Abstract
<em>The aim of the study is to investigate the effectiveness of using chants and short stories in developing the third primary graders’ English communicative skills in Damietta governmental schools. In order to answer the questions of the study, the researcher adopted the quasi-experimental approach. The sample of the study consisted of 50 pupils from Dr Ahmed Zwail primary school in New Damietta city. The chants/songs and short stories were used with the study group in the second term of the academic school year (2014-2015). An oral communication test of six questions with 30 items was designed to be used as a pre-post test. The study indicated that there are statistically significant differences in mean scores of communicative skills test in favor of the post application. It also showed that there were statistically significant differences in mean scores of each of the communication skills in favor of the post application. In light of these results, the study recommended the necessity of using children chants/songs and short stories in teaching and learning. It also suggested that further researches should be conducted on the effect of songs and stories on the four skills of English language.</em>
Highlights
The English language is a system of sounds and signs organized by grammatical rules of combination to communicate meaning successfully
By the end of the experiment, a pre-posttest was administrated to the study group in order to determine the effectiveness of children songs and short stories in developing pupils’ communicative skills. 2.2 Participants of the Study The participants of the study were 50 pupils enrolled in the third year, Dr Ahmed Zewail primary school, New Damietta city
They were aged 8-9 years old during 2014/2015 academic year. They were treated as one quasi-experimental group, having a pre-posttest before and after the experimental procedures. 2.3 Variables of the Study The study included the following variables: a) The independent variable is represented in the integrated chants/songs and short stories. b) The dependent variable is represented in the development of the third graders’ English communication skills
Summary
The English language is a system of sounds and signs organized by grammatical rules of combination to communicate meaning successfully. Jalongo (2008) assures that oral communication prepares young children for later better learning This may be the reason why Raghavendra, Olsson, Sampson, Mcinerney and Connell (2012) submitted that it is crucial for a child to develop good communication skills in order to cope with the academic demands of school and to learn adequate literacy skills. Children who are active communicators can incorporate the things they hear faster in their framework of knowledge than a more passive counterpart In his own view, Tramel (2011) observed that children can exhibit better concentration and memory when they develop good communication. Oral communication is about communicating with other people It involves a process of utilizing knowledge and skills in order to speak and listen effectively. It involves a process of utilizing knowledge and skills in order to speak and listen effectively. Ferrari, Punie and Redecker (2012) assert that the curriculum places a strong emphasis on oral communication, it has been widely acknowledged that the implementation of the oral communication strand has proved challenging and there is evidence that some teachers may have struggled to implement this component because the underlying framework was unclear to them
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