Indigenous Storytelling Practices and Communicative Competence of Urban Learners from Philippine Ethnolinguistic Groups

This study explores the relationship between indigenous storytelling practices and the communicative competence of urban learners from Philippine ethnolinguistic groups (ELGs). Employing an explanatory sequential mixed methods design, the research investigated this phenomenon in two phases. The quantitative phase surveyed 192 public secondary school students residing in Davao City, belonging to five specific ELGs: Maranao, Tausug, Mandaya, Badjao, and Mansaka. The survey identified five common indigenous storytelling practices, with oral storytelling by elders being the most prevalent. Notably, over 80% of participants reported high engagement with storytelling. Additionally, self-reported levels of communicative competence were strong, particularly in grammar, written discourse, sociolinguistic, and strategic aspects. A statistically significant positive association emerged between engagement in storytelling and self-reported communicative competence. The qualitative phase involved in-depth interviews with five participants – one representative from each ELG. Thematic analysis revealed two key themes impacting communicative competence: mastery of language and expression, and the development of interpersonal and social skills. These findings suggest potential mechanisms by which indigenous storytelling fosters effective communication among urban ELG learners. This research contributes to the understanding of how traditional practices can support the development of communication skills in diverse educational settings.