaging 
students' in participation, hence its transformational benefits.

Task 2
The teacher assumes the role of a Narrator, narrates a folktale 
entitled 'Ahia Uya' meaning the 'Uya market' In a background 
information, she explains that there was a scenario where the 
Tortoise exhibited greed and craftiness by feigning Ezemuo (King 
of the spirits) due to famine in the land, but unfortunately was 
caught in a web after a frenzy success. 
Narrator: Once upon a time.
Class: (Chorused) Time, Time

Narrator: In the land of the animals, there was famine to the point 
that many prominent animals started dying of hunger. The 
Tortoise devised a survival strategy by feigning 'Ezemuo' every 
Eke market day, terrorizing the community by carting away their 
goods. He would bring out his 'oji' (iron digger), decorated with 
beads, feathers and other metals before proceeding to the market 
square. The people in the market would take to their heels, 
abandoning all their goods running for their dear lives at the sound 
of the oji and his spirit-chanting thus: 
Narrator: Ahia Uya sue sue 
Class: (Chorused) Uyaaa, Uya mbele uya (2x)
 Narrator: Egbe gbawa onwe ya  
Class: (Chorused) Uyaaa, Uya mbele uya 

difficulties, often faced by students in their receptive skills on 
learning English as a second language for instance, it would be 
interesting to understand if some active learning instructional 
strategies (ALIS) which often help to engage, improve and 
minimize boredom in the classroom have been put into use in the 
past. It is against this backdrop that this study targets to ascertain 
the potency of Folktales in the enhancement of students receptive 
skills in secondary schools in Orlu Metroplis of Imo State.

Objectives of the Study
 The main objective of this discourse is to investigate the 
potency of folktales in enhancing students receptive skills in our 
secondary schools. Specifically, the study seeks to:

1. Ascertain the nature of folktales present in our 
environment

2. Determine how folktales can be used to enhance the 
receptive skills.

3. Find out the extent to which identified benefits of folktales 
as key teaching method enhances students' receptive 
abilities in the school system.

Research Questions
The following research questions were formulated for the study

1. What is the nature of folktales experienced in our society?
2. In what ways can folktales be used to enhance students' 

receptive skills?
3. To what extent does the identified variable of folktales as a 

key teaching method in the school system enhance 
students' receptive skills?

Theoretical Framework
 This work is anchored on the Activity Theory postulated 
by Vygotsky (1978). He visualized how the activity theory can be 
utilized to achieve transformational learning depending on the 

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The Potency of Folktales in Enhancing Students' Receptive Skills in Secondary Schools in Orlu Metropolis, Imo State



analyzed using simple percentages and chi-square analytic 
methods.

Results
The results of data analysis using simple percentages and chi-
square statistic are presented in the tables below
Research Question One: What is the nature of folktales 
experienced in our society?

Table 1

The results on Table 1 revealed the outcome of percentage 
analysis of respondents' opinions on the nature of folktales 
experienced in the society.

Narrator: Agwada kuwa onwe ya  
Class: (Chorused)Uyaaa, Uya mbele uya .
 Narrator: Ahia Uya sue sue 
 Class: (Chorused) Uyaaa ,Uya mbele uya. 
Narrator: The Tortoise did that successfully on two Eke market 
days. All the Sages in that community consulted and hazarded a 
solution to that problem. It is said that every day is for the thief, but 
one day is for the owner of the house. The elders brought out a 
doll-baby (toy) at the centre of the market decorated with 
'Erontuochi' ,masking the doll-baby with a permanent smiling 
face and a goat meat leg all glued in her hand . On the D-Day, the 
Tortoise came begging the baby some portion of the meat, but 
when the baby didn't give him; but kept smiling the Tortoise got 
infuriated and slapped the baby and became glued. The Tortoise 
pleaded for mercy yet the baby kept beaming with smile. 
Eventually, the villagers gathered and discovered with utter 
dismay that Tortoise was the Monster terrorizing them. The story 
ends.

Narrator: Now, what do you think should be done to the Tortoise? 
Mention three character traits that every good child should avoid 
based on the story.

Method
 The study adopted a descriptive survey design on how 
folktales could assist to enhance students' receptive skills in 
secondary schools in Orlu Metropolis. Three research questions 
were formulated for the study. A sample of 186 respondents 
randomly selected from a population of 1,860 students in Orlu 
Metropolis in line with Krejcie etal (1970) formula for 
determination of sample size, was used for the study. The 
instrument for data collection was a 11 item questionnaire 
designed using the modified four point Likert scale that had 
Crobach Alpha reliability index of 0.83. Data collected were 

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The Potency of Folktales in Enhancing Students' Receptive Skills in Secondary Schools in Orlu Metropolis, Imo State



Table 3: Result of chi-square analysis on male and female 
respondents' perceptions on the extent to which the identified 
variables above enhance  students' receptive sills.

The result on Table 3 revealed the outcome of the chi-square 
analysis of male and female students/respondents' perceptions of 
the extent to which identified variables of benefit of folktales use 
enhance the receptive/abilities of students.

Discussion of Findings
 The result on Table 1 revealed that respondents have high 
percentage acceptance of the four statements made in items 1-4 on 
the nature of folktale experienced around their environment. This 
goes to be in line with the position of Mantra et al (2018) when 
they stated that folktales have the peculiarities of providing 
diversity of cultural experiences, values, beliefs, norms and mores 
to the listeners.

 Furthermore, the Table 2 results revealed the existence of a 
high percentage (79.7%) acceptance by respondents on the ways 
folktales could be used to enhance students' receptive skills in 
schools thereby talking about the benefits as stated in item 5-11 of 
the table. The findings to support the varied opinions of Lwin, 
2009; Mantra et al (2018) Regan (2009) and Westland (2003) who 
perceived that through folktales, students can learn about new 
vocabulary, grammatical or tenses and generic structure of the 

Research Question Two: In what ways can folktales be used to 
enhance students' receptive skills?
Table 2

The result on Table 2 revealed the outcome of the percentage 
analysis of respondents on ways or benefits of folktales on 
students' receptive abilities.

Gender

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the students' use of the language, listening as a primary skill 
must not be ignored.

·  Granted that comprehension is the hallmark of any linguistic 
transaction at all times, therefore, to benefit maximally in a 
learning context, psychological, physiological, and 
environmental indices that can pose distractions must be put at 
bay.

References
Alukanna, J. (2001). Language in the Education of the Child. 

Problems Associated with the Development of Language 
Competence in Children. In : R. Amadi (ed) Language 
Education Issues and Insights. Vantage Press.

Amadi, G. (2001) Classroom communication process. In : R 
Amadi (ed). Language Education Issues and Insights. 
Vantage Press.

Ayo, K. (2010). Folktale and Values to Nigerian Child. Journal of 
Social and Cultural Studies.13 (1).36-45.

Babalola, E, T. & Onanuga, P. A. (2012).Atrophizatior, of 
minority languages: Indigenous folktales to the rescue. 
International Journal of Linguistics, 4(1), 158-173.

Ekah, M.H (2015). Approaches to English Language Teaching 
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(2  Edition).Inela Ventures and Publishers Limited.
Ezeala, R.A.M (2015). Effective Teaching Methods for Basic and 

Post Basic Schools. Amah Press, 59.
Hashim, N.H and Jones, M.L (2007).Activity theory.A framework 

f o r  q u a l i t a t i v e  a n a l y s i s .  A c c e s s e d  f r o m 
ro.uow.edu.au/ei/view content article = 1434.

h�p://www2.meriam-webster.com Accessed 25th July, 2023.
Krejcie, R.V & Morgan, D.W (1970).Determining sample size for 

research activities. Educational and psychological 
measure 30, 607-610

Longman Dictionary of Contemporary English 

text; they can learn to tolerate other people's cultural heritage and 
make inferences or predictions in matters of urgent attention, 
among others. 

Conclusion
 In this discourse, the potency of folktales for enhancing 
the receptive skills of students in Orlu Metropolis was highlighted 
based on Activity as propounded by Vygotsky ( ). Findings 
revealed that if the Active Learning Instructional Strategies 
(ALIS) were earlier adopted by the teacher and folktales 
incorporated during lesson delivery especially comprehension 
exercises, chances are that the stated performance objectives of 
the lesson will be achieved and students' academic achievement in 
the receptive skills improved.

Recommendations
·   Teachers should upgrade themselves through conference and 

workshops so as to be abreast of the current trends in teaching 
stprofession in this 21  century.

·  Students should avail themselves the opportunity of listening 
before speaking because if you are not a good listener, you will 
not be a good judge. So listening as the first language skill 
should be given priority attention in its development.

·  Students are encouraged to develop interest in listening in 
listening to and reading good stories especially those that 
remind us of our cultural heritage and practices for didactic 
purposes.

·  Since learning a second language by implication is learning a 
second culture, students should widen their horizon by reading 
voraciously to be in tune with diversity of cultures.

·  It is highly important that students' receptive skills be 
developed through folktales so as to awaken a lively reading 
culture among them.

·   To be able to establish effective communicative competence in 

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http://www2.meriam-webster.com


Lwin, S. M. (2009). Revisiting a structuralanalysis of folktales: A 
means to an end? The Buckingham Journal of Language 
and Linguistics, 2(1), 69-80.

Mantra,    IBN. (2017). Promoting The Students' writing Skill 
Through Folktales Based Learning Activities. ISOLEC 
Proceeding. Faculty of Letters, Universitas Negeri 
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Okoro, N.A, Akueshi, N.N and Okoroafor, E (2014).Teaching 
Literacy Skills Using Jolly Phonics. Uyo, Online Journal.

Okoro, N.A, Ikediashi, N.N and Okonkwo, A.J (2017).Story 
telling as active instructional strategy for developing 
creative writing among children for sustainable 
development.In :Journal of OMEP.13 (1 and 2).157-164.

Onukogu, C (2003). Towards the understanding of reading.In : 
C.E. Onukaogu (ed), Teaching reading in Nigeria : A 
guidebook to theory and practice. Initial Reading 
Association, 64-74. 

Opara, C and Anigbogu, N (2016). Integration of technology into 
classroom instruction : impact on reading comprehension 
skills of undergraduates. In : Review of Arts and Social 
Sciences, quarterly Journal of Inter-University 
Friendship Association 4(5). 107-113.

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