urban legends

Vocabulary acquisition constitutes a fundamental component in learning English as a foreign language; however, traditional teaching methods do not always promote motivation or long-term lexical retention. In this context, the present study aimed to analyze the effectiveness of storytelling with urban legends in teaching vocabulary to young English learners. The re-search was developed under a quantitative approach and a quasi-experimental pretest and posttest design with a single group. The sample consisted of 48 students from the National and Foreign Languages Pedagogy major at the Technical University of Cotopaxi, and for data collection, a 30-item multiple-choice vocabulary test was used, which was applied before and after a pedagogical intervention based on four storytelling sessions using urban legends, de-signed for this research and validated through the judgment of three expert professors from the National and Foreign Languages Pedagogy major. The data were analyzed using descrip-tive statistics in Microsoft Excel, and the results showed an increase in the mean scores, which went from 20.27 in the pretest to 24.94 in the posttest; likewise, the minimum score increased from 5 to 11 points and the standard deviation decreased from 5.79 to 5.03, evi-dencing a more homogeneous performance after the intervention. In conclusion, the findings suggest that storytelling with urban legends constitutes a pertinent pedagogical strategy to strengthen English vocabulary learning by providing meaningful narrative contexts that favor the comprehension, retention, and use of new words.