<![CDATA[Selecting storytelling props requires an understanding of students' experiences, including their assessments of materials used for practice. This study aimed to describe the need for props, preferred media categories, and evaluations of animations or images for practice, and to examine the relationship between storytelling preference and prop choice. We conducted a cross-sectional survey of 115 students. Closed-ended responses were analyzed using frequencies, percentages, and Pearson’s chi-square test, while open-ended responses were analyzed thematically to provide context for the survey results. Eighty-two students (71.30%) indicated a need for props. Forty-eight students (41.74%) selected the image/photo/animation category, while 67 students (58.26%) chose other types of props. Regarding practice, 114 students (99.13%) rated animations or images as very helpful. Based on 114 complete responses, preference for storytelling showed no significant association with the choice of prop category: χ²(1, N = 114) = 1.117, p = 0.291, Cramér’s V = 0.099. Open-ended responses highlighted difficulties in remembering storylines and managing intonation, as well as varied opinions regarding animated visuals. These findings provide preliminary insights for designing practice materials and props that are responsive to student needs. However, as the response categories aggregated multiple media types and the study did not measure learning outcomes, the findings do not demonstrate the superiority of any specific medium or improvements in literacy skills.]]>
