Chatterpix Kids: A Potential Mobile App for Helping Primary ESL Pupils Improve Their Speaking Fluency

Abstract

The mastery of all four language skills has become one of the topmost priorities among English as a Second Language (ESL) learners worldwide. Despite multiple efforts taken to master the necessary skills, speaking remains to the most challenging skill for many Malaysian ESL learners. Previous studies suggest that Mobile-assisted Language Learning (MALL) for speaking has taken its first steps in Malaysian tertiary and secondary levels of education. However, there is still a paucity of research done on MALL at the primary level. The present case study therefore sought to fill in the gap by exploring how the ChatterPix Kids mobile app has helped 5 purposively selected Year 3 primary school pupils develop their speaking fluency. This was done through speaking practices conducted over 12 speaking lessons during the Movement Control Order (MCO) from their perspective. The pupils’ responses obtained through the semi-structured interviews were triangulated using the responses obtained from them through both a focus group and their parents’ feedback obtained through an open-ended questionnaire. The findings were thematically analysed. Seven themes were highlighted which indicate the crucial need to incorporate MALL for speaking among Malaysian primary school pupils. Further studies are recommended to be done on how ChatterPix Kids could be exploited when learning other language skills such as listening, reading, and writing. So far as the study’s limitations are concerned, there is a need to investigate how the pupils’ confidence could be sustained in the absence of the app when speaking in public.

Exploring Language Learning Strategies of TESL Practicum Students Through a Phenomenological Lens for Enhancing Language Competency

“…Many students participate in activities such as practicing in front of a mirror or recording themselves to enunciate the language correctly (Bakar et al, 2017). Additionally, some engage in global group chats or use online applications for language practice, allowing them to converse in the language and meet new people Rajendran & Yunus, 2021;Shin & Yunus, 2021;.…”

“…According to Kashinathan and Abdul Aziz (2021), pre-university students should master presentation structure, starting and conclusion, and spoken and unspoken communication. Pronunciation exercises, along with music, poetry, and board games, can make speaking English both enjoyable and informative (Govindasamy et al, 2019;Halim et al, 2020;Lukas et al, 2020;Ni et al, 2020;Rajendran & Yunus, 2021;Shang, 2021;Shin & Yunus, 2021).…”

“…Evolving educational landscapes, exemplified by practices like flipped learning and blended learning (Jerry & Yunus, 2021;Kiang & Yunus, 2021;Ramalingam et al, 2022;Santhanasamy & Yunus, 2022;Shin & Yunus, 2021;Öztürk & Çakıroğlu, 2021), alongside problem-based learning (Tran & Tran, 2020), underscore the dynamic nature of language education. Integration of social media platforms (John & Yunus, 2021;Yunus et al, 2019) and innovative digital tools (Didi, 2019;Maqbool et al, 2020;Nair & Yunus, 2021;Wong & Yunus, 2020) cater to diverse learning needs, while gamification, mobile learning, and interactive quizzes deepen our understanding of technology's role in language acquisition (Govindasamy et al, 2019;Halim et al, 2020;Lukas et al, 2020;Ni et al, 2020;Rafiq et al, 2021;Rajendran & Yunus, 2021;Shin & Yunus, 2021). Perceptions of social networking among undergraduates (Azlan & Yunus, 2020), preparedness for employment (Rahman et al, 2023), and learner empowerment strategies (Teng & Zhang, 2020) all impact LLS.…”

Let 'Flippity' Speak: Using Online Board Game to Improve Speaking Skills Among Elementary Pupils

“…They can use their voice recordings to make photos 'talk'. This app allows pupils to identify disfluencies in their speech as they listen to their recordings and perform self-corrections (Rajendran & Yunus, 2021).…”

Proficiency Preparedness in Defence Workforce: A Survey of Cadet Officers’ English Language Needs

“…Indeed, the importance of English skills has been highlighted recently due to increase in the number of unemployed graduates in Malaysia, which has been linked to their having a poor command of English (Shin & Yunus, 2021). English, recognised as a global lingua franca, assumes an undeniable significance in today's interconnected world and mastering all four language skills renders an individual a 'global player' (Rajendran & Yunus, 2021). The pivotal role of English mastery extends not only to fostering effective communication but also to advancing progress across various sectors (Lim et al, 2021;Abas & Imam, 2016); this aligns with the United Nations Sustainable Development Goals (SDGs) Goal 4, aimed at promoting inclusive and quality education (UN, 2022).…”