Use of Ethnic Stories to Enhance Writing Skill of ESL Learners at the Secondary Level: An Action Research

Abstract

This participatory action research (PAR) study investigated the use of ethnic stories to enhance writing skills among secondary-level ESL learners in Nepal. The study was grounded in culturally responsive pedagogy, and it addressed gaps in traditional writing instruction, which usually depends on foreign stories disconnected from students’ lived experiences. The study was conducted for eight weeks. Participants included 70 students and two teachers who participated in an intervention that integrated ethnic stories into writing tasks. The intervention focused on grammar, organization, coherence, and cohesion. Classroom observation, focus group discussion, and students' writing samples were the primary sources of data collection. Findings showed significant improvements in student engagement and writing proficiency when ethnic stories provided facilitation for structuring their ideas and developing cultural pride. Initial difficulties in formalising oral stories into written formats and teachers’ need for additional training were identified as challenges for teaching writing using ethnic stories. The study focused on the application of ethnic stories in the ESL context, connecting with theories of liberatory education and ethnic studies. The study recommends institutional support for teacher training and expanding such interventions to other linguistic and cultural settings. This research contributes to global conversations on equitable pedagogy by demonstrating how centring students’ identities in curricula can democratise learning and improve academic outcomes.