Radio Drama Competition as an Effective Tool to Boost the Motivation and Self-Confidence of Primary and Secondary School English Learners in Hong Kong

Abstract

In this report, we investigate the use of a radio drama competition to boost motivation, self-confidence, and cooperation in language learning for primary and secondary school students in Hong Kong. The results suggest the radio drama competition had a positive impact on increasing motivation, collaboration, and confidence in language learning. 
 For the study, we used online surveys and interviews with students and teachers who participated in the radio drama competition to examine their perceptions of the competition. We have included the surveys and interview results of two competitions in consecutive years, and both years’ results indicate students had positive views about their experience. Both students and teachers believed the competition enhanced collaboration and teamwork, confidence, and communication skills most. 
 This paper contributes to the literature by shedding light on the pedagogical implications of English teachers incorporating more radio drama and language arts into their classrooms to improve students’ language learning. Well-selected language arts materials could increase students’ language learning process as well as their motivation and self-confidence to learn the target language.

Radio Drama in ESL Learning among Engineering and Business Students in UiTM Kampus Pasir Gudang

“…Another study by Chan & Tang (2022), on the effectiveness of radio drama competition to boost motivation, self-confidence, and cooperation in language learning for primary and secondary school students in Hong Kong. It was found that radio drama competition had a positive impact on increasing motivation, collaboration, and confidence in language learning.…”

Speech enhancement through information gap filling technique

“…In addition, an important factor to mention is that anxiety decreases when students interact orally with their classmates promoting the use of English as a means of communication in class. Anxiety affects second language acquisition and causes poor learners' performance (Chan & Tang, 2022). However, some problems result from oral interaction such as transcribing the responses that are produced by peers in written form to grids created for sharing activities and the difficulty when trying to pronounce some words.…”