Using letter tiles

Context: The study was conducted in a private bilingual middle school in Ciudad Juárez, Chihuahua, Mexico. The research involved a third-grade group of 22 students aged 14-15 with a CEFR B1/B2 English proficiency level. The students, accustomed to a fast-paced curriculum, attended four 50-minute grammar lessons per week. The teacher focused on letter tile activities, which she had previously used to encourage whole-class participation and motivate learners. Aims: The research aimed to evaluate students' and teachers' perceptions of letter tile activities, particularly their impact on participation, motivation, and learning. The teacher also sought to explore how competitive elements of these activities influenced students' feelings and engagement. Methods: The study used student questionnaires, peer observations, peer interviews, and reflective journaling. The questionnaire collected students' feedback on their preferences, experiences, and feelings regarding letter tile activities. Observations and interviews provided insights from colleagues, while the journal captured the teacher's reflections. Findings: Most students enjoyed letter tile activities, found them helpful for improving English skills, and preferred working in teams. However, many described the activities as stressful, with some losing motivation when unable to win. While most felt challenged or motivated by losing, others felt disappointed or embarrassed. Peer feedback echoed these sentiments, noting the activities' academic benefits but also highlighting their competitive pressures. Implications: The findings suggest that teachers using competitive classroom activities like letter tiles should consider incorporating collaborative elements to reduce stress and promote inclusivity. Other educators might design activities where all teams can earn points based on task completion rather than speed alone. Regular student feedback can guide modifications to ensure activities remain engaging and effective.

Keywords (free text)

english as a foreign language, letter tiles, competitive activities, collaborative learning, student motivation, bilingual education, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/796

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Champion Teachers Mexico II: Stories of Exploratory Action Research