Abstract: This quasi-experimental mixed-method study aimed at investigating whether using games, songs and stories significantly affects young EFL learners’ motivation and speaking ability. To this end, 120 young Iranian EFL learners, both females and males, between 6 to 10 years old, were selected through convenience sampling to take part in the study. There were three experimental groups (N=90) and one control group (N=30). The first experimental group received games as an instructional tool; the second experimental group received songs; the third experimental group received stories; and the control group received traditional methods of instruction. To collect data, these instruments were used: (1) YLE Speaking Test, and (2) Young EFL Learners’ L2 Motivation Scale. The results of statistical analysis showed (1) using games had a significant positive effect on young EFL learners’ motivation; (2) using songs had a significant positive effect on young EFL learners’ motivation; (3) using stories had a significant positive effect on young EFL learners’ motivation; (4) using games had a more significant effect on the motivation of young EFL learners, compared to using songs and using stories; (5) using games had a significant positive effect on young EFL learners’ speaking ability; (6) using songs had a significant positive effect on young EFL learners’ speaking ability; (7) using stories had a significant positive effect on young EFL learners’ speaking ability; and (8) using games had a more significant effect on the speaking ability of young EFL learners, compared to using songs and using stories. The results of interview with 30 volunteer participants also showed that the young learners are both integratively and instrumentally motivated for learning English.
