El Storytelling en la educación: Innovación didáctica para el fortalecimiento de la expresión oral

This article presents the results of an educational research project aimed at evaluating storytelling as a teaching strategy for strengthening oral expression in first-year students at the UNAN-Managua Preparatory School. The research problem arose from the difficulties observed in students' oral presentations, particularly shyness, nervousness, lack of fluency, disorganization of ideas, reliance on memorization, and limited use of verbal, nonverbal, and paralinguistic language. Methodologically, the study adopted the socio-critical paradigm, a qualitative approach, and a participatory action research design. The theoretical sample consisted of 15 students (11 male and 4 female), selected for their participation throughout the entire educational process. A diagnostic test, initial and final questionnaires were administered to students and the teacher, and observation guides, field notes, and audiovisual recordings were used. The intervention was organized into six sessions, equivalent to 21 hours, using a didactic sequence focused on the planning, drafting, rehearsal, and performance of oral narratives. The results demonstrated conceptual and procedural progress: 87% of the group achieved a theoretical grasp of oral expression, 80% understood oral narration through storytelling, 100% recognized the value of nonverbal language, and 100% participated in the final presentation. Triangulation of sources showed improvements in fluency, coherence, stage presence, gesture control, narrative creativity, and collaborative disposition. In summary, storytelling is a relevant strategy for constructing meaningful learning and generating safe, participatory, and emotionally sustainable communicative environments.