Story Telling an infotainment Mechanism for Grammar Teaching at Higher education

Abstract

-The traditional approach to teaching grammar in higher education often relies on rote memorization and rule-based instruction, which can result in disengaged students and limited language proficiency. This paper explores an alternative pedagogical approach that combines storytelling and infotainment as a mechanism for teaching grammar in higher education settings. Drawing on the principles of narrative-based instruction and the integration of informative content with entertainment elements, this study investigates the potential benefits and effectiveness of utilizing storytelling as an infotainment mechanism to enhance grammar learning outcomes. The paper begins by discussing the theoretical foundations of storytelling in education and its relevance to language acquisition. It explores the cognitive and affective aspects of storytelling, highlighting its ability to engage learners, activate prior knowledge, and facilitate meaningful connections with grammar concepts. Furthermore, the paper examines the concept of infotainment, which combines information and entertainment, and its potential to create a captivating learning environment that promotes active student participation. The methodology employed in this study involves the design and implementation of a storytelling-infused grammar curriculum in a higher education context. A range of qualitative and quantitative data collection methods, including student surveys, observations, and pre- and post-assessments, are used to evaluate the impact of the infotainment approach on students' engagement, motivation, and grammar proficiency. Preliminary findings suggest that the integration of storytelling as an infotainment mechanism in grammar teaching positively influences student learning experiences and outcomes. The engaging and immersive nature of storytelling captures students' attention, fosters intrinsic motivation, and enhances their understanding of grammar rules and structures. Additionally, the infusion of informative content within entertaining narratives helps students contextualize grammar concepts and apply them in authentic language situations. This paper contributes to the existing literature by highlighting the potential of storytelling as an infotainment mechanism for grammar instruction in higher education. It offers practical implications for educators, curriculum developers, and instructional designers, emphasizing the importance of incorporating narrative elements and entertainment factors into grammar teaching practices. Moreover, the study underscores the need for further research to explore the optimal design principles, narrative strategies, and technological tools that can support the effective implementation of storytelling-infused grammar instruction in higher education.