Exploring the Effectiveness of Audacity Readers’ Theatre in Increasing Reading Motivation and Fluency Among Lower Primary ESL Learners

Abstract

Being constantly motivated and capable to read fluently is one of the crucial aspects that should be acquired by an individual. This receptive skill is necessary in order to be able to decode written information and symbols of a language. The inability to read fluently imposes great threats to individuals as it may affect decoding skills and literacy. Low motivation and dysfluency in reading are regarded as the most blatant issues faced by learners in reading. This case study aimed to explore the effectiveness of Audacity Readers’ Theatre in increasing Year 2 pupils’ motivation and fluency in reading. The three Year 2 pupils were purposively selected due to their inability to read fluently and lack of motivation in reading. The main instrument used was the observation checklist where the lessons were observed and recorded by two observers. The pupils were interviewed to find out how Audacity Readers’ Theatre motivated and helped them to read more fluently. The researcher wrote journals after the lessons to keep a record on pupils’ behaviour and improvement throughout the lessons. Thus, the data from the semi structured interview and journal were used to triangulate the data from the observation checklist. The data which was analysed using thematic analysis illuminated on how Audacity Readers’ Theatre aided the pupils in heightening their motivation level and reading more fluently. The findings of the study revealed the necessity of incorporating Audacity Readers’ Theatre in the primary ESL classrooms to remedy problems of low motivation and dysfluency in reading.