Trends and Concerns of Teacher Trainees in Using Game Strategy to Improve Speaking in a Rural/Remote Primary School

Abstract

This study reports on the trends and concerns of ESL teacher trainees in using game strategy to improve speaking skill in a rural and remote primary school. It is about focusing on improving their methodological and pupils’ speaking skills through games both at the professional and personal/social domains. This study was conducted over three weeks with twenty five primary school pupils, 9 -11 years old from a remote school located in Malubang, Pitas in Sabah. It is under Malubang Outreach Program organized by Rural Education Research Unit from 4 – 7 April, 2012. This study involved 22 TESL (Teaching of English as A Second Language) education undergraduates in the School of Education and Social Development at University of Malaysia Sabah, Malaysia. Teacher trainees used game strategy throughout to effect pupils’ oral skills. The teacher trainees engaged children in meaningful games involving task based teaching. Data were collected through observation, questionnaires, collection of lesson plans and reflective notes. Findings revealed gains in teacher trainees’ reflection upon action skills. Pupils were able to use the games to enhance their oral production albeit some classroom management difficulties and language barriers as they participated in games. The result also showed teacher trainees becoming better, free and confident when they conducted game strategy. They saw collaboration, solidarity and interaction among them as essential the success of game strategy.



Author Information
Hamzah Bin Md.Omar, Universiti Malaysia Sabah, Malaysia
Saranya Pathanasin, Chulalongkorn University, Thailand

Paper Information
Conference: ACLL2013
Stream: Language Learning

This paper is part of the ACLL2013 Conference Proceedings (View)
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