Primary ESL Research Articles

Investigating The Reading Strategy Used among Primary ESL Learners

Investigating The Reading Strategy Used among Primary ESL Learners

Using Flipped Classroom Approach to Teach Adjectives to Malaysian Year 4 Chinese Intermediate ESL Learners

English adjective was ranked as one of the most grammatical errors committed by Malaysian Chinese ESL learners due to the different language structures between Mandarin and English. This study attempted to investigate whether Flipped Classroom Approach (FCA) is more effective for ESL learners to acquire adjectives compared to the traditional classroom approach. It was also designed to examine Malaysian Year 4 Chinese intermediate ESL learners’ perceptions towards learning adjectives via FCA. This research adopted Pre-test–Post-test Non-equivalent Group Design which used several instruments, namely pre- and post-tests, questionnaire and semi-structured interviews. 60 Malaysian Year 4 Chinese intermediate ESL learners from a national-type Chinese school were divided into experimental and control groups. This intervention focused on the experimental group using ‘Edmodo’ to acquire input before the lesson, while the control group followed the traditional classroom approach. Both experimental and control groups had a statistically significant improvement in scores, with a mean difference of 53.16 and 23.50 respectively, yet the t-test result (p=0.000) depicted the significant difference between both groups’ mastery of adjectives. Moreover, most of the participants have positive perceptions towards learning adjectives via FCA. This study has provided the findings and relevant information for the stakeholders on the implementation of FCA in the Malaysian primary ESL classroom. This research can be further improved by exploring the effects of FCA in other parts of speech to ESL learners with different races, level of ability and competence in a longer duration of implementation.

The Effectiveness of the Use of Technology in a Primary ESL Classroom: A Systematic Literature Review

The Effectiveness of the Use of Technology in a Primary ESL Classroom: A Systematic Literature Review

Interactive Liveworksheets: Enhancing Vocabulary for Upper Primary ESL Learners

Interactive Liveworksheets: Enhancing Vocabulary for Upper Primary ESL Learners

The Use of Kahoot and its Role in Improving Irregular Verbs Learning among Primary ESL Learners

With the emphasis on 21st Century Learning in today's education, most ESL teachers have realised that traditional chalk and talk may no longer be sufficient in the classroom, particularly when teaching English grammar to primary school students. Numerous research on the usage of gamification among school children, university students, and even trainee instructors have been undertaken. These studies have found that gamification has a positive impact on their learning. With this in mind, this study was done to demonstrate that using Kahoot! aids Year 4 students in acquiring English irregular verbs. The pre-test and post-test findings were used to collect data from a sample of 35 Year 4 students in this quasi-experimental study. The sample t-test revealed that after employing Kahoot! in the classroom, students' post-test performance increased. In conclusion, this study shed light on the variety of ways that gamification enhances students' learning, particularly in terms of memory retention. It also serves as a springboard for further research on the usefulness of Kahoot! in addressing any aspect of learning among younger learners.

The Effectiveness of Game-based Learning Strategies on Primary ESL Learners’ Vocabulary Learning

The Effectiveness of Game-based Learning Strategies on Primary ESL Learners’ Vocabulary Learning

Listening and Speaking Strategies Employed by Primary ESL Learners

Listening and Speaking Strategies Employed by Primary ESL Learners

Preferred Learning Strategies among Malaysian Primary ESL Learners

Language learning strategies are measures initiated and undertaken by students to optimize their language acquisition. Strategies are particularly significant because they provide instruments for engaged, self-directed participation, which is critical for establishing communicative competence. A great measure of accountability for their own learning progress is also nurtured through the employment of language learning strategies. This study aims to investigate the preferred learning strategies among Malaysian Primary ESL learners. The respondents were composed of 54 Level 2 Primary students in a Malaysian government school. To determine the Primary ESL learners’ preferred learning strategies for reading skill, “Young Learners’ Language Strategy Use Survey” was adapted. The score percentages were analyzed and the results reveal that the most preferred language learning strategies were affective strategies while cognitive strategy is less favored. The findings imply that language teachers therefore play an important role in introducing and familiarizing students to various reading strategies. Finally, new research possibilities and instructional applications are offered, opening the way for a more comprehensive knowledge of second language learning strategies and processes.

Debriefing Strategy in Online Primary ESL Classroom during COVID-19 Pandemic: A Case Study

The meaningfulness of the current educational landscape where online learning is heavily in-practice, is often doubt. Experiential learning which focuses on the learning process undergone by learners is able to help learners to make sense of the learning process via active participation and meaningful reflective practice. Debriefing is one of the experiential learning strategies that requires learners to reflect their learning experience and make connection of the experiences to real life situations. In regards, this case study aimed to explore the effects of debriefing in online ESL classroom. The case study was conducted in Bintulu, Sarawak involving two teachers who are actively conducting online ESL lesson during the pandemic. Data collections were done through in-depth interviews and observation of recorded online ESL lessons. Based on the findings, debriefing has positive effects on English language learning as it helps improve critical thinking ability and enhance language proficiency, orally and written.

Using Word Recognition Instruction and Visual Aids to Enhance Malaysian Primary ESL Learners’ Vocabulary Achievement

Vocabulary is considered as an essential component of language teaching and learning, and its mastery is significant for all language learners. The process of learning vocabulary is sometimes referred to as vocabulary acquisition. In light of this, teachers need to conduct appropriate and enjoyable activities when teaching vocabulary. Effective techniques and interesting vocabulary materials are imperative especially for primary school ESL learners. This study aimed to determine the efficacy of employing word recognition instruction and visual aids in teaching action verbs to primary school learners in one of the primary schools in Semporna, Sabah, Malaysia. The overall number of participants in the research was 50, and they represented a mixed abilities group of learners. They were randomly assigned into experimental and control groups of 25. The experimental group used word recognition instruction and visual aids to learn new vocabulary (action verbs), while the control group used traditional memorisation instruction to learn the same vocabulary. Following these instructions, the two groups were evaluated (Post-test). The study's findings indicated that the experimental group outperformed the control group. Additionally, it recommends that English language teachers consider word recognition instruction and visual aids as successful vocabulary teaching strategies.

Impact of Youtube and Video Podcast on Listening Comprehension Among Young Learners

<p class="HRPUB-Abstract">Even though listening comprehension is an important language skill in second language learning, it is considered to be the most difficult skill to learn. Besides, the teaching of listening comprehension among primary pupils is often neglected even though the role of listening comprehension in language teaching has been repeatedly emphasized. Using an action research design, this study explores the teaching of listening comprehension utilizing YouTube and Video-Podcast involving 40 Primary Year 4 pupils from one of the cluster schools of excellence in the northern region of Malaysia. This study attempts to investigate to what extent did the use of YouTube and Video-Podcast enhance Primary Year 4 pupils’ listening comprehension. This study adopted multiple data collection methods including pre-post tests, reflection, observation, and focused group interviews. However, the data analysis section was mostly pre and post tests data and observation. Only these data collection and analysis tools will be expanded in this study, and not the reflection and focus group interviews. The quantitative data were analyzed statistically using paired sample t-test while thematic analysis was used for analyzing the qualitative data. The findings revealed that YouTube and Video-Podcast yielded positive significant impact on listening comprehension skills among Primary ESL pupils. There was statistically significant increase in listening comprehension scores from pre-test and post-test. Four themes emerged from the observation data. It<em> </em>increased learners’ participation and understanding, developed team spirit as well as enhanced interest and motivation of the young learners.</p>

Identifying Language Learning Strategy Employed by Malaysian Upper Primary ESL Learners

Identifying Language Learning Strategy Employed by Malaysian Upper Primary ESL Learners

Exploring Match Plate’s Potential in Aiding Pupils’ Writing Skills

Teaching of writing skills has become a growing concern for teachers with the implementation of CEFR aligned curriculum in recent years. Lack of relevant materials and resources is one of the contributing factors to this concern. Furthermore, writing skill acquisition could pose a challenge in the primary ESL classroom. Therefore, this study was conducted in a suburban primary school with the aim to discover Match Plate's potential in aiding pupils' writing skills. This research employed action research as the research design, and utilised three data collection methods, namely a pre-test and post-test, questionnaire and observation checklist. A total of ten participants were involved in this study. The findings revealed that there is a positive increment in the post-test results as compared to the pre-test results. Based on the survey questionnaire, most participants showed positive perceptions towards the use of Match Plate. Additionally, the data gathered from the observation checklist showed that participants were able to build sentences using Match Plate. Hence, the findings suggest that Match Plate shows potential to support pupils’ mastering of writing skills. Apart from that, pupils' positive learning attitude could be observed throughout the treatment period. Thus, it is highly recommended for teachers to resort to alternative teaching aids for language teaching.

Exploring the Use of Story bird Application for Rural ESL Teachers’ Professional Development

While there has been a growing interest in the use of Storybird application, most of them focused on students’ writing in the native speaker context and very few examined speaking and listening skills for rural ESL learners. Besides, these earlier studies rarely focused on the teachers. The present study examined the use of Storybird application for rural ESL teachers. It highlights the effectiveness of Storybird application based on the teachers’ and experts’ perspectives. A survey was conducted to 89 primary ESL teachers from rural areas in the Northern state of Malaysia, and 8 teachers were later trained to use Storybird application and developed their own teaching materials to suit their learners’ needs. Multiple methods consisted of survey, interview, observation, and reflections were employed, while the ADDIE instructional design model was used to guide the research procedures. The findings revealed that the integration of Storybirdapplication has improved teachers’ digital skills, teaching methods and materials, and enhanced their creativity and motivation. This study provides crucial information regarding the effectiveness of Storybird application which can inform teachers, policy makers, and researchers on digital technology integration for rural ESL context.

The Use of 'VocScape' in Vocabulary Acquisition Among Year 2 Pupils in Sarawak

Learning English through games is one of the most preferred strategies in the 21st Century classroom. However, limited digital portability, connectivity, and flexibility throughout Sarawak posed a milestone for teachers to utilize educational games in their classrooms. This research focuses on how the educational game VocScape can be used to facilitate vocabulary acquisition and retention among pupils in Sarawak primary ESL classroom. The action research is therefore conducted in 4 different schools with 100 participants of Year 2 pupils. To seek the capacity VocScape holds in vocabulary acquisition and retention among Year 2 pupils, pre and post-tests are used in this study. Observation checklist and questionnaire are used to determine participants’ perceptions of the educational game. Most students show significant interest and motivation in using the application while others become demotivated due to unfamiliarity and time-constraints of the challenges in the game. Hence, the findings suggest that VocScape is effective to be used in Sarawak primary ESL classroom. It can function as both learning and assessment tools. Therefore, the new application paves an exciting possibility for Sarawak educational settings.

Blended Learning in Rural Primary ESL Classroom: Do or Don’t

The emergence of the Fourth Industrial Revolution (4IR) had led to discussions of the constructive relationship between the integration of technology and teaching and learning to meet society's needs in the innovative era. However, despite the current technology advancement, rural schools' circumstances propelled teachers to shy away from integrating technology in their instruction. Therefore, this paper presented a research to examine primary school teachers' experiences and views on the application of blended learning in their English language instruction using a mixed-method explanatory design. A survey questionnaire was employed to collect data from 86 teachers from schools in the Betong district, while a semi-structured interview was designed and done with five teachers. Data from the questionnaire were analysed descriptively, while the interview was analysed thematically. The results illustrated that teachers lacked exposure and adequate knowledge of blended learning. It was deduced that teachers had mixed reactions towards blended learning, varying based on their experiences. Teachers emphasised that the lack of facilities and technological constraints, time, limited exposure and skills in ICT use, and teacher readiness were the main challenges they encountered. This study may serve as a building block towards the broad dissemination of blended learning among teachers and serious consideration and effective solutions for the problems faced in its adoption, particularly in rural schools.

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

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.

Generating Ideas for Writing Using Photography among Level 2 Rural Primary ESL Pupils

Generating ideas for writing has always been considered difficult for rural primary school Malaysian pupils. Good ideas contribute to a good piece of writing. Hence, this quasi-experimental study was carried out to investigate the effect of using photography in idea generation among 13 Level 2 rural primary school pupils in Kapit, Sarawak. To achieve this aim, a pre-test and post-test were used to collect the data required. Besides, this study also aims to explore pupils’ perception in using photography to generate ideas for writing. To achieve this aim, the data was collected through semi-structured interviewed and analysed using thematic analysis. The findings from the pre-test and post-test had shown an increase in the number of words written in the WH-template and their writing scores after the use of photography in idea generation. Besides, findings from the semi-structured interview had revealed that all participants have positive perceptions regarding the use of photography in their idea generation. This shows that photography has a positive effect in generating ideas for their writing.

Motivating Struggling Malaysian Primary ESL Readers Through The ‘Read and Record Project’

This research was conducted to explore how the ‘Read and Record Project’ could help motivate struggling Malaysian primary ESL readers to read. This paper will report on motivating effects of the ‘Read and Record Project’ towards struggling readers. A case study was employed as the research design and four instruments were used to collect the data which were semi-structured interview, observation notes, and reflective journal. The data collected were analysed thematically. The participants were chosen through purposive sampling. Before this study was carried out, a preliminary study was done in a primary school located in Betong, Sarawak. From the preliminary study, four struggling readers from Year 3 were chosen to participate in the ‘Read and Record Project’. Findings revealed five elements of the project that could help motivate struggling readers to read through the project. The elements include independent learning, parents’ involvement, video production, sense of accomplishment, and fun learning. To conclude, the findings proved that the ‘Read and Record Project’ could enhance the motivation to read among struggling Malaysian primary ESL readers.

ESL Teachers’ Perceptions on the Implementation of CEFR in Malaysian Primary Schools: Issues and Challenges

This study aims to investigate the English teachers’ views on the CEFR-aligned curriculum adoption in Malaysian primary ESL classroom. This paper intends to investigate the challenges surrounding teachers’ pedagogical practices on CEFR-based incorporated lesson. The study employs a quantitative approach where data were collected via survey questionnaires which is adapted and distributed to ESL primary school teachers in Malaysia via random purposive sampling. A descriptive statistic was used to analyse the quantitative data. The findings revealed that most of the teachers admitted having limited knowledge and minimum exposure on the CEFR implementation. Yet, they perceived positive perceptions on the revised CEFR-aligned curriculum adoption despite facing some difficulties and challenges. Teachers’ perceptions are vital for the authorities and policy makers to review and provide measures to ensure that stakeholders are fully prepared and capable to incorporate CEFR successfully and effectively in English language education.