Exploring the Use of Drama-Based Activities as a Learning Tool in English Oral Proficiency Development among Students from Non-Malay-Medium Nation Schools: A Preliminary Study

Man, Chang Fui; May, Andrea Lee Jen; Sharif, Sabariah; Singh, Soon Singh Bikar

doi:10.6007/ijarbss/v9-i6/6082

Cited by 4 publications

(4 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…From the questionnaire distributed, it was found that (1) the dramatic activities allowed the participants to participate and learn the language while having fun at the same time, and (2) the difficulty level of the activities was appropriate for the participants which aid their understanding better and maintain their interests for the lessons (Iamsaard & Kerdpol, 2015). Another quantitative study that uses drama-based activities as a learning tool for students' development in English oral proficiency also found that there are favourable changes in students' oral proficiency motivation after students were given drama activities as a strategy for language learning (Man et al, 2019).…”

Section: Language Learning Motivationmentioning

confidence: 99%

The effects of drama-based activities as a language learning tool on learners’ motivation in Non-Malay-medium national schools in Malaysia

Man

Sharif

May

et al. 2021

Indonesian J. Appl. Linguist.

Self Cite

View full text Add to dashboard Cite

Transitioning from Non-Malay-medium national primary schools to Malay-medium or English-medium secondary schools proved to be a struggle for many students due to the lack of emphasis on audio-lingual skills of the second language (L2) throughout their six-years of primary education. This study aims to explore the effects of drama-based activities as a language learning strategy on L2 learning motivation among students aged between 12 to 13 years old from Non-Malay-Medium National Schools. Six students were recruited through purposive sampling to participate in this qualitative experimental research. Over a period of 14 weeks, pre-intervention interviews (on the first week), intervention (over the span of 2 hours per week for 12 weeks), and post-intervention interviews (on the fourteenth week) were carried out. The content of the intervention was adapted from the Trinity College London’s Grade 4 Communication Skills syllabus. The instruments used for data collection include:(1) pre-determined pre-and post-intervention interview protocols and (2) classroom observation rubric. Two themes emerged in the analysis of this study: (a) language learning motivation and (b) affective filter. Findings revealed that participants were motivated and possessed self-confidence in the language learning process. The current study provides instructional implications for instructors and learners besides contributing to the novelty in the area of the research setting and sampling for future studies.

show abstract

Section: Language Learning Motivationmentioning

confidence: 99%

The effects of drama-based activities as a language learning tool on learners’ motivation in Non-Malay-medium national schools in Malaysia

Man

Sharif

May

et al. 2021

Indonesian J. Appl. Linguist.

Self Cite

View full text Add to dashboard Cite

show abstract

“…It is one of the traits of a good language learner, which will enable the English language learners to communicate well with diverse populations around the world (Cawagdan & Rivera, 2018). The importance of English does not affect only the exchange of information in different fields on a worldwide platform, but it also affects the livelihood and job opportunities of the fresh graduates in Malaysia (Man et al, 2019). However, language proficiency problem has been one of the major issues that arise in our education system.…”

Section: Language Proficiencymentioning

confidence: 99%

“…Malaysia education system can be divided into preschool education, primary education, secondary education, post-secondary education and tertiary education (Man et al, 2019). The approximate number of years the ordinary Malaysian who completes the formal education from preschool to tertiary levels is between 14 to 15 years of English language education (Azman, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Highly Immersive Programme towards Language Proficiency of Primary School Pupils: A Literature Review

Abdullah¹,

Mohamad²

2020

View full text Add to dashboard Cite

Being proficient in using English language is very crucial, especially in Malaysia context as the language has been considered as a second language status. However, primary school pupils still have problems in language proficiency especially in learning English. The implementation of Highly Immersive Programme in Malaysia education system is one of the steps taken by the Ministry of Education to solve the poor language proficiency problem among the primary school pupils by involving and immersing pupils in an English environment. The aim is to ensure that pupils will have high opportunity in using the language confidently and to improve their English proficiency. Teachers are responsible for planning, developing teaching aids for the activities, and conducting English programme to motivate pupils to learn English in an effective English environment. This paper provides a literature review on the implementation of Highly Immersive Programme towards language proficiency of primary school pupils from the aspect of issue in pupils' language proficiency, the implementation of Highly Immersive Programme in school and past studies that related to this paper.

show abstract

“…Previous studies on teaching and learning of oral language in different EFL contexts were aimed at improving local learners' speaking skills either by understanding the reality of the classrooms or by using pedagogical interventions. Spoken English continues to be a major concern in Asian context as evident from recent studies conducted in Nepal (in Manzano 2018), Taiwan (in Fang et al 2018), Sri Lanka (in Shashikala 2018), Turkey (in Basöz & Erten 2018), China (in Yu 2019), Hong Kong (in Lee & Chen 2019), Iran (in Shirkhani 2019), Malaysia (in Man et al 2019), Pakistan (in Syed et al 2019), and others. However, researches on spoken English language practice were under explored in Central Asian context which includes countries like Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan.…”

Section: Introductionmentioning

confidence: 99%

Understanding English Speaking Practice in Public Schools in Kazakhstan: A Case Study in Almaty

Tuspekova

Mustaffa

Ismail

2020

View full text Add to dashboard Cite

Teaching and learning of English as a spoken language in English as a Foreign Language (EFL) still remains a major concern in Asian context as evident from recent studies. The situation is similar in Central Asian classrooms where it received little attention. Specifically, this study investigates a classroom in a local public school in Kazakhstan through the lens of a teacher and the students during speaking activities. A case study qualitative approach was employed using interviews, classroom observations, and document analysis as data collection methods. In total, 21 individual interviews and 30 hours of classroom observations were conducted and recorded. Analyses and interpretations of data show that firstly the speaking activities lack in negotiation of meaning as they are predominantly aimed at predetermined monological performance-based speech. Secondly, out-of-school learning was prevalent among the majority of students at private learning centres. Also, selflearning at home was practiced by male students via interacting with foreign players in online video games and by female students via watching English movies. Thirdly, classroom interactions were accountable in facilitating and inhibiting the practice of speaking. Finally, there was a mismatch between the perceptions of the teacher and the students on the challenges of the speaking practice. The teacher indicated insufficient teaching hours and students' limited background knowledge, while the students emphasised the teacher's unwillingness to use English as a language of instruction and to practice impromptu speech in class. In summary, the findings highlight some of the apprehensions faced by the teacher and the students which reveals the current English speaking practice in Kazakhstani classroom.

show abstract

Exploring the Use of Drama-Based Activities as a Learning Tool in English Oral Proficiency Development among Students from Non-Malay-Medium Nation Schools: A Preliminary Study

Cited by 4 publications

References 6 publications

The effects of drama-based activities as a language learning tool on learners’ motivation in Non-Malay-medium national schools in Malaysia

The effects of drama-based activities as a language learning tool on learners’ motivation in Non-Malay-medium national schools in Malaysia

The Implementation of Highly Immersive Programme towards Language Proficiency of Primary School Pupils: A Literature Review

Understanding English Speaking Practice in Public Schools in Kazakhstan: A Case Study in Almaty

Contact Info

Product

Resources

About