Interactive language learning activities for learners’ communicative ability

Abstract

Learners’ communicative in English language has been unsatisfactory due to the factors that affect their self-confidence and motivation to speak. However, the problem persisted even though ways were used to overcome the lack of communicative ability among learners in Malaysia. Therefore, this study was conducted to address learners’ perceptions of interactive language learning activities in improving English-speaking ability. The study aimed to analyse the effectiveness of the interactive language learning activities in motivating learners to speak in language classroom. A set of questionnaires containing two sections with 30 questions was administered. There were 50 primary school learners selected randomly to participate in this study. The results were collected and presented in the form of tables. The finding showed that self-confidence, motivation and learning environment affect the learners’ English language speaking ability and the results indicated that interactive language learning activities are able to overcome problems pertaining to communicative in language classroom. In conclusion, interactive language learning activities improved the learners’ English language speaking ability.

Enhancing students’ speaking skill through a game-based learning innovation of family game show

“…There is a need to tailor between three organizational and pedagogical technologies of "cognitive dissonance", "information gap" and "logical impasse" (p. 46) in the use of technology to teach Speaking. This finding contradicts the notion that the use of GBL for Speaking should improve students' communicative skills Omar et al, 2020). There is a need to investigate the use of proper GBL for English Speaking skills, especially in higher education, that results in students' interactive ability to perform meaningful communication.…”

Gamifying education for classroom engagement in primary schools

“…The current curriculum requires educators to implement 21stcentury learning where a gamified lesson is no longer prevalent. Thus, the need to build learners' selfconfidence, create a suitable learning environment and improve motivation are proved to be important [50].…”

A Conceptual Model of Analogue Gamification to Enhance Learners' Motivation and Attitude

“…Both motivation and positive attitude need to coexist in order to achieve a successful language learning experience (Ming, Ling & Jaafar, 2011). This ideal relationship is further highlighted that learners with positive attitudes and a high level of motivation will be more successful than their counterparts (Omar et al, 2020). According to Pek and Mee (2015), highly motivated learners with a positive attitude tend to generate activity engagement opportunities.…”

“…However, teachers faced challenges using games to make teaching and learning activities fun and engaging (Omar et al, 2020). The challenge goes beyond merely adapting to change.…”