Playing to develop / increase spoken interaction
Abstract
With the intention of increasing the focus on communication and finding motivating speaking activities to encourage students to interact in the foreign language classroom with their peers and teacher, this research project investigated whether playful activities, such as songs, games and role-play activities can help primary level students improve their speaking skills. Playful activities were used to promote spoken interaction among students in a third year class, engaging and motivating students to make them talk in English. In order to collect data to investigate the development of students’ speaking skills, the research tools used were questionnaires, a teacher reflective journal and group interviews. Children’s motivation to learn was always regarded, since it is crucial to engage students in new and diverse activities and tasks, helping them overcome their learning difficulties. Students’ reaction to these speaking activities revealed great enthusiasm and willingness to overcome the challenges that these presented. Their progress as foreign language speakers was monitored during the first school term, and their positive attitude towards speaking activities showed that these kept them motivated and engaged in the lessons. The notion that they could improve their skills playing in English was confirmed during the group interviews, as students justified that they could learn more and have fun at the same time.
Full text
Playing o De elop / Inc ease Spoken in e ac ion
Ma ia Salomé Ba is a Rod igues Inácio
Ma ch, 2017
Rela ó io de Es ágio de Mes ado em Ensino de
Inglês no 1.º Ciclo do Ensino Básico
Rela ó io de Es ágio ap esen ado pa a cump imen o dos equisi os necessá ios à
ob enção do g au de Mes e em Ensino de Inglês no 1.º Ciclo do Ensino Básico
ealizado sob a o ien ação cien í ica da P o esso a Dou o a Ca olyn Elizabe h Leslie e
da P o esso a Dou o a Ana Gonçal es Ma os
Dedica ed
To my pa en s o all hei suppo
ACKNOWLEDGEMENTS
Fi s ly, I would like o hank all my s uden s, pas and p esen , o hei
willingness o be he bes English language lea ne s wi h g ea en husiasm and ene gy.
Thei a i udes and wo ds ga e me he s eng h o s a on his jou ney.
I would also like o hank my p ac icum s uden s o hei eadiness o sign he
consen o ms and pa icipa e in his esea ch p ojec ; hei pa en s who kindly signed
he consen o ms; and he headmas e o Adelaide Cabe e school clus e o g an ing
me pe mission o ca y ou his esea ch.
I would also like o exp ess my g a i ude o my co-ope a ing eache s, D a.
Sand a Lobo and D a. Luísa Ga o, o allowing me o wo k wi h hei s uden s, and o
sha ing p ecious ips and gi ing good ad ice, which helped me ca y ou his esea ch
p ojec .
My wa mes hanks go o my supe iso s P o esso a Dou o a Ana Gonçal es
Ma os and P o esso a Dou o a Ca olyn Elizabe h Leslie o sha ing wi h me hei
p ecious ime and aluable ad ice.
My app ecia ion goes o all my eache s o he Mas e ’s cou se, namely
P o esso a Dou o a Sandie Mou ão, P o esso a Dou o a Joana Teixie a, P o esso
Dou o Da id Jus ino, P o esso a Dou o a Gab iela Gânda a Te enas and D . Da e
Rowlands; and o all he Mas e ’s colleagues o all hei suppo .
A special hanks goes o my sis e o he suppo oo, and o accompanying me
in his Mas e ’s jou ney, h ough i s ups and downs along his “pa h”.
PLAYING TO DEVELOP / INCREASE SPOKEN INTERACTION
MARIA SALOMÉ BATISTA RODRIGUES INÁCIO
ABSTRACT
KEYWORDS: spoken in e ac ion, young lea ne s, songs, games, ole-play ac i i ies.
Wi h he in en ion o inc easing he ocus on communica ion and inding mo i a ing
speaking ac i i ies o encou age s uden s o in e ac in he o eign language class oom
wi h hei pee s and eache , his esea ch p ojec in es iga ed whe he play ul ac i i ies,
such as songs, games and ole-play ac i i ies can help p ima y le el s uden s imp o e
hei speaking skills. Play ul ac i i ies we e used o p omo e spoken in e ac ion among
s uden s in a hi d yea class, engaging and mo i a ing s uden s o make hem alk in
English. In o de o collec da a o in es iga e he de elopmen o s uden s’ speaking
skills, he esea ch ools used we e ques ionnai es, a eache e lec i e jou nal and g oup
in e iews. Child en’s mo i a ion o lea n was always ega ded, since i is c ucial o
engage s uden s in new and di e se ac i i ies and asks, helping hem o e come hei
lea ning di icul ies. S uden s’ eac ion o hese speaking ac i i ies e ealed g ea
en husiasm and willingness o o e come he challenges ha hese p esen ed. Thei
p og ess as o eign language speake s was moni o ed du ing he i s school e m, and
hei posi i e a i ude owa ds speaking ac i i ies showed ha hese kep hem mo i a ed
and engaged in he lessons. The no ion ha hey could imp o e hei skills playing in
English was con i med du ing he g oup in e iews, as s uden s jus i ied ha hey could
lea n mo e and ha e un a he same ime.
“BRINCAR” PARA DESENVOLVER / AUMENTAR A INTERAÇÃO ORAL
MARIA SALOMÉ BATISTA RODRIGUES INÁCIO
RESUMO
PALAVRAS-CHAVE: in e ação o al, jo ens alunos, canções, jogos, d ama izações.
No in ui o de e idencia a comunicação e encon a a i idades comunica i as
mo i an es de modo a enco aja os alunos a in e agi nas aulas de língua es angei a
com os seus pa es e p o esso es, es e p oje o de pesquisa in es igou se a i idades
lúdicas, ais como canções, jogos e d ama izações podem ajuda os alunos do 1.º ciclo
do ensino básico a desen ol e as suas capacidades comunica i as. Fo am u ilizadas
a i idades lúdicas pa a p omo e a in e ação o al no seio de uma u ma de e cei o ano,
en ol endo e mo i ando os alunos pa a que alassem em Inglês. De modo a ecolhe
dados pa a in es iga o desen ol imen o das compe ências comunica i as dos alunos,
o am u ilizadas e amen as de pesquisa, ais como ques ioná ios, um diá io do
p o esso e en e is as em g upo. A mo i ação das c ianças pa a ap ende oi semp e
sal agua dada, uma ez que é c ucial pa a en ol e os alunos em no as e di e sas
a i idades e a e as, ajudando-os a ul apassa as suas di iculdades de ap endizagem. A
eação dos alunos a es as a i idades comunica i as oi de g ande en usiasmo e on ade
de ence os desa ios que es as lhes ap esen a am. O seu p og esso como alan es de
língua es angei a oi obse ado du an e o p imei o pe íodo le i o, e a sua a i ude
posi i a ela i amen e às a i idades comunica i as mos a am que es as os man i e am
mo i ados e empenhados nas aulas. A noção de que pode iam ape eiçoa as suas
compe ências “b incando” em Inglês oi con i mada du an e as en e is as de g upo, em
que os alunos se jus i ica am que podiam ap ende mais e di e i -se ao mesmo empo.
TABLE OF CONTENTS
In oduc ion…………………………………...…………………………………………. 1
Chap e I: Li e a u e e iew………………...…………………………………………… 2
I. 1. The impo ance o de eloping spoken in e ac ion………..……………….....… 2
I. 2. Play ul ac i i ies in he English class oom………………………………..…… 3
I. 2. 1. The ole o he a ec i e il e ……………………………………………. 4
I. 2. 2. Games…...………………………………………..……………………… 4
I. 2. 3. Role-play ac i i ies………………………………………………………. 6
I. 2. 4. Songs…………….………………………………………………………. 7
Chap e II: The ac ion esea ch….……………………………….……………………… 7
II. 1. Con ex ………………………………………………….……………………. 7
II. 1. 1. P og amma ic o ien a ions and cu icula goals……..………………….. 7
II. 2. Me hodology……………………………………………….…………………. 8
II. 2. 1. Ac ion esea ch……………………………………….………………… 8
II. 2. 2. Selec ing play ul ac i i ies……………………………………………… 8
II. 2. 2. 1. Songs………………………………………..….…………………. 8
II. 2. 2. 2. Games……………………………….…………..………………… 8
II. 2. 2. 3. Role-play ac i i ies……………………….……..………………… 9
II. 2. 2. 4. O he speaking ac i i ies………………………………………...… 9
II. 2. 3. Consen o ms…………………………………………….………..…… 9
II. 2. 4. Resea ch ools…………………………………….…….….……………. 9
II. 2. 4. 1. Ques ionnai es………………………….……….…….…………. 10
II. 2. 4. 2. G oup in e iews………………………………………………… 11
II. 2. 4. 3. Teache e lec i e jou nal………………………………………... 11
II. 3. Resul s……………………………………………………….………………. 12
II. 3. 1. Ques ionnai es and eache e lec i e jou nal………………………..… 12
II. 3. 1. 1. Speaking English…………………………….…………………... 12
II. 3. 1. 2. Pe sonal ID game…………………………….……….………..… 13
II. 3. 1. 3. Go Fish! Game……………………………….…………………... 14
II. 3. 1. 4. Popeye & Oli e Oyl ole-play………………………………….... 16
II. 3. 1. 5. Speaking ac i i ies…………………………………………….…. 18
II. 3. 2. G oup in e iews………………………………………………….…… 21
II. 4. Discussions and conclusion………………………………………………….. 24
II. 4. 1. Ideas o u u e esea ch……………………………………………...... 27
Lis o Re e ences……………………………………………………………………… 28
Lis o Figu es……………………..…………………………………………………… 30
Lis o Tables………………………………………………………………………..….. 31
Appendix A: A song o g ee …………...………………………………………………… i
Appendix B: The pe sonal ID game empla e…………………………………………… ii
Appendix C: Popeye & Oli e Oyl ole-play lashca ds…………………………...……. iii
Appendix D: Pa en s’ consen o m………………………………………………..…… i
Appendix E: S uden s’ consen o m……………………………………………….……
Appendix F: Headmas e ’s consen o m………………………………………….…… i
Appendix G: Ques ionnai e 1 on speaking………………………………………...…… ii
Appendix H: Ques ionnai e 2 on ID game………………………………………..…… iii
Appendix I: Ques ionnai e 3 on ca d games……………………………………….…… ix
Appendix J: Ques ionnai e 4 on a ole-play ac i i y…………………………………….. x
Appendix K: Ques ionnai e 5 on speaking ac i i ies…………………………………… xi
Appendix L: G oup in e iews ques ions…………………………………………..….. xiii
Appendix M: Coun ies and na ionali ies ca ds…………………………………….... xi
1
INTRODUCTION
This esea ch p ojec in ends o analyse whe he play ul ac i i ies can de elop
s uden s’ spoken in e ac ion. The esea ch ques ion is: How can s uden s imp o e hei
speaking skills h ough play?
As a as my expe ience is conce ned, mos o he ime child en in p ima y
schools in Po ugal a e en husias ic and mo i a ed in English lessons. Howe e ,
s uden s do no seem o ha e many occasions o speak du ing lessons. Classes ha e oo
many s uden s, and eache s end o ocus mo e on eading and w i ing, neglec ing
lis ening and mainly speaking.
On he o he hand, singing, playing games o doing ole-play ac i i ies a e mo e
engaging han iling in a wo kshee on a ce ain opic. Acco ding o Dias and Tos e
(2006) play is pa o a child’s en i onmen , and he i s and he mos impo an
oppo uni y o child en o in e ac wi h hei pee s. Since hey do i spon aneously, why
no play in English? Why no use games and ole-play ac i i ies o in e ac wi h o he
child en in English? I seems na u al ha hese play ul ac i i ies should be e y
mo i a ing o child en. In ac , as communica ion is c ucial in li e, why no in e ac in
English p e ending o be a amous cha ac e , o someone else?
These un ac i i ies a e g ea ools o use wi h p ima y s uden s, as child en eel
mo e com o able in a play ul en i onmen . P omo ing play ul ac i i ies will allow
eache s o c ea e oppo uni ies o spoken in e ac ion and o help s uden s de elop hei
speaking skills. Teache s should c ea e a com o able en i onmen , so ha s uden s do
no eel anxious and a aid o making mis akes. The e o e, c ea ing an exci ing and
mo i a ing a mosphe e will de ini ely help s uden s o elax and in e ac con iden ly
wi h hei pee s.
Fo ha eason, his esea ch will ocus on communica ion, mainly spoken
in e ac ion be ween s uden s. I s aim is o con i m i in oducing play ul speaking
ac i i ies like games, songs and ole-play ac i i ies will help young lea ne s de elop
spoken p oduc ion and consequen ly spoken in e ac ion.
S udying o he esea che s has highligh ed he impo ance o imp o ing
communica ing skills, as i co- ela es o o he skills and u he academic success. In he
ollowing chap e , he li e a u e on speaking and spoken in e ac ion, he a ec i e il e
8
in e es , o de elop globally, and o eel he need o communica e. Howe e , when
English became pa o he school cu iculum in 2014, he cu icula goals (B a o,
C a o & Dua e, 2014) no longe e e ed o play ul ac i i ies. Ins ead i no ed ha “In
he 1
s
elemen a y school cycle, in e ac ion is s ill basic. In he 3
h
yea , i (spoken
in e ac ion) ocuses on he use o isola ed wo ds o ixed exp essions” ( ansla ed, p. 4).
II. 2. Me hodology
II. 2. 1. Ac ion esea ch
Ac ion esea ch is a way o eache s o imp o e hei eaching by p o iding
answe s o he “p oblems” iden i ied in lessons. Bu ns (2009) says “Ac ion esea ch
(AR) can be a e y aluable way o ex end ou eaching skills and gain mo e
unde s anding o ou sel es as eache s, ou class ooms and ou s uden s.” (p.1). The
au ho also s a es ha ac ion esea ch “in ol es aking a sel - e lec i e, c i ical, and
sys ema ic app oach o explo ing you own eaching con ex s” (p.2). The e o e, i
allows eache s o e lec on hei s eng hs and weaknesses and by ying o p o ide
answe s o he ques ions, imp o e hei eaching skills. The eache u ns in o an
“explo e ” o “in es iga o ”, as well as a pa icipan , so one o he main aims o ac ion
esea ch is o iden i y a p oblem o an issue ha is conside ed wo h “in es iga ing”.
II. 2. 2. Selec ing play ul ac i i ies
In o de o explo e he ole o he play ul ac i i ies, he eache planned some o
hose ac i i ies o make s uden s use English speaking and in e ac ing in he class oom.
II. 2. 2. 1. Songs
The song G ee ings (Appendix A) was in oduced as pa o he i s opic
p o iding s uden s wi h “chunks” o language ha helped s uden s o lea n he opic in
ques ion. La e , ano he song was in oduced: The Au umn Song which included
o mulaic language. This song is included in he cou sebook (Sil a, Cos a & Leslie,
2015). These became pa o he lesson ou ine and we e a good way o help s uden s
ge in o “English mode”.
II. 2. 2. 2. Games
Two games we e in oduced. The i s one was called Pe sonal ID game
(Appendix B), and was in ended o p omo e a dialogue be ween wo o mo e s uden s.
Each s uden had o pick a ca d om a pile and ask a ques ion on pe sonal
9
iden i ica ion, acco ding o he opic (name, su name, age, bi hday, na ionali y and
o igin) w i en in he ca d .The o he game used was a ca d game. Using he mini-
lashca ds supplied in he cou sebook, s uden s we e asked o play a ca d game called
Go Fish!. In his pa icula case, i was in ended o explo e and o p ac ise ques ions and
answe s abou clo hing and colou s.
II. 2. 2. 3. Role-play ac i i ies
The Popeye & Oli e Oyl Role-Play (Appendix C) was used o encou age
s uden s o p e end o be one o he cha ac e s and in e ac wi h a classma e using he
o mulaic exp essions al eady lea ned, o p ac ise Au umn ocabula y. In pai s, s uden s
pe o med a dialogue acco ding o he lashca ds displayed.
II. 2. 2. 4. O he speaking ac i i ies
O he speaking ac i i ies we e in oduced in English lessons. These consis ed
mainly o sho dialogues, in ended o p ac ise ques ions and answe s. The e we e wo
speaking ac i i ies ela ed o pe sonal iden i ica ion. Coun ies and na ionali ies ac i i y
(Appendix M) consis ed o ques ions and answe s abou he o igin and na ionali y o a
amous pe son, included in a ca d. The su name spelling ac i i y consis ed o ques ions
and answe s abou s uden s’ su names designed o p ac ise spelling. In pai s, s uden s
ca ied ou hese sho dialogues using he s uc u es lea ned.
II. 2. 3. Consen o ms
A he beginning o he p ac icum, s uden s we e gi en a pa en s’ consen o m
(Appendix D) o be ag eed and signed by hei pa en s, and a s uden s’ consen o m
(Appendix E), o be signed by hem a e hei pa en s’ ag eemen . A consen o m
(Appendix F) was also sen o he school clus e headmas e .
II. 2. 4. Resea ch Tools
The esea ch ools selec ed o collec da a we e ques ionnai es, p esen ed a e a
speci ic speaking ac i i y; g oup in e iews, o e lec on he speaking ac i i ies used,
and a eache e lec i e jou nal, o allow he eache o e lec on he lessons, ega ding
spoken in e ac ion.
In ela ion o in e iews and ques ionnai es, Pin e (2006) s a es ha in e iews
a e an “ins umen o en used o ind ou abou wha child en eel o hink abou
di e en issues” (p. 146), and o ha eason hey should ocus on eelings and
10
a i udes. Pin e also says (p. 148) ha ques ionnai es can be used o ga he “da a be o e
emba king on ace- o- ace in e iews”, he e o e hese ools a e complemen a y.
II. 2. 4. 1. Ques ionnai es
A e each one o he games and ole-play ac i i ies p esen ed, s uden s we e
asked o e lec on ha speci ic speaking ac i i y by illing in some ques ionnai es. Fo
ha eason, i e ques ionnai es (Appendices G, H, I, J & K) we e used as esea ch ools
du ing his p ojec . Fou o he i e ques ionnai es we e in oduced o check s uden s’
a i udes and emo ions owa ds he play ul speaking ac i i ies. These we e sho and
simple, and he s uden s comple ed he ques ionnai es indi idually. The i h
ques ionnai e was in oduced as homewo k a he end o he esea ch. This one had he
pu pose o allowing s uden s o exp ess hei opinions on he speaking ac i i ies and on
hei pe o mances.
Ques ionnai e 1 (Appendix G) was in oduced a e a spelling ac i i y (su name),
and i s h ee closed ques ions ocused on a i udes owa ds speaking English ela ed o
his ac i i y and o he speaking ac i i ies ca ied ou in p e ious lessons, such as he one
on coun ies and na ionali ies in Appendix M.
Ques ionnai e 2 (Appendix H) ocused on a i udes owa ds games. I also
included h ee closed ques ions, and i was p esen ed a e he Pe sonal ID Game.
S uden s’ answe s conce ned eelings and p e e ences ega ding games.
Ques ionnai e 3 (Appendix I) ocused on a speci ic ype o game, as i was
p esen ed a e he Go Fish! ca d game. The h ee closed ques ions ocused on s uden s’
a i udes owa ds games and speaking ac i i ies bu also on backg ound knowledge o
ca d games.
Ques ionnai e 4 (Appendix J) was p esen ed a e he Popeye & Oli e Oyl ole-
play ac i i y, and o ha eason, i s h ee closed ques ions ocused on a i udes owa ds
hese kind o ac i i ies and also on pai and g oup wo k p e e ences.
Ques ionnai e 5 (Appendix K) was he las ques ionnai e p esen ed o s uden s.
I ocused on a i udes owa ds he speaking ac i i ies ca ied ou du ing lessons and
included ele en ques ions: h ee open and eigh closed. The closed ques ions ocused on
eelings and a i udes, hei p e e ences, hei pe cep ion o hei p og ess as English
speake s and backg ound knowledge on play ul speaking ac i i ies. The open ques ions
asked s uden s o y o emembe ocabula y and s uc u es lea ned.
11
In sho , ques ionnai es ocused on a i udes and eeling owa ds speaking
ac i i ies, bu also on s uden ’s awa eness o p og ess as English speake s. These simple
and sho ques ionnai es we e analysed quan i a i ely. The esul s o he closed
ques ions we e exp essed as pe cen ages, and a e p esen ed h ough ables and g aphs.
To analyse open ques ions, he da a was ca ego ized in o opics and exp essed as
pe cen ages. Resul s we e also in e ela ed o he eache e lec i e jou nal.
II. 2. 4. 2. G oup In e iews
G oup in e iews (Appendix L) we e conduc ed in he penul ima e and las
weeks o he esea ch. These we e audio eco ded, and ou s uden s a a ime, selec ed
andomly, we e in i ed o pa icipa e in he in e iew. S uden s had o espond o eigh
ques ions, in ei he English o Po uguese, on hei a i udes and eelings when speaking
English, on hei awa eness o hei imp o emen as English speake s, hei opinions
owa ds speaking ac i i ies in oduced in he lessons, and he ques ions we e asked
using bo h languages.
The in e iews we e ansc ibed and s uden s’ answe s ca ego ized and analysed
quan i a i ely, as pe cen ages, and also quali a i ely, o look o e idence co obo a ing
s uden ’s a i udes, p e e ences and imp o emen ega ding he esea ch ques ion. In he
ansc ip ions, s uden s’ names we e ep esen ed by hei ini ials.
II. 2. 4. 3. Teache e lec i e jou nal
Ano he esea ch me hod selec ed was he eache e lec i e jou nal. The eache
w o e an en y a e each lesson, and s uden s’ names we e ep esen ed by hei ini ials
as in he in e iews ansc ip ions. In each en y he eache e lec ed on a egula basis
mainly on he asks ha p omo ed spoken in e ac ion be ween pee s. Th ough his
jou nal he eache was able o eco d issues ha a ose, and s uden s’ eac ion. Fo ha
eason, he eache was able o make changes in he ollowing lesson plans o cope wi h
he “p oblems” ha needed o be deal wi h so ha spoken in e ac ion be ween pee s
could be p omo ed success ully and s uden s could bene i ully om he ac i i ies.
En ies om he eache e lec i e jou nal we e ho oughly checked o ind
e idence ha could con i m ques ionnai es esul s, so only quali a i e analysis was
possible as his ool only e lec ed eache ’s insigh .
12
II.3 Resul s
This sec ion o chap e II will p esen a desc ip ion o he esul s o his p ojec
wo k a e he analysis o all he da a collec ed conce ning he ollowing esea ch
ques ion:
How can s uden s imp o e hei speaking skills h ough play?
II. 3. 1. Ques ionnai es and eache e lec i e jou nal
II. 3. 1. 1. Speaking English
Ques ionnai e 1 was used o check s uden s’ a i ude and con idence, in e ms o
speaking English, and o gain ini ial opinions in ela ion o speaking ac i i ies.
Rega ding he i s ques ion, a la ge pe cen age o s uden s conside ed he ac o
speaking English an easy ask, and eac ed posi i ely o he speaking ac i i ies
in oduced, as hey showed a posi i e a i ude owa ds speaking English, and egis e ed
emo ions o happiness and con idence du ing he ac i i ies answe ing he second
ques ion, as can be seen in Figu e 1. S uden s’ i s eac ion o he play ul speaking
ac i i ies was e y posi i e, as i shows hey we e uly engaged, mo i a ed and willing
o con inue in e ac ing in English.
Figu e 1 Answe s o he 1
s
and 2
nd
ques ions o Ques ionnai e 1 exp essed as pe cen ages.
The hi d ques ion asked s uden s abou hei p e e ences acco ding o speaking
pa ne s. The people hey el mo e com o able in e ac ing wi h we e hei pa en s
(Table 1). In he case o he eache and classma es, answe s we e simila ; as 55% o he
s uden s answe ed hey el com o able in e ac ing wi h he eache o hei classma es.
Table 1 Answe s o he 3
d
ques ion o Ques ionnai e 1 exp essed as pe cen ages.
Who do you like o speak English wi h?
Yes. No. No answe .
Teache 55% 23% 23%
Classma es 55% 20% 25%
Pa en s 63% 0% 17%
O he s 30% 25% 45%
26%
48%
21%
5%
Is i easy o speak English?
Supe Easy
Easy
A Li le Ha d
Ve y Ha d
59%
18%
9%
14%
How do you eel when you
speak English?
Happy
Con iden
Ne ous
Shy
13
In my eaching jou nal, I e lec ed on he i s pai wo k in e ac ion exploi ed,
in ended o consolida e ocabula y and s uc u es ela ed o coun ies and na ionali ies:
S uden s we e eally mo i a ed o do his pai wo k ac i i y. As i was hei i s
spoken in e ac ion, hei e o su p ised me. A la ge numbe o s uden s we e
in e ac ing wi h hei pa ne s, al hough I no iced ha when I go nea hey
s opped asking and answe ing. (Teaching jou nal, Oc obe 6, 2016)
I e lec ed on he ac ha s uden s we e no uly con iden in his ac i i y, bu
hey we e aking pa in i , making an e o o speak English. Du ing his ac i i y,
s uden s s opped alking when I app oached hem because hey we e a aid o making
mis akes, as i was hei i s in e ac ion and hei a ec i e il e could ha e been aised.
Howe e , conce ning he spoken in e ac ion p omo ed be o e Ques ionnai e 1, he
su name spelling ac i i y, I w o e in my jou nal ha :
S uden DP and s uden s RG pe o med his sho dialogue almos lawlessly.
They we e eally in o i . These wo we e so ocused on he ask. Howe e ,
s uden s VP and s uden GS we e ha ing some di icul ies. VP was eally
con iden , so she asked he ques ions and spelled he su name e y well, bu GS
wasn’ as con iden , as he seemed o be s uggling wi h he ques ions and he
answe s oo, al hough his pa ne VP was ying o help him. I mus help GS
gain mo e con idence o be able o in e ac wi hou issues nex ime. (Teaching
jou nal, Oc obe 13, 2016)
Analysing his eco d, I no iced ha I should keep imp o ing s uden s’
con idence, by sca olding hem and lowe ing hei a ec i e il e .
II. 3. 1. 2. Pe sonal ID Game
Figu e 2 Answe s o he 1
s
and 2
nd
ques ions o Ques ionnai e 2 exp essed as pe cen ages.
Resul s o Ques ionnai e 2 ega ding he Pe sonal ID game, shown in Figu e 2,
showed ha a la ge numbe o s uden s enjoyed playing games in English ( i s
70%
10%
10%
10%
Do you like o play games in English?
Lo e
Like
So so
Don' like 62%
19%
14% 5%
How do you eel when you play
a game in English?
Happy
Con iden
Ne ous
Shy
14
ques ion), and el happy and con iden while playing a game in English (second
ques ion).
Rega ding he hi d ques ion, whe e s uden s could choose om ou
possibili ies, esul s showed ha s uden s p e e games in ela ion o o he speaking
ac i i ies such as songs, s o ies o ole-plays, as can be seen in Figu e 3.
Figu e 3 Resul s o he 3
d
ques ion o Ques ionnai e 2 exp essed as numbe s o s uden s.
Focusing on s uden s’ eac ion ega ding his speci ic game, I w o e he
ollowing commen in my eaching jou nal:
I could ell hey looked mo e con iden du ing his game han du ing he i s
ask. S uden VP and s uden GS we e a pai again while playing his Pe sonal
ID game, and I could no ice ha GS was mo e con iden now, and didn´ need so
much help om VP as he did in he su name spelling. I ’s in e es ing o check
he change in his a i ude. Now, he’s aking pa in his ask success ully. DP and
RG a e playing oge he again. They’ e a e y good pai , always ocused.
Excellen ! (Teaching jou nal, Oc obe 20, 2016)
I can be seen om hese commen s ha bo h pai s o s uden s e ealed
con idence and concen a ion on he game, which e ec i ely lowe ed s uden s’
a ec i e il e , as in s uden GS case. S uden s’ con idence imp o ed because his was
no hei i s spoken in e ac ion, and hey we e wo king wi h he same pa ne s, which
migh ha e helped oo. The ac ha i was a game may be a eason o such an
imp o emen in s uden s’ con idence, as i c ea ed a mo e amilia en i onmen .
II. 3. 1. 3. Go Fish! game
Ques ionnai e 3 also ocused on games, he ca d game (Go Fish!). Resul s o
he i s closed ques ion showed ha s uden s lo e o like playing games, e ealing a
e y posi i e eac ion, as can be seen in Table 2.
0
5
10
15
20
Songs
Games
S o ies
Role
-
plays
Wha do you like he mos ?
yes
so so
no
15
Table 2 Answe s o he 1
s
ques ion o Ques ionnai e 3 exp essed as pe cen ages.
Ques ion Answe s Lo e Like So so Don’ like
Do you like o play games wi h ca ds? 89% 11% 0% 0%
The second closed ques ion was ac ual and looked a he backg ound
knowledge and expe ience hey had in e ms o his ype o games. The esul s ob ained
e ealed ha games s uden s knew bes we e Pelmanism, Go Fish! and Ca ds Bingo, as
shown in Figu e 4.
Figu e 4 Resul s o he 2
nd
ques ion o Ques ionnai e 3 exp essed as numbe s o s uden s.
Resul s o his ques ionnai e ega ding he hi d ques ion e ealed ha s uden s
el mo e com o able speaking English du ing a ca d game han du ing any o he o he
speaking ac i i ies sugges ed, as can be seen in Figu e 5.
Figu e 5 Resul s o he 3
d
ques ion o Ques ionnai e 3 exp essed as numbe s o s uden s.
On he 21
s
No embe jou nal I no ed ha :
S uden s DD, DS and SJ we e playing he game wi h such en husiasm ha hey
almos didn’ no ice I was igh nex o hem hea ing hem playing. This g oup
was doing g ea ! Bu s uden s PM, AM and GC we e ha ing some issues. AM
and GC we e ha ing some di icul ies in he game, as hey we e e ealing
di icul ies ela ed o clo hes and colou s ocabula y and s uc u es in ol ed in
he game. Howe e , PM was ying o help he pa ne s. I ’s a e y posi i e and
iendly a i ude! (Teaching jou nal, No embe 21, 2016)
4
11
2
7
0 5 10 15 20
Go Fish!
SNAP
Pelmanism
Ca ds Bingo
Ha e you e e played hese games in English?
no
yes
0 5 10 15 20
Playing a ca d game
Asking and answe ing
Doing a ole-play
Talking abou a pic u e
When is i easie o speak English? yes so so no
16
I no iced ha he obse ed g oups we e collabo a ing wi h each o he and eally
engaged in he ask, he e o e, con i ming ha games a e s uden s’ a ou i e speaking
ac i i ies. The collabo a ion and concen a ion du ing his ca d game, e ealed how
mo i a ing and engaging such a spoken ac i i y like his can be, since s uden s we e
making an e o o in e ac wi h hei classma es, and hey did no e en no ice me
app oaching hem. Games we e a eally engaging ac i i y, because s uden s we e
abso bed in he ask and made he e o o comple e i success ully, as hey el mo e a
ease playing hem because hey included he un elemen and ela ed o leisu e ime.
II. 3. 1. 4. Popeye & Oli e Oyl ole-play
Conce ning ques ionnai e 4, esul s o he i s ques ion showed ha a la ge
pe cen age o s uden s esponded posi i ely (lo e o like) o playing a ole and
p e ending o be a ca oon cha ac e , as shown in Table 3. Being able o pe o m a ole
allowed s uden s o become a di e en cha ac e , which encou aged hem o
communica e and in e ac wi h classma es, and o be c ea i e using he o mulaic
exp essions in a meaning ul con ex .
Table 3 Answe s o he 1
s
ques ion o Ques ionnai e 4 exp essed as pe cen ages.
Ques ion Answe s Lo e Like So so Don’ like
Do you like o play a ca oon’s cha ac e ole? 61% 28% 11% 0%
Rega ding he second ques ion, mo e han hal he s uden s answe ed
a i ma i ely o mo e ole-play ac i i ies. On he con a y, none o he s uden s
answe ed nega i ely. Conce ning s uden s’ indecision, his kind o ac i i y was he i s
o his ype so i was new o hem, and p obably i was some hing hey had ne e
hough abou . Whene e a new ype o speaking ac i i y is in oduced in he English
lessons, some s uden s end o aise hei a ec i e il e , especially he leas con iden
ones.
Figu e 6 Answe s o he 2
nd
ques ion o Ques ionnai e 4 exp essed as pe cen ages.
59%
23%
0% 18%
Would you like o do mo e ole-plays in English?
Yes, I would.
Maybe.
No, I wouldn' .
I don' know.
This ques ionnai e
wo k
. Resul s showed ha he majo i y
p e e ing
speaking in pai s a he han
Figu e 7
Resul s o he 3
Rega ding his ole
-
This
Popeye & Oli e Oyl Role
ha e done so a . I’m amazed how hey we e able o accomplish i success ully.
S uden s DD and DS played wi h good in ona ion and qui e good p onuncia ion.
I was imp essed. G ea job! On he con a y, s uden s AM
s uggling o accomplish his ask. They had some issues ela ed o s uc u es
and ocabula y
again
his ole-
play ac i i y, al hough I no iced hey we e ne ous, esp
app oached hem.
(Teaching jou nal, No embe 28, 2016)
I no iced s uden s’
e o o o e come hei
he ac i i y, using English o in e ac wi h hei pee s. This con inuous use o he
English language, h ough spoken in e
skills. Howe e
some s uden s imp o ed mo e han o he s, because hose ha had some
di icul ies conce ning he ocabula y and s uc u es lea ned did
p og ess as he o he s. Howe e ,
no iceable as o he s uden s’ p og ess. The ac ha hey made an e o o ake pa in
any o he ac i i ies, ying o o e come hei di icul ies made hem gain a li le bi o
con idence and g ow as En
glish speake s as well.
0
2
4
6
8
10
12
14
I like speaking
English
Do you p e e speaking English in pai s o g oups?
ocused also on s uden s’ p e e ences
o
. Resul s showed ha he majo i y
o s uden s liked o speak English in pai s
speaking in pai s a he han
in g oups, as can be seen
in Figu e
Resul s o he 3
d
ques ion o Ques ionnai e 4 exp essed as numbe s o s uden s.
-
play ac i i y, I w o e:
Popeye & Oli e Oyl Role
-play
was he ha des speaking ac i i y s uden s
ha e done so a . I’m amazed how hey we e able o accomplish i success ully.
S uden s DD and DS played wi h good in ona ion and qui e good p onuncia ion.
I was imp essed. G ea job! On he con a y, s uden s AM
s uggling o accomplish his ask. They had some issues ela ed o s uc u es
again
, bu I el hey we e making a huge e o o accomplish
play ac i i y, al hough I no iced hey we e ne ous, esp
(Teaching jou nal, No embe 28, 2016)
e o o o e come hei
lea ning di icul ies and ake pa in
he ac i i y, using English o in e ac wi h hei pee s. This con inuous use o he
English language, h ough spoken in e
ac ion, helped s uden s o imp o e hei speaking
some s uden s imp o ed mo e han o he s, because hose ha had some
di icul ies conce ning he ocabula y and s uc u es lea ned did
no
e eal as much
p og ess as he o he s. Howe e ,
hey imp o ed as well, e en hough i was
no iceable as o he s uden s’ p og ess. The ac ha hey made an e o o ake pa in
any o he ac i i ies, ying o o e come hei di icul ies made hem gain a li le bi o
glish speake s as well.
I like speaking
English
I don' like
speaking
English
No eply.
Do you p e e speaking English in pai s o g oups?
in pai s
in g oups
17
o
pai and g oup
o s uden s liked o speak English in pai s
,
in Figu e
7.
ques ion o Ques ionnai e 4 exp essed as numbe s o s uden s.
was he ha des speaking ac i i y s uden s
ha e done so a . I’m amazed how hey we e able o accomplish i success ully.
S uden s DD and DS played wi h good in ona ion and qui e good p onuncia ion.
I was imp essed. G ea job! On he con a y, s uden s AM
and GC we e
s uggling o accomplish his ask. They had some issues ela ed o s uc u es
, bu I el hey we e making a huge e o o accomplish
play ac i i y, al hough I no iced hey we e ne ous, esp
ecially when I
lea ning di icul ies and ake pa in
he ac i i y, using English o in e ac wi h hei pee s. This con inuous use o he
ac ion, helped s uden s o imp o e hei speaking
some s uden s imp o ed mo e han o he s, because hose ha had some
e eal as much
hey imp o ed as well, e en hough i was
no as
no iceable as o he s uden s’ p og ess. The ac ha hey made an e o o ake pa in
any o he ac i i ies, ying o o e come hei di icul ies made hem gain a li le bi o
in pai s
in g oups
24
al eady wi h speaking in English oo. S uden JP said “Yes, I lo e playing games in
English” (In e iew, Decembe 5, 2016, ansla ed) as well as s uden BS “Yes, because
while playing games in English we lea n mo e” (In e iew, Decembe 5, 2016,
ansla ed). Fo he same eason, s uden CC old “Yes, because we only play a game
om ime o ime ... I wan ed o say some hing ... because i we play mo e games we
can also lea n mo e” (In e iew, Decembe 12, 2016, ansla ed). The o he s uden s
in e iewed also ag eed on he ole o games in he lea ning p ocess. Games we e a
esou ce ul ool o help s uden s imp o e hei speaking skills, as hey could in e ac in
English wi h hei pee s and o ha eason hey associa ed playing games o lea ning
“mo e”.
Resul s o he eigh h ques ion also showed ha all he s uden s would like o do
mo e ole-play ac i i ies. They ega ded his ac i i y he same way as games, saying
“Yes, because i is much un and we lea n mo e” (S uden DD, in e iew, Decembe 5,
2016, ansla ed), and “Yes, I would like o do mo e ole-plays because I lo e o speak
English” (S uden AA, in e iew, Decembe 12, 2016, ansla ed). S uden s’ answe s
e ealed hey associa ed ole-play ac i i ies o he lea ning p ocess, as hey did
ega ding games. These esul s showed ha s uden s el hey could lea n mo e, and
he e o e, imp o e hei speaking skills, h ough he speaking ac i i ies. By p ac ising
s uc u es and ocabula y du ing spoken in e ac ion, s uden s we e g owing as English
speake s. In ac , ecalling he case o s uden GS, who in he i s pai wo k spoken
in e ac ion e ealed ne ousness and a lack o con idence, he changed comple ely in he
second one al eady eeling con iden and e ealing a posi i e a i ude, and imp o ing as
an English speake . De ini ely, he e we e mo e s uden s ha could o e come hei
di icul ies and de elop hei speaking skills as well as s uden GS.
II.4 Discussion and Conclusion
This sec ion will analyse he esul s ob ained h ough he s udy o he h ee ools
used: ques ionnai es, g oup in e iews and eache e lec i e jou nal. The ques ionnai es
esul s e ealed ha s uden s eac ed e y posi i ely o play ul ac i i ies and hey we e
always eady o epea he ac i i ies. Th ough he g oup in e iews, he same posi i e
a i ude could be ound as in ques ionnai es, as well as an eage ness o y ou new
play ul ac i i ies. The eache e lec i e jou nal showed e idence o s uden s’
engagemen in he speaking ac i i ies and hei e o o imp o e, o e a se ies o asks.
25
C oss e e encing all he answe s ob ained h ough s uden s’ answe s in he
ques ionnai es and eache ’s e lec ion in he jou nal en ies, i is no iceable ha he
s uden s’ a ou i e speaking ac i i ies we e games. Any occasion hey had o choose
be ween anges o speaking ac i i ies, games we e hei a ou i e ac i i y. Howe e , he
da a collec ed also e ealed ha s uden s we e also keen on o he speaking ac i i ies.
The e o e, his esea ch p ojec e eals ha un was he main ing edien in he speaking
ac i i ies.
Conce ning he ques ion “How can s uden s imp o e hei speaking skills
h ough play?” he main goal o his p ojec was o de elop spoken in e ac ion h ough
play ul ac i i ies. Fo ha eason, s uden s played du ing a whole e m wi h he
objec i e o de eloping hei speaking skills. S uden s in e ac ed h ough dialogues,
played games and did ole-play ac i i ies. Resul s showed ha he majo i y o s uden s
highligh ed he ac ha i was un and also enhanced he impo ance ha games and
ole-plays had had in hei lea ning p ocess. They men ioned ha hese ac i i ies helped
hem lea n mo e, and added hey lo ed o speak English.
The ac i i ies selec ed allowed s uden s o in e ac wi h hei pee s (in pai s o
g oups) in o ien ed asks. Howe e , s uden s had o use he language s uc u es and
ocabula y lea ned, he “chunks” o language, as a basis o hei in e ac ion. Al hough,
hey had li le language a hei disposal, hey we e able o hold a con e sa ion wi h one
classma e o mo e. Un o una ely, hey had no backg ound knowledge o allow hem o
explo e un amilia s uc u es and ocabula y. In his si ua ion, c ea i i y and
imagina ion we e a li le cons ained, as a as speaking in English was conce ned.
Howe e , hese acqui ed s uc u es and ocabula y we e he basis o hei ini ial
in e ac ions, and will he e o e encou age s uden s o keep in e ac ing wi h hei pee s,
and consequen ly helping s uden s o become be e English speake s in he u u e, mo e
luen and accu a e han s uden s ha a en’ exposed o speaking ac i i ies.
This ac ion esea ch ca ied ou in a hi d yea class, helped me as a eache o
imp o e my eaching skills, since all he wo k and ools in ol ed made me g ow as a
eache . I lea ned ha games a e e y mo i a ing as all he s uden s eac ed posi i ely o
hem and made an e o , a big one some imes, o o e come di icul ies. Games lowe ed
s uden s’ a ec i e il e s because hey did no seem o wo y abou ailu e. They simply
wan ed o ake pa and engage in i . The ole-play ac i i y was also e y mo i a ing, as
I no iced he e o s uden s had o make o manage he ask, e en hough i was a ha d
26
one. The e o e, I ealized ha play ul ac i i ies a e p ecious ools, because hei can
help eache s achie e he lea ning goals and can engage comple ely all he s uden s,
mo i a ing hem. The li e a u e esea ch, he lesson planning, he c ea ion o he
esea ch ools, he collec ion and analysis o da a allowed me o e lec also on my
eaching skills as well. Looking o a success ul way o in oduce spoken in e ac ion,
and selec ing he speaking ac i i ies was a e y demanding ask, as i equi ed
conside ing e e y hing, om s uden s p e e ences o eaching ele ance.
S uden s’ posi i e a i ude was e iden h oughou his esea ch. Ob iously,
s uden s eac ed wi h g ea en husiasm o he speaking ac i i ies because hey in ol ed
playing. In addi ion, hey could explo e and engage in se e al play ul ac i i ies,
de eloping hei skills, especially speaking. They we e able o become mo e con iden
du ing his lea ning p ocess, and he mo e hey p ac iced he be e hey became. F om
my poin o iew, s uden s’ a i ude owa ds games, ole-play ac i i ies and all he
speaking ac i i ies was su p ising, because e en he quie e ones, showed a e y
posi i e a i ude and made an e o o accomplish he asks, in pai s o g oups.
Howe e , i was cu ious o ealize ha hey p e e ed o in e ac in pai s. Righ om he
beginning, I hough hey would p e e wo king in g oups, as he e would be mo e
oppo uni ies o in e ac wi h mo e s uden s. Howe e , I lea ned ha hey el i was
mo e con using o in e ac in g oups. I was so ewa ding o obse e hei ocus and
concen a ion du ing he speaking ac i i ies, because I could no ice hei imp o emen
o e he whole esea ch. I el hey we e p oud o ake pa in such asks and o speak
English.
On he o he hand, ime cons ain s p e en ed me om being able o explo e
o he play ul ac i i ies. I also in luenced he collec ion o e idence o s uden s’
p og ess, since a pe iod o h ee mon hs is no su icien o eco d a no able di e ence.
I his esea ch was ca ied ou h oughou an en i e school yea , ins ead o a school
e m, i migh be possible o no ice big imp o emen s in s uden s’ speaking skills.
Compa ing his esea ch esul s wi h Chou’s s udy (2014), hei esul s e ealed
ha he Chinese s uden s had inc eased hei knowledge abou a ce ain opic, expanded
hei ocabula y and also de eloped hei spoken in e ac ion, and I el ha my s uden s
ha e also expanded hei ocabula y and de eloped hei spoken in e ac ion. Chou
ega ded he play ul ac i i ies as g ea eaching ools, because hey allowed he Chinese
s uden s o speak English and imp o e hei speaking skills. Al hough I did no use he
27
same play ul ac i i ies in he same way o o de , I belie e ha hose ac i i ies a e e y
impo an ools o eache s. I el ha playing helped s uden s o accomplish he asks
and de elop hei speaking skills, because he mo e hey played he mo e hey wan ed o
play, and he mo e hey p ac ised speaking he be e hey became.
II. 4. 1. Ideas o u u e esea ch
The eache e lec i e jou nal ga e a glimpse on he en husiasm and con idence
ha I could obse e du ing lessons, and also demons a ed he impo ance o collec ing
mo e e idence o s uden s’ spoken in e ac ion. Consequen ly, con olled audio
eco ding o selec ed s uden s could ha e been a way o check s uden s’ de elopmen
and collec mo e e idence, al hough i could ha e c ea ed anxie y in he s uden s and
aised hei a ec i e il e s. A new esea ch p ojec , which ocused on his opic and
ques ion, could include eco ding s uden s’ in e ac ion.
Asking s uden s o ill in a sel -assessmen wo kshee could be a complemen a y
ool oo, especially o co- ela e wi h ques ionnai es and g oup in e iews. In addi ion,
he eache could widen he ange o play ul ac i i ies, like elling s o ies, p ojec wo k
ha included p esen a ion, puppe s shows o e en school plays, which migh engage
s uden s in a play ul manne . The inclusion o ano he esea ch ool, like a g id on he
use o class oom language, so ha whene e each s uden used i du ing he lesson, i
could be egis e ed, migh be complemen a y oo. Al hough his migh be mainly
eache -s uden in e ac ion, because i would be e y di icul o he eache o check
s uden -s uden in e ac ion.
Playing ligh ens he class oom en i onmen and c ea es a di e en mood, bu
also mo i a es s uden s o lea n mo e and mo e, in a mo e elaxed way. Dias and Tos e
(2006) say ha child en es ablish ela ionship h ough play. The e o e, b inging hei
wo ld in o he class oom is a e y mo i a ional manne o engaging s uden s in he
lea ning p ocess, e en when di icul asks a e conce ned. Child en will make an e o
o a longe ime o manage o in e ac in English, as long as he e is a game in ol ed,
as S akano a and Tols ikhina (2014) s a e. De ini ely, ha was some hing I could no ice
du ing his esea ch, as s uden s engaged comple ely in he asks. Al hough, a he
beginning some s uden s’ il e s we e “up”, I could no ice ha as soon as hey el mo e
con iden , hei il e s we e “down”. I could also no ice he e o hey made h oughou
he esea ch o o e come hei di icul ies du ing he speaking ac i i ies and
consequen ly, hei p og ess as English speake s.
28
LIST OF REFERENCES
Al-Senaidi, S. A. (2009).
Using ole play o p omo e o al luency. In S. Bo g (Ed.),
Unde s anding English language eaching and lea ning in Oman, (66-72).
Musca Minis y o Educa ion, Oman. Re ie ed om
h p://www.moe.go .om/Po al/si ebuilde /Si es/EPS/english/IPS/Impo a/ esol
/3/3.aspx
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young lea ne s, (219-238). London: Bloomsbu y.
B ews e , J., Ellis, G., & Gi a d, D. (2002). The p ima y English eache ’s guide.
Ha low: Pea son Educa ion.
Bu ns, A. (2009). Doing ac ion esea ch in English language eaching a guide o
p ac i ione s. New Yo k and London: Taylo & F ancis.
Chou, M. (2014). Assessing English ocabula y and enhancing young English as a
o eign language (EFL) lea ne s’ mo i a ion h ough games, songs and s o ies.
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C a o, A., B a o, C., & Dua e, E. (2014). Me as cu icula es de Inglês ensino básico:
1.º ciclo. Lisboa: Minis é io da Educação e Ciência.
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– o ien ações p og amá icas. Lisboa: Minis é io da Educação.
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h ps:// a supe ision. iles.wo dp ess.com/2011/04/ eaching_english_in_ he_p
ima y_class oom.pd
Moll, H. (2009). Using songs in he English class oom. Humanising Language
Teaching 11(2). Re ie ed om h p://www.hl mag.co.uk/ap 09/less01.h m
Oli e , R. & Philp, J. (2014). Focus on o al in e ac ion. Ox o d: Ox o d Uni e si y
P ess.
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Teaching young language lea ne s, (143- 153). Ox o d: Ox o d Uni e si y
P ess.
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Read, C. (2007). Games in 500 ac i i ies o he p ima y class oom. Ox o d:
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Moni o model. In P. Robinsdon (Ed.), The Rou ledge
encyclopedia o second language acquisi ion, (437-439). New Yo k and
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30
LIST OF FIGURES
Figu e 1: Answe s o he 1
s
and 2
nd
ques ions o Ques ionnai e 1 exp essed as
pe cen ages..................................................................................................................... 12
Figu e 2: Answe s o he 1
s
and 2
nd
ques ions o Ques ionnai e 2 exp essed as
pe cen ages..................................................................................................................... 13
Figu e 3: Resul s o he 3
d
ques ion o Ques ionnai e 2 exp essed as numbe s o
s uden s........................................................................................................................... 14
Figu e 4: Resul s o he 2
nd
ques ion o Ques ionnai e 3 exp essed as numbe s o
s uden s........................................................................................................................... 15
Figu e 5: Resul s o he 3
d
ques ion o Ques ionnai e 3 exp essed as numbe s o
s uden s........................................................................................................................... 15
Figu e 6: Answe s o he 2
nd
ques ion o Ques ionnai e 4 exp essed as pe cen ages..... 16
Figu e 7: Resul s o he 3
d
ques ion o Ques ionnai e 4 exp essed as numbe s o
s uden s........................................................................................................................... 17
Figu e 8: Resul s o he 7
h
ques ion o Ques ionnai e 5 exp essed as numbe s o
s uden s........................................................................................................................... 20
Figu e 9: Resul s o he 9
h
ques ion o Ques ionnai e 5 exp essed as numbe s o
s uden s........................................................................................................................... 21
31
LIST OF TABLES
Table 1: Answe s o he 3
d
ques ion o Ques ionnai e 1 exp essed as pe cen ages...... 12
Table 2: Answe s o he 1
s
ques ion o Ques ionnai e 3 exp essed as pe cen ages....... 15
Table 3: Answe s o he 1
s
ques ion o Ques ionnai e 4 exp essed as pe cen ages....... 16
Table 4: Answe s o 1
s
, 3
d
and 5
h
ques ions o Ques ionnai e 5 exp essed as
pe cen ages..................................................................................................................... 18
Table 5: Answe s o he 2
nd
ques ion o Ques ionnai e 5 exp essed as pe cen ages...... 18
Table 6: Answe s o he 4
h
ques ion o Ques ionnai e 5 exp essed as pe cen ages....... 19
Table 7: Answe s o he 6
h
ques ion o Ques ionnai e 5 exp essed as pe cen ages....... 19
Table 8: Answe s o he 8
h
and 10
h
ques ions o Ques ionnai e 5 exp essed as
pe cen ages..................................................................................................................... 20
Table 9: Answe s o he 11
h
ques ion o Ques ionnai e 5 exp essed as pe cen ages..... 21
Table 10: Answe s o he g oup in e iews ques ions exp essed as pe cen ages........... 22
i
APPENDIX A – A SONG TO GREET
G ee ings
Hello. Hello.
How a e you
oday?
I’m ine. I’m ine.
And you? How a e you?
Good mo ning. Good mo ning.
How a e you oday?
I’m ine. I’m ine.
And you? How a e you?
Good e ening. Good e ening.
How a e you oday?
I’m ine. I’m ine.
And you? How a e you?
Oh! I’m ine, hanks.
ii
APPENDIX B – THE PERSONAL ID GAME TEMPLATE
Su name
Su nameSu name
Su name
Age
AgeAge
Age
Bi hday
Bi hdayBi hday
Bi hday
Na ionali y
Na ionali yNa ionali y
Na ionali y
O igin
O iginO igin
O igin
Name
NameName
Name
APPENDIX I
QUESTIONNAIRE 3
Name:_____________________________________________________ Da e:_____/______/_________
● Do you like o play games wi h ca ds
Lo e (ado o)
● Ha e you e e played hese games in English? / Já Onhas jogado an es es es jogos em Ingl
co esponden e.)
Go Fish! (Peixinho)
● When is i easie o speak English
? / Quando é que achas que é mais ácil ala em Inglês?
co esponden e.)
Playing a ca d game
(Joga com ca as)
Asking and answe ing
APPENDIX I
– QUESTIONNAIRE 3 ON CARD
GAMES
QUESTIONNAIRE 3
Go Fish! Game / Jogo do Peixinho
Name:_____________________________________________________ Da e:_____/______/_________
● Do you like o play games wi h ca ds
? / Gos as de joga com ca as? (Pin a a igu a co esponden e.)
Like (gos o) So so (mais ou menos)
Don’ like (não gos o)
● Ha e you e e played hese games in English? / Já Onhas jogado an es es es jogos em Ingl
ês?
SNAP (Snap) Pelmanism (Jogo da
Memó ia)
Ca ds Bingo (Bingo com
Ca ões)
? / Quando é que achas que é mais ácil ala em Inglês?
(Pin a a igu a
Asking and answe ing
(Pe gun a e
esponde )
Doing a ole-play (Faze
uma d ama ização)
Talking abou a
(Fala de uma igu a)
ix
GAMES
Go Fish! Game / Jogo do Peixinho
Name:_____________________________________________________ Da e:_____/______/_________
? / Gos as de joga com ca as? (Pin a a igu a co esponden e.)
Don’ like (não gos o)
ês?
(Pin a a igu a
Ca ds Bingo (Bingo com
Ca ões)
(Pin a a igu a
Talking abou a
pic u e
(Fala de uma igu a)
x
APPENDIX J – QUESTIONNAIRE 4 ON A ROLE-PLAY ACTIVITY
QUESTIONNAIRE 4
Popeye & Oli e Oyl Role-play / Cena do Popeye e da Oli ia
Pali o
Name:________________________________________________________ Da e:_____/______/_________
● Do you like o play a ca oon’s cha ac e ole? / Gos as de ep esen a o papel de um pe sonagem da banda
desenhada? (Pin a a igu a co esponden e.)
Lo e (ado o) Like (gos o) So so (mais ou menos) Don’ like (não gos o)
● Would you like o do mo e ole plays in English? / Que es aze mais ep esen ações em Inglês? (Pin a a igu a
co esponden e.)
Yes, I would. (Sim,
que o.)
Maybe. (Tal ez.) No, I wouldn’ . (Não, não
que o.)
I don’ know. (Eu não
sei.)
● Do you p e e speaking English in pai s o g oups? / P e e es ala Inglês em pa es ou g upos? (Pin a a igu a
co esponden e.)
I like speaking
English in pai s
(Gos o de ala
Inglês em pa es)
I don’ like speaking
English in pai s (Não
gos o de ala Inglês
em pa es)
I like speaking English in
g oups (Gos o de ala
Inglês em g upo)
I don’ like speaking
English in g oups (Não
gos o de ala Inglês em
g upo)
xi
APPENDIX K – QUESTIONNAIRE 5 ON SPEAKING ACTIVITIES
QUESTIONNAIRE 5
Speaking ac i i ies / A i idades de con e sação
Name:______________________________________________________ Da e:_____/______/_________
● Do you like o speak English? / Gos as de ala Inglês? (Pin a a igu a co esponden e.)
Yes, I do. (Sim, que o.) Maybe. (Tal ez.) No, I don’ . (Não, não que o.)
● Wha do you p e e ? Choose one o he opOons./ O que p e e es? Escolhe uma das opções. (Pin a a igu a
co esponden e.)
Lis ening. (Ou i .) Speaking. (Fala .) Reading. (Le .) W i ing. (Esc e e .)
● Do you like o sing in English lessons? / Gos as de can a nas aulas de Inglês? (Pin a a igu a co esponden e.)
Yes, I do. (Sim, que o.) Maybe. (Tal ez.) No, I don’ . (Não, não que o.)
● How many Omes a mon h would you like o play a game? / Quan as ezes po mês, gos a ias de joga um jogo?
(Pin a a igu a co esponden e.)
Once. (Uma ez.) Twice. (Duas ezes.) Th ee imes. (T ês ezes.) E e y week. ( odas as semanas.)
● Do you like o do ole-play ac i i ies wi h you classma es? / Gos as de aze d ama izações com os eus colegas?
(Pin a a igu a co esponden e.)
Yes, I do. (Sim, que o.) Maybe. (Tal ez.) No, I don’ . (Não, não que o.)
● Which one o he speaking acO iOes was you a ou i e? / Qual das a i idades de con e sação oi a ua a o i a?
(Pin a a igu a co esponden e.)
Pe sonal ID Game.
(Jogo da Iden i icação
Pessoal.)
Go Fish! Game. (Jogo do
Peixinho.)
Popeye & Oli e Oyl
Role-play. (Cena do
Popeye e da Oli ia
Pali o.)
Au umn Ac i i ies Class
Su ey. (Pesquisa das
A i idades do Ou ono.)
xii
● Which o he songs was you a ou i e? / Qual oi a ua canção a o i a?
● Do you eel games and ole-play ac i i ies helped you speak English du ing lessons? / Sen es que os jogos e as
d ama izações e ajuda am a ala Inglês nas aulas? (Pin a a igu a co esponden e.)
Yes, I do. (Sim, que o.) Maybe. (Tal ez.) No, I don’ . (Não, não que o.)
● Wha wo ds o ph ases do you emembe om he speaking acO iOes? / Que pala as ou ases e eco das das
a i idades de con e sação?
● Do you eel you speak beSe English now? / Achas que alas melho Inglês ago a? (Pin a a igu a co esponden e.)
Yes, I do. (Sim, que o.) Maybe. (Tal ez.) No, I don’ . (Não, não que o.)
● I you could choose a diffe en speaking acO i y o you English lessons, wha would i be? / Se pudessses
escolhe uma a i idade de con e sação di e en e, qual se ia?
Thank you o collabo a ing wi h me!
xiii
APPENDIX L – GROUP INTERVIEWS QUESTIONS
1. Is i easie o you o speak English now?
2. How do you eel when you play a game o do a ole-play?
3. Do you eel you lea n be e speaking o lis ening?
4. Do you eel you ha e lea ned wo ds o ph ases when you did he speaking
ac i i ies (games, ole-plays)?
5. Tell me which new wo ds you emembe ?
6. Do you eel mo e com o able speaking wi h you eache o you classma es?
7. Would you like o play mo e games in English? Why?
8. Would you like o do mo e ole-plays? Why?
APPENDIX M
–
Anselmo Ralph
Angola
Angolan
Daniel Radcli e
England
English
Ka ol Se illa
Mexico
Mexican
Ch is E ans
Uni ed S a es o Ame ica (USA)
Ame ican
Sa ah Bolge
Republic o I eland
I ish
José Mou inho
Po ugal
Po uguese
Jus in Biebe
Canada
Canadian
Colin Mo gan
No he n I eland
I ish
Ca he ine Ze a-Jones
Wales
Welsh
Pe e Jackson
New Zealand
New Zealande
Zinédine Zidane
F ance
F ench
And ea Pi lo
I aly
I alian
Shaki a
Colombia
Colombian
Rihanna
Ba bados
Ba badian
–
COUNTRIES AND NATIONALITIES CARDS
Daniel Radcli e
England
English
Ma ina S oessel
A gen ina
A gen inian
Ch is E ans
Uni ed S a es o Ame ica (USA)
Ame ican
Emma Wa son
Uni ed Kingdom (UK)
B i ish
José Mou inho
Po ugal
Po uguese
Sia Fu le
Aus alia
Aus alian
Colin Mo gan
No he n I eland
I ish
Annie Lennox
Sco land
Sco ish
Pe e Jackson
New Zealand
New Zealande
Penelope C uz
Spain
Spanish
And ea Pi lo
I aly
I alian
Heidi Klum
Ge many
Ge man
Rihanna
Ba bados
Ba badian
xi
COUNTRIES AND NATIONALITIES CARDS