A REVIEW OF THE USE OF STORYTELLING TO IMPROVE STUDENTS’ ORAL PROFICIENCY IN EFL TEACHING

This review examines how storytelling has been applied in EFL teaching in secondary and higher education to enhance students’ oral proficiency. It aims to offer some insight into using storytelling as an effective tool for designing speaking classes in EFL contexts. The review found that as a teaching strategy, storytelling can be effective in promoting oral proficiency in students of English in both secondary and higher education contexts. The main difference lies with teachers as the main storytelling designers in secondary education and students in higher education. Similarly, in secondary education the application of storytelling tends to happen in the classroom, while in higher education, storytelling is more likely to be used outside the classroom by creating digital stories. Based on the analysis of the implementation of storytelling in both contexts, the review closes with some guidelines for the application of storytelling in EFL teaching.  Article visualizations

Nucleation, pinning, and coercivity in magnetic nanosystems: An analytical micromagnetic approach

Nucleation and pinning fields have been derived for an exchange-coupled hard/soft/hard magnetic nanosystem within an analytical micromagnetic approach. For the first time, the analytical formulas can be directly compared with the numerical and experimental coercivity to differentiate the coercivity mechanisms quantitatively. In addition, our analytical results demonstrate that the nucleation field decreases with the soft layer thickness Ls parabolically, rather than reaching a plateau at small Ls as claimed by other reports. The coercivity paradox and the attainable maximum energy product are reexamined based on our results