<![CDATA[This study examines the competence of prospective early childhood education teachers in facilitating English language learning through storytelling. Employing a qualitative descriptive approach with a case study design, the research involved 20 purposively selected participants from a cohort of 112 students. Data were gathered through video observations of storytelling sessions and analyzed across four dimensions: story preparation, language use, vocabulary introduction, and child engagement. The results indicate that most participants demonstrated adequate competence in selecting age-appropriate stories (80%), using suitable English (70%), and engaging children through expressive techniques (85%). However, notable weaknesses were observed in vocabulary reinforcement (60%) and maintaining consistent tempo and intonation during delivery (70%). These findings highlight the need for targeted pedagogical training in storytelling as a method for early English instruction. The study recommends curriculum enhancements in teacher education programs to better equip future educators with practical strategies for effective, child-centered language learning.]]>
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