Akkerman, S., Admiraal, W., Brekelmans, M., & Oost, H. (2008). Auditing quality of research in social sciences. Quality & Quantity, 42(2), 257–274. https://doi.org/10.1007/s11135-006-9044-4
Alkaaf, F. (2017). Perspectives of learners and teachers on implementing the storytelling strategy as a way to develop story writing skills among middle school students. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1348315
Braun, V., Clarke, V., Hayfield, N., Davey, L., & Jenkinson, E. (2023). Doing reflexive thematic analysis. In Supporting research in counselling and psychotherapy: Qualitative, quantitative, and mixed methods research (pp. 19-38). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-13942-0_2
Dewaele, J.-M. (2019). The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English foreign language learners. Journal of Language and Social Psychology, 38(4), 523-535. https://doi.org/10.1177/0261927X19864996
Dishari, S., AlAfnan, M. A., & Levidze, M. (2025). Storytelling Pedagogy in Higher Education: Impacts on Student Engagement and Perceptions. Eurasian Journal of Educational Research (EJER), (116). https://doi.org/10.14689/ejer.2025.116.08
Gabrielsen, I. L., Blikstad-Balas, M., & Tengberg, M. (2019). The role of literature in the classroom: How and for what purposes do teachers in lower secondary school use literary texts? L1-Educational Studies in Language and Literature, 19, 1–32. https://doi.org/10.17239/L1ESLL-2019.19.01.13
Gao, Y. L., Wang, F. Y., & Lee, S. Y. (2023). The effects of three different storytelling approaches on the vocabulary acquisition and response patterns of young EFL students. Language Teaching Research, 27(5), 1078–1098. https://doi.org/10.1177/1362168820971789
Hofman-Bergholm, M. (2022). Storytelling as an educational tool in sustainable education. Sustainability, 14(5), 2946. https://doi.org/10.3390/su14052946
Hunter, D., McCallum, J., & Howes, D. (2019). Defining exploratory-descriptive qualitative (EDQ) research and considering its application to healthcare. Journal of Nursing and Health Care, 4(1). Retrieved from http://dl6.globalstf.org/index.php/jnhc/article/view/1975
Khamsuk, A., & Whanchit, W. (2021). Storytelling: An alternative home delivery of English vocabulary for preschoolers during COVID-19's lockdown in southern Thailand. South African Journal of Childhood Education, 11(1), 1–13. https://doi.org/10.4102/sajce.v11i1.897
Khodabandeh, F. (2018). The impact of storytelling techniques through virtual instruction on English students' speaking ability. Teaching English with Technology, 18(1), 24–36. Retrieved from http://www.tewtjournal.org
Kirsch, C. (2016). Using storytelling to teach vocabulary in language lessons: does it work? The Language Learning Journal, 44(1), 33–51. https://doi.org/10.1080/09571736.2012.733404
Krauss, S., Wong, E. J. Y., Zeldin, S., Kunasegaran, M., Nga Lay Hui, J., Ma’arof, A. M., Yee Mei Tien, W., & Ismail, I. A. (2024). Positive school climate and emotional engagement: a mixed methods study of Chinese students as ethnocultural minorities in Malaysian secondary schools. Journal of Adolescent Research, 39(5), 1154-1192. https://doi.org/10.1177/07435584221107431
Kurakan, P. (2021). Anxiety in English oral presentations of Thai EFL engineering students. THAITESOL Journal, 34(2), 67–92.
Lucarevschi, C. R. (2016). The role of storytelling on language learning: A literature review. Working Papers of the Linguistics Circle, 26(1), 24–44. Retrieved from https://journals.uvic.ca/index.php/WPLC/article/view/15309
MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153–172. https://doi.org/10.14746/ssllt.2014.4.2.2
Mason, B., & Krashen, S. (2020). Story-listening: A brief introduction. CATESOL Newsletter, 53(7). Retrieved from https://www.benikomason.net/content/articles/story-listening_a_brief_introduction.pdf
Panapob, K., & Abhakorn, J. (2022). Thai EFL teachers’ experiences and viewpoints of using stories and themes for teaching English to young learners. NIDA Journal of Language and Communication, 27(42), 27-46.
Plonsky, L., Sudina, E., & Teimouri, Y. (2022). Language learning and emotion. Language Teaching, 55(3), 346–362.https://doi.org/10.1017/S0261444821000434
Printer, L. (2023). Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom. Language Teaching Research. https://doi.org/10.1177/13621688231204443
Richards, J. C. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225-239. https://doi.org/10.1177/0033688220927531
Roohani, A., Etesami, R., & Mirzaei, A. (2020). Exploring learning styles and oral communication strategies and their relationship with emotional intelligence of EFL learners, Teaching English Language, 14(2), 1-27. https://doi.org/10.22132/TEL.2020.115042
Shao, K., Pekrun, R., & Nicholson, L. J. (2019). Emotions in classroom language learning: What can we learn from achievement emotion research?. System, 86, 102121. https://doi.org/10.1016/j.system.2019.102121
Soodman Afshar, H. & Rahimi, M. (2014). The relationship among emotional intelligence, critical thinking, and speaking ability of Iranian EFL learners. Teaching English Language, 8(1), 31-59. https://doi.org/10.22132/tel.2014.54564
Tachom, K. (2021). Enhancing Thai EFL students' EFL vocabulary knowledge through the use of task-based language teaching and storytelling technique adopting Thai folktales. Asian Journal of Education and Training, 7(4), 235-243. https://doi.org/10.20448/journal.522.2021.74.235.243
Tossa, W., & Saihong, P. (2021). The pedagogical uses of storytelling in Thailand. In L. G. Phillips & T. T. P. Nguyen (Eds.), Storytelling pedagogy in Australia & Asia (pp. 37-49). Palgrave Macmillan. https://doi.org/10.1007/978-981-16-4009-4_3
Wallace, C. (2000). Storytelling: Reclaiming an age-old wisdom for the composition classroom. Teaching English in the Two-Year College, 27(4), 434-439. https://doi.org/10.58680/tetyc20001907
Wang, A., & Derakhshan, A. (2025). Exploring the Relationship Between Students’ Emotions in Emotion-Based Activities, Creativity, and Psychological Well-Being. Perceptual and Motor Skills, 0(0). https://doi.org/10.1177/00315125251385
Zhang, X., & Wang, Y. (2026). Chinese EFL teachers’ perceptions of positive emotionality and emotion regulation strategies: A qualitative study. The Asia-Pacific Education Researcher, 35, 177–186. https://doi.org/10.1007/s40299-024-00900-y
