INTRODUCTION
Rationale
English proficiency is crucial for success in today's globalized world, making English education increasingly important, even for young children However, Vietnamese preschool students often struggle with spoken English due to their young age, limited learning time, and unengaging learning environments To address these challenges, research into effective English learning methods is essential, particularly focusing on incorporating additional activities to enhance speaking skills in centers like AMA English Center This study aims to explore and implement such methods to improve English speaking abilities in preschool students.
“developing activities to improve English speaking for 5, 6 years old kids at
Aims of the study
My study aims to help preschool 5 and 6 year old students at AMA improve their speaking skills through extra activities Summarized above, My study is aimed at:
- finding out the current situation of teaching and learning English for pre-school students of 5,6 years old at AMA English center
- Suggesting some additional activities for 5,6 year olds to apply in speaking skill lessons.
Methods of study
To conduct this study, a mixed method, including both quantitative and qualitative methods, was used
- studying on reference books and websites, previous research
- Observing some English speaking periods at AMA English Center
- Interviewing and conducting survey questionnaires with teachers at AMA to find out their views and attitudes towards problems and difficulties they encounter in the teaching process.
The scope of the study
Due to time constraints, limited experience, and the vast amount of resources, this study concentrates on effective English speaking techniques specifically for 5-6 year old students at AMA Center.
This study is considered a good reference for English speaking teachers.
Design of the study
A table of contents provides a clear overview of a research proposal, enabling readers to quickly locate specific sections This feature enhances accessibility and streamlines navigation within the three-part study.
Part I The introduction includes rationale, aims, scope, methods and the design of the study
Part II The development presents four chapters
-Chapter 1 A literature review will provide readers theoretical basis of speaking skills and tearning English speakıng skills through activities
Chapter 2, "Methodology and Procedure," outlines the approach to teaching English speaking skills to 5 and 6-year-old pre-school students at AMA English center, detailing the subjects, data collection tools, procedures, and data collection methods employed.
-Chapter 3 Focuses on findings and discussion from questionnaires of teacher at AMA English center
Part III The conclusion and suggestions which summanzes all the presented information of the study Some suggestions to improve English speaking skill for pre-school students of 5,6 years old at AMA English center
LITERATURE REVIEW
Definition of Speaking skill
Speaking is an interactive process where individuals construct meaning by producing, receiving, and processing information The context, participants, and purposes of speaking significantly shape its form and meaning (Burns & Joyce, 1997).
In the book "Developing speaking skill" of David Scheter, published on
In 1999, speaking was defined as uttering words or articulating sounds, enabling humans to express thoughts, though physical obstructions could impede speech.
Speaking, as defined in "Collins Cobuild English for advanced learners 4th edition," encompasses giving speeches and expressing opinions It's a productive skill in the oral mode, more complex than simple pronunciation.
Speaking is a process of constructing and sharing meaning through verbal and non-verbal symbols in various contexts (Chaney, 1998) Defined as an interactive process, speaking involves producing, receiving, and processing information to collaboratively construct meaning in a shared context (Brown, 1994; Burns & Joyce, 1997) Essentially, speaking serves as a means to convey feelings and engage in conversations, utilizing words and phrases to build understanding.
Richard (2008) highlights that speaking serves various purposes, including accomplishing tasks, exploring ideas, understanding the world, and fostering social connections Fluency in English empowers students to communicate effectively and explore their ideas more readily.
5 helps students to access up to date information in fields including science, technology and health and so on According to Cameron (2011) and Brown
Speaking, as defined in 2004, is a productive skill involving the active use of speech organs to express meaning This definition highlights three key aspects: the active production of language through coordinated speech organs, the expression of meaning to convey ideas and experiences, and the ability to directly observe and empirically measure the effectiveness of the speaker's delivery.
The importance of speaking skill
Language serves as a vital communication tool, enabling the exchange of ideas within a community Speech is essential for communication, as it allows us to express our thoughts and understand others Without speech, language is limited, emphasizing its crucial role in facilitating interaction and understanding.
Effective communication through precise language is crucial in professional settings, especially in research environments where clarity prevents misunderstandings and ensures seamless collaboration.
To become a well-rounded communicator, proficiency in listening, speaking, reading, and writing is essential, but skillful speaking offers distinct advantages Expressing thoughts, opinions, and feelings through meaningful words empowers the speaker Sharing ideas with others brings joy and fosters connections.
Speaking enhances self-understanding, as articulated by Robert Frost, emphasizing that clarity in speech reflects clear thinking Speaking skills involve the active production of language, utilizing speech organs to express meaning and convey ideas effectively The ability to speak can be directly observed and empirically measured through the correctness and effectiveness of the speaker's delivery.
Characteristics for young learner
Speaking is crucial for communication and enjoyed by students Moreover, speaking activities enhance classroom atmosphere and group dynamics, fostering rapport between students and teachers These activities also reveal student strengths and weaknesses, motivating them to perform oral tasks with real purpose, making learning more rewarding and engaging.
Speaking skills are crucial, especially for young students aged 5 to 6, a golden period for natural language acquisition through interaction and integrated activities.
At 7 years old, children experience tremendous language development, overcoming earlier pronunciation and grammar errors They begin forming longer sentences, typically exceeding 5-6 words, and their vocabulary expands significantly, marking a key stage in linguistic advancement.
By age five, children exhibit remarkable language proficiency, comprehending adult speech and mimicking it accurately They also demonstrate effective communication skills, utilizing language to build relationships and interact with their environment.
Strategies and methodology in teaching speaking skill to young learner
Teaching speaking to young learners presents unique rewards and challenges; while young learners are less self-conscious, teachers face the difficulty of equipping them with the necessary vocabulary, pronunciation, structure, and functional language skills to express themselves effectively.
Cameron (2001) posits that oral communication is central to young learners' education Meaning should precede language production to ensure comprehension Effective discourse skills are developed through active participation and knowledge acquisition Young learners benefit from practical speaking experiences with authentic communication partners.
Classroom speaking skills should focus on fluency, phonological clarity, and strategic communication Effective strategies for young learners include songs and chants to teach English stress and rhythm, making learning meaningful and engaging.
According to Chaney (1998), teaching Speaking skill is started at teaching the students how to speak in English as their foreign language for then ask them
To accurately pronounce a new language, students need guidance to self-assess their pronunciation Initially, teachers correct errors, but the focus shifts to encouraging practice Teachers should encourage sound repetition and imitation, ultimately requiring students to practice oral language skills.
Harmer (1991) emphasizes that teachers adopt various roles during speaking activities to foster fluency, highlighting three roles with particular relevance.
1) Prompter: students sometimes get lost, cannot think of what to say next, or in some other way lose the fluency teacher expect of them However, teacher may be able to help them and the activity to progress by offering discrete suggestions If this can be done supportively without disrupting the discussion, or forcing students out of role it will stop the sense of frustration that some students feel when they come to a "deed end" of language or ideas
2) Participant: teacher should be good animators when asking students to produce language Sometimes this can be achieved by setting up an activity clearly and enthusiasm At other times, however, teachers may want to participate in discussions or role plays themselves That way they can prompt covertly, introduce new information to help the activity along, ensure continuing student engagement, and generally maintain a creative atmosphere
3) Feedback provider: the vexed question of when and how to give feedback in speaking activities is answered by considering carefully the effect of possible difference approaches When students are in the middle of a speaking activity, over-correction may inhibit them and take the communicativeness out of the activity On the other hand, helpful and gentle correction may get students out of difficult misunderstandings and hesitations Everything depends upon our tact and the appropriacy of the feedback teacher gives in particulars situation
Teacher plays big roles in teaching learning process Speaking teacher should play the roles above in order to make the speaking class runs well
Techniques in Teaching Speaking which Many of classroom speaking activities which are currently used are:
Acting out scenes from plays or course books, and even filming these performances, is a dynamic activity that enhances student engagement \cite{JaremyHarmer} Students often create and perform their own dialogues, which encourages active participation and can build confidence as they present their work in front of the class, improving their communication skills and understanding of the material.
Game-based speaking activities offer valuable practice for students, especially younger learners, in oral strategies such as requesting clarification, turn-taking, and describing pictures.
Students often hesitate to share opinions in class discussions due to fear of public speaking and lack of confidence in their language skills, leading to feelings of exposure.
Prepared talks are a popular activity where students present on a topic of their choice, speaking from notes to enhance engagement This defined speaking genre, when properly organized, can be highly interesting for both the speaker and the audience.
Questionnaires are valuable tools because their pre-planned nature ensures a focused exchange between the questioner and respondent Well-designed questionnaires can encourage natural and receptive language patterns They effectively bridge the gap in communication.
10 communication continuum Students can design questionnaires on any topic that is appropriate As they do so the teacher can act as a resource helping them in the design process (Ibid 2003)
Simulation and role-play offer significant benefits to students by mimicking real-life encounters, enhancing general oral fluency, and preparing them for specific situations.
Debate is an activity where opposing viewpoints are argued, offering students the chance to use extended language to defend a position convincingly Various speaking activities, when appropriately chosen by the teacher based on students' levels, encourage classroom speaking practice and make the learning process enjoyable, facilitating easier knowledge transfer.
Brown (1987) provides some principles for designing speaking techniques as follow:
1 Techniques should cover the spectrum of leamer needs from language based focus on accuracy to message-based focus on interaction, meaning and fluency
2 Techniques should be intrinsically motivating
3 Techniques should encourage the use of authentic language in meaningful contexts
4 Provide appropriate feedback and correction
5 Capitalize on the natural link between speaking and listening
6 Encourage the development of speaking strategies (Brown, 1987) It is clearly important for teachers to introduce variety of learming strategies to their
The importance of using activities
Success in speaking skills through activities can open a whole world of opportunities for all of us It can help our students conquer new frontiers
Activities significantly enhance English speaking skills for young learners by broadening their horizons and influencing their social behavior Engaging activities, such as using illustrations and songs, capture students' attention and create a fun, stimulating learning environment Games and role-playing encourage active participation, improving students' ability to use English in real-world scenarios Furthermore, consistent activities that promote natural English speaking build students' confidence, a crucial element for language development.
12 such as talking to a native speaker, to a group of people or even to a friend while using the language.
Major types of activities
Here's a paragraph summarizing the article content, optimized for SEO:To enhance speaking skills in young learners, teachers and students can leverage various activities tailored to different learning styles This article introduces Visual, Audial, and Kinesthetic (VAK) activities, which are practical and effective for 5-6 year-old students Understanding the characteristics of each activity type ensures effective implementation and improved speaking proficiency.
The VAK learning styles model, initially developed by psychologists and teaching specialists in the 1920s, has become a cornerstone of accelerated learning due to its broad applicability VAK theory's principles extend to diverse learning and development areas, offering a simple methodology through VAK learning styles tests These tools aid in understanding individual personality, preferences, and strengths, acknowledging the unique mixture within each person.
The VAK learning styles model explains individual learning preferences, but should guide the mixture of strengths and learning styles in an individual, not a basis for deciding on one exclusive preference "Learning style' should be interpreted to mean an individual mixture of styles Everyone has a mixture of strengths and preferences.
13 exclusively one single style or preference Please bear this in mind when using these ideas
The Visual-Auditory-Kinaesthetic (VAK) model offers a unique lens for understanding individual learning preferences and strengths, distinct from Gardner's multiple intelligences or Kolb's theory Considering VAK alongside other models like Gardner's and Kolb's provides a more comprehensive understanding of personal and professional learning styles A broader perspective on thinking styles enhances self-awareness and improves comprehension of learning styles in others.
The definition of audial activities
Auditory learning, as defined by Orton (1920), centers on learning through listening Individuals with a strong auditory learning style excel at comprehending information aurally, capturing nuances from spoken words, self-dialogue, and environmental sounds This method emphasizes the transfer of knowledge via auditory input.
According to the VAK Learning Styles, individuals with an auditory learning style often verbalize while reading and find reading and writing challenging They excel in discussions and focus on spoken information during presentations.
The following tips may be useful for integrating this learning style into a learning environment:
When introducing new information, provide a short explanation and conclude with a summary Ask the audience questions and apply interactive methods
To foster engaging discussions and capture valuable insights, implement regular brainstorming sessions, recording them for future reference Encourage dialogue between participants, promoting active listening and the consideration of diverse perspectives to create a collaborative learning environment.
Poetry and music are fundamental to human society, reflecting anxieties, hopes, and cultural perspectives These art forms possess inherent power, capable of energizing and influencing moods throughout life's stages Consequently, music and poetry significantly contribute to both mother tongue acquisition and foreign language learning, especially for young learners.
Songs significantly enhance English speaking skills by offering an engaging and melodic approach to language learning, particularly beneficial for young learners aged 5 and 6, as they create a lively classroom environment and facilitate flexible vocabulary and pronunciation integration.
Advantages of learning through songs
Singing assists in new language acquisition by training the mouth to produce unfamiliar sounds and differentiate stress patterns, leveraging authentic spoken English examples The repetitive nature of rhymes in songs reinforces sound recognition, encouraging repeated listening and subconscious learning Furthermore, the musicality of songs aids in associating syllable count and word stress with memorable rhymes, creating a relaxed learning environment that facilitates pronunciation and sentence structure comprehension Ultimately, songs captivate students, fostering phonetic development and engagement with the English language.
Poems, rhymes, and songs can significantly enhance English speaking skills by improving rhythm, fluency, pronunciation, and vocabulary Reciting rhymes and poems offers a fun and effective way to practice, while songs expose students to natural English pronunciation and intonation Engaging with songs and funny video clips makes learning enjoyable and helps students quickly acquire new words and phrases.
Shadowing, a simple yet effective language learning technique, involves speaking along with a native audio recording using a transcript Often recommended for trainee conference interpreters, shadowing is a serious method worthy of investigation for language acquisition.
According to Manseur (2015, p18), "shadowing can be defined as the imitation of a particular input as it is heard in a short period of time as possible"
Shadowing, as defined by Lambert (1992), involves the immediate vocal repetition of auditory input in the target language, often word-by-word This parrot-style repetition is a key characteristic of the shadowing technique, with Tamai's research being a leading study in this area.
Shadowing, a listening exercise where English learners mimic speech while attentively listening, is defined as a cognitive and active activity where students listen, trail heard speech, and verbalize it, as highlighted by Tamai (2002) This definition has been widely cited by researchers, originating from the study by Nakanishi & Ueda, marking its significance in language learning.
Shadowing, defined as immediate repetition of target speech without text (\cite{2011}), has gained traction in Asia, particularly in Japan, as a valuable English language learning exercise (\cite{Hseih2013}) Researchers like Teeter (\cite{Teeter2017}) have explored its potential to enhance motivation in language acquisition through self-study applications Shadowing, in second language acquisition, involves repeating auditory material almost simultaneously and is used to train interpreters in Europe (\cite{Jaramillo2016}), while in Japan, it's applied to improve English skills Originally a technique for concurrent interpreter training, shadowing is now used in language classrooms to develop mental resources and memory skills (\cite{Seo2011}).
METHODOLOGY AND PROCEDURES
Background information of AMA English center
The American Academy of Vietnam (AMA) specializes in innovative English language training and professional education programs AMA delivers its English language-based educational program through a system called “Active Learning” (AL) The AL methodology is recognized as a powerful and highly effective means for achieving competence and proficiency in English AMA takes pride in providing students with the highest quality of English language instruction, irrespective of background or ambitions.
AMA English Language System is a leading and prestigious English language education institution in Vietnam With international standard programs, AMA caters to learners of all ages Established for over 11 years, AMA has expanded to nearly 12 training branches nationwide.
AMA Thanh Hoa boasts a team of 100% foreign teachers with strong pedagogical expertise and dedication, alongside modern facilities, annually welcoming over 450 trainees A 90% return rate demonstrates the effectiveness and sustainable value of AMA's training quality.
AMA Thanh Hoa English Academy employs native English teachers from the UK, USA, Canada, and Australia These teachers possess university degrees, professional English teaching certificates, and extensive experience in teaching English to foreigners.
Teachers interested in the teaching profession understand the importance of education for human development and student expectations They are enthusiastic and responsible, striving to deliver effective lectures However, some still rely on traditional methods like outdated topics and passive lectures To enhance engagement, teachers should incorporate interesting activities into their lectures.
The AMA center caters to a significant number of students aged 5-6 years, with class sizes ranging from 10 to 15 students, reflecting parental concern for their children's preparation for elementary school An increasing demand for English language skills, particularly in speaking, is driven by parents aspiring to enroll their children in international schools.
English teaching and learning condition at AMA center
AMA Thanh Hoa English utilizes the Active English method, derived from Professor Charles C Bonwell's research, which empowers students to control their learning pace and skills This method has been successfully applied by millions worldwide since 1991 AMA Thanh Hoa is a pioneer in Vietnam, achieving significant results by applying active learning to English education.
AMA Thanh Hoa English introduces Active English within a modern, youthful environment, fostering an exciting learning atmosphere The institution provides an international standard learning environment, promoting friendliness between teachers and students.
27 encourage students to communicate more, unleash creativity so that the lesson becomes lively and effective.
The survey questionnaire
In October 2020, a survey of 32 students across three AMA classes revealed insights into English speaking abilities as students prepared for final exams Teachers leverage activities to assess and enhance students' speaking skills, informing new strategies for improvement This assessment allows for the development of targeted methods to elevate students' English speaking proficiency.
Out of 32 students who passed the final exam, 28% achieved excellent scores, 53% performed very well, and 19% attained a good grade, showcasing the overall success of the students in the study.
2.3.1 The purpose of the questionnaire
A survey is crucial for gathering data on young learners' speaking skills, participation, confidence, and overall learning experience at the AMA center, with the aim of improving English speaking skills through targeted activities and research-backed development.
2.3.2 The design of the survey questionnaire
This survey, comprising 10 questions for 7 teachers, explores the benefits of incorporating activities in teaching speaking skills, with questions offering 2-5 options each The findings will inform the selection of appropriate teaching methods to enhance English speaking skills, serving as a foundation for research focused on improving speaking skills in young learners through targeted activities.
Interviewing
To bolster the survey findings and enhance the authenticity of the research, interviews were conducted with two foreign teachers, identified as Teacher A and Teacher B The data obtained from these interviews corroborated the results derived from the questionnaires, thereby strengthening the study's conclusions.
Observation
Working at the AMA Center and assisting in research classes provided valuable insights into students' English learning progress, which will be further supported by questionnaire data.
The data analysis
Following a survey, statistical analysis across nine charts—including pie, bar, and column charts—revealed teacher preferences in percentage form, with clear data visualization and accompanying explanations, enhancing data interpretation and usability.
RESULTS AND DISCUSSION
Findings from questionaires
Question 1 : What do you think is the importance of learning English speaking skill?
Speaking skills are crucial in English learning, with 95% of teachers emphasizing their importance, necessitating a focus on speaking in the learning process Speaking, a productive skill involving the expression of meaning through speech, is empirically observable, as highlighted by Cameron (2011) and Brown (2004).
Very important Important Nomal Unimportant very unimportant
Question 2: Which style do you think students like the most in learning English speaking in your lessons?
A survey revealed that nearly half of the students prefer a kinesthetic learning style in English, followed by visual (25%) and auditory (10%) styles, enabling teachers to incorporate suitable kinesthetic activities, often during warm-ups, to break the ice and review previous lessons.
Audial activity Kinesthetic activity Visual activity
Question 3: Do you feel students excited about using activities in English speaking lessons?
The majority of students (85%) are excited about activity-based English speaking lessons, indicating a positive learning environment at the AMA Center Teachers effectively use favored techniques like pictures, games, and role-playing Simple and popular methods such as learning from songs, fairy tales, and conversations with foreigners can further enhance English speaking skills.
Very excited somewhat excited Neutral Not very excited Not at all excited
Question 4: Studying English speaking through activities is an effective way to creating a pleasant atmosphere in class?
An overwhelming majority (95%) of teachers strongly agree that activity-based English speaking lessons are effective and create a positive, engaging classroom atmosphere, fostering easier knowledge absorption Only a small fraction (3%) expressed reservations about this method's effectiveness in creating a comfortable learning environment.
Question 5: Learning English speaking through activities an effective way to attract students' attention?
A resounding 96% of teachers concur that activity-based English speaking lessons effectively capture student attention, highlighting the significant positive impact of engaging activities on student focus Conversely, a mere 2% of teachers expressed reservations about the effectiveness and comfort of using activities to engage students in the classroom.
Question 6: Learning English speaking through activities is a good way for students to help students pronounce more fluently?
Most teachers (85%) agree that activity-based learning, especially through songs and shadowing, effectively improves students' English pronunciation and fluency by allowing them to imitate native intonation This natural approach to speaking, as Richard (2008) notes, facilitates communication and idea exploration, while only a small percentage (5%) question its effectiveness.
An overwhelming majority (83%) of teachers concur that activity-based English learning significantly enhances vocabulary retention among students Engaging activities like storytelling and role-playing immerse students in practical application, reinforcing their understanding through active participation Conversely, a mere 7% of educators expressed doubt regarding the effectiveness of activity-based learning in vocabulary acquisition.
Very often Often Sometimes Rarely Never
Question 8: How often do you hold activities in teaching speaking English?
Activities are integral to English instruction for young learners, with teachers dedicating 88% of class time to them These activities support knowledge transfer and foster a lively, engaging classroom environment.
Question 9: Do you want to have a new creative English teaching speaking method?
Most teachers want to create a new method in teaching speaking skills, accounting for 97%, especially no one chooses "disagree and strongly disagree",
Strongly agree Agree Neutral Disagree Strongly disagree
Only a small percentage (4%) of teachers expressed no opinion, indicating that the vast majority are actively seeking innovative methods to enhance speaking skills instruction This underscores a proactive approach among educators in refining their pedagogical techniques.
Question 10: Do you want to have many activities be held in speaking lesson?
Teachers overwhelmingly favor incorporating diverse activities into speaking skills instruction, with 96% expressing agreement, highlighting the perceived benefits of integrated activities in enhancing students' speaking abilities.
Findings from interviewing
To gather comprehensive insights for the research, interviews were conducted with two foreign English teachers, Teacher A and Teacher B, at the AMA center, leveraging their practical experience in English language education.
With eight years of experience teaching English to children aged 4-6, she finds it both easy and difficult While the subject matter is simple, conveying it effectively requires a natural and engaging approach to ensure young learners grasp the knowledge.
Strongly agree Agree Neutral Disagree Strongly disagree
To effectively teach English as a second language to children, incorporating kinesthetic activities like games such as slap the board, Simon Says, and role play is crucial A significant challenge lies in maintaining children's concentration, even with varied activities Exploring audial-visual methods may offer a promising avenue for enhanced engagement and learning.
Teacher B emphasizes the importance of incorporating diverse audial-visual-kinesthetic activities in English speaking lessons to enhance visualization and engagement He advocates for strengthening activity organization to boost lesson effectiveness, student interest, agility, and creativity Building children's confidence remains a key challenge, even with engaging activities Classroom management, particularly with active 5-6 year olds, and time constraints during review activities are also significant concerns.
Teachers are highly motivated to create activities that facilitate natural English acquisition, fluency, and global citizenship skills in students They actively collaborate to discover effective methods for teaching English, especially focusing on enhancing speaking abilities.
Findings from observation
Teachers at the AMA English Center skillfully integrate audial, visual, and kinesthetic activities into their lessons, enhancing student engagement and knowledge retention The use of varied activities helps students learn English naturally, fostering acceptance of it as a second language Speaking skills involve the ability to actively produce language to express meaning, which can be directly observed and empirically measured (Cameron, 2011; Brown, 2004).
A survey of seven teachers at the AMA center suggests techniques for enhancing English speaking skills Participants agreed that incorporating activities into English lessons is enjoyable and advantageous Learning through activities facilitates faster and more engaging knowledge acquisition for students.
Teaching English speaking through engaging activities is an effective and fun method for teachers to demonstrate speaking skills The use of fun activities in teaching speaking skills is essential, and building a system of techniques to teach English skills through activities for students is very important This research aims to offer useful suggestions to support teachers, contributing effective techniques to teach English in general and English speaking skills in particular, especially for students not interested in traditional methods.
CONCLUSION AND SUGGESTION
Conclusion
Speaking is an important skill because it connects people with each other
Developing speaking skills is crucial for 5-6 year olds as it's a primary communication method However, they often lack confidence when learning a new language This paper explores effective speaking instruction methods, drawing from English books and websites.
The study, involving 32 students from the AMA English Center, investigates speaking lesson methodologies and teacher attitudes Data was collected through questionnaires, interviews with foreign teachers, and observations of teaching assistants Statistical analysis revealed that participants found the activities engaging and beneficial for enhancing speaking skills The research highlights the effectiveness of incorporating kinesic and visual activities, which are favored by young learners Pedagogical implications and techniques for improving speaking skills, particularly for first-year English majors, are outlined based on these findings.
Teachers can significantly enhance students' speaking skills through engaging activities, which is particularly crucial in English language education Research on 5-6 year-old students at the AMA center reveals valuable insights into their attitudes towards learning to speak English, providing a foundation for effective teaching strategies This study aims to offer practical suggestions that support and improve the progress of English speaking skills among young learners.
This study introduces effective techniques for enhancing English speaking skills, providing a foundation for researchers to identify suitable methods for further investigation in this area It serves as a basis for exploring and implementing practical approaches to improve English speaking proficiency.
Some suggestions to improve english speaking skill
Speaking, a crucial skill alongside listening, reading, and writing, unlocks significant opportunities, especially in foreign languages English, as a global language, demands fluency not only for career advancement but also for effective global interaction Mastering English speaking skills is therefore essential in today's interconnected world.
Speaking skills are crucial in English learning, and teachers support activities to develop these skills However, challenges exist, including maintaining student concentration and building confidence To address these difficulties and maximize the benefits of speaking activities, specific strategies are needed.
2.1 Using pictures in learning to speak English
Paintings are a ubiquitous and vivid part of life, capturing attention with colors and shapes Images evoke imagination and real emotions, providing enjoyment, especially for children As interesting scene-setters, paintings are effective and useful visual aids, particularly in learning English.
Images significantly enhance learning and memory retention for students, especially in expanding their English speaking abilities For children, who are naturally active yet may lack confidence and vocabulary, bright, meaningful, and easily understood images are crucial Picture games effectively develop students' imagination, encouraging them to express their thoughts based on what they see Parents and teachers can facilitate daily practice by using picture-based learning, such as displaying relevant images of animals, food, and fruits at home or in the classroom, and engaging students with interactive questions about the pictures.
Teachers can leverage review activities to boost student engagement and assess understanding of the previous lesson, using targeted questions to enhance concentration and encourage self-assessment and peer interaction.
Teachers can foster student engagement by asking questions that encourage participation and peer feedback, such as having students comment on each other's answers, which promotes a collaborative learning environment By posing questions that tap into students' interests and opinions, like asking about their favorite foods, teachers can create a more natural and interactive communication dynamic, strengthening the bond between students, parents, and teachers This approach not only enhances students' English speaking abilities, making them more fluent and natural, but also suggests that incorporating elements like color may play a key role in successful language acquisition.
Choosing the topic of the lesson
Finding some pictures on this topic
Looking at the pictures and attending to the special things in each picture
Interacting with students every day
2.2 Applycability of internet in studying speaking
The Internet significantly impacts children's English learning, offering convenient access to online resources for improving speaking skills Websites like British Council's LearnEnglish Kids provide engaging materials such as songs and poems, fostering vocabulary growth and pronunciation accuracy Short stories with subtitles and emphasized sentences aid in letter recognition and memorization, promoting natural language acquisition through daily exposure.
To cultivate knowledge, students can benefit from 44 good habits, including listening to and singing poems and songs daily, which aids in pronunciation and memorization.
2.3 Learning speaking English through funny games
In the game of Simon Says, a leader, often called Simon, issues commands to players Players must only follow commands that begin with the phrase "Simon says "; failure to comply results in elimination This engaging activity tests listening skills and quick reaction times, making it a fun and educational game for various age groups.
In the game "Simon Says," players must follow instructions only when preceded by the phrase "Simon says." Failure to obey a command after hearing "Simon says" results in elimination, adding a fun test of listening skills and quick reaction.
If Simon instead calls out “Touch your toes!” (without starting by saying
“Simon says ”) then players are NOT supposed to touch their toes If anyone touches their toes, they are also eliminated from the game
This game enhances a child's body awareness through movement imitation, benefiting younger learners and those with proprioceptive challenges by making body movement practice fun and engaging.
45 awareness, while also incorporating other motor skills, including balance (e.g
“Simon says stand on one foot” or “Simon says do 10 jumping jacks”), bilateral coordination, and other gross motor tasks
2.3.2 Where are My Glasses? (Wright et al.,1984)
"Where are my glasses?" picture games utilize images as the central element, guiding responses to questions or facilitating substitution exercises through structured practice, making visual cues the key component of the activity.
1 Teacher copies the set of pictures for each group
2 Teacher divides the students into group of three or four
3 Teacher gives out the pictures
4 Teacher tells the students that they belong to a very untidy family, and are always losing things The pictures consist of the large and small pictures The large shows the pictures of their family livingroom and small pictures show things that they have lost
5 Teacher then asks each player of the group to find out from other where these things are and draw them in his/her picture One player should begin by asking "Where is/are my .?" and naming one of the lost object, then the other player answers and if it is right s/he will get points and gets the next turm
To effectively prepare students for storytelling, teachers can begin with engaging quizzes or jokes to capture their attention Utilizing picture-supported stories can significantly aid students in practicing and remembering the narrative sequence, especially when the teacher combines storytelling with visual cues Following the story, discussing the listening experience encourages reflection and comprehension among students.