Abstract
Intro. The aim of the work is to prove the effectiveness of the recommendations developed by the authors for introducing the basics of storytelling into the educational process in the context of the development of sophisticated social skills. Methods. A survey method was used to determine students’ knowledge of storytelling. Previously 52% of students used the storytelling techniques only partly in classes, and 30% of students are not familiar with the storytelling features and have not previously used them. Results. The survey revealed students’ insufficient knowledge about storytelling. Comparison of students’ skills before and after the experiment showed that the developed recommendations have an impact on learning effectiveness. Such findings are attributed to the fact that after the experiment 89% of students had high scores (90–98 points), while before the experiment only 15% of students possessed such skills, with their scores ranging from 82 to 90 points. Conclusion. Research findings may be used to develop creative texts that, among other things, drive sophisticated social skills. Practical significance. The research findings may be used by future and present scientific journalists, television journalists and presenters seeking to improve their professional and creative skills which would help them to stay competitive in the media industry.
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Fang, M., Tsvetkova, M. Storytelling, Creativity and Writing as a Tool for Building Sophisticated Social Skills. J Psycholinguist Res 52, 1397–1408 (2023). https://doi.org/10.1007/s10936-023-09949-0
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DOI: https://doi.org/10.1007/s10936-023-09949-0