Educator · Academic Leader · Research Scholar
Advancing meaningful learning through storytelling and educational innovation.
PhD Research Scholar at Chitkara University, Punjab, exploring how traditional and animated storytelling pedagogies can support English language proficiency among young learners.
Anuradha Mago is an experienced English language educator and educational administrator, currently pursuing doctoral research at Chitkara University, Punjab.
Her research interests arise from extensive classroom and school leadership experience, particularly the challenges faced by young English language learners in multilingual educational settings.
Her doctoral work examines the comparative effectiveness of traditional teacher-led storytelling and animated storytelling in developing selected English language competencies among Class III learners.
She is interested in evidence-informed pedagogy, engaging classroom practices, and approaches aligned with India's National Education Policy 2020.
Examining instructional approaches that make language learning more accessible and engaging.
The proposed study compares traditional and animated storytelling instruction using six selected chapters from the NCERT Class III English textbook Santoor. It focuses on knowledge, understanding, vocabulary and grammar, with post-intervention proficiency assessments.
Supporting vocabulary, grammar, comprehension and knowledge development in young learners.
Exploring the educational value of oral narration, participation and narrative-based instruction.
Understanding how visual, auditory and multimedia storytelling can support learning.
Developing learner-centred approaches for preparatory-stage classrooms.
Considering diverse linguistic backgrounds and access to meaningful classroom learning.
Connecting pedagogical practice, educational technology and evidence-based teaching.
This section will be updated as verified publications and academic contributions become available.
Research topic: A Comparative Study on English Language Proficiency Among Preparatory Stage Students Using Traditional and Animated Storytelling Pedagogies.
This is a research proposal, not a claim of a published paper or completed PhD.
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