Maximising students' engagement to improve their language skills
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Authors
Martinez, Manuel Dario Acosta
Issue Date
2021
Educational Level
ISCED Level 6 Bachelor's or equivalent
Geographical Setting
Mexico
Abstract
Context: This study focuses on a group of A2-level English language students at the Escuela Normal de Amecameca in Mexico. The participants, from two educational programmes (preschool education and ELT for secondary education), faced issues such as differing skill levels, overcrowded classrooms, and limited engagement during lessons. The teacher sought to address the challenge of capturing and maintaining student interest while improving their language skills.
Aims: The project aimed to determine whether the activities, strategies, and materials used in class were effective in promoting student engagement and improving their English skills. Specific goals included understanding students' perceptions of classroom activities, identifying their preferences, and exploring how these activities impacted participation, motivation, and skill development.
Methods: Data were collected using multiple tools, including student questionnaires, reflective writing, video-recorded lessons, and peer observations. These tools provided insights into students' preferences, participation levels, and perceived progress. Following initial findings, the teacher implemented an action plan involving a variety of interactive and engaging activities, such as games, songs, sitcom-based tasks, and mingle activities, and evaluated their impact through focus groups, further questionnaires, observations, and video analysis.
Findings: The study revealed that students enjoyed interactive activities like games, songs, and sitcoms, which were seen as fun and motivating while improving listening, speaking, and vocabulary. Mingle activities increased participation, provided opportunities for peer support, and created a more equitable learning environment. Despite overall positive responses, some students highlighted a lack of balance in skill development, particularly in reading and writing, and expressed concerns about limited opportunities for individual feedback in overcrowded classrooms.
Implications: The findings suggest that engaging students requires a variety of interactive, creative, and student-centered activities tailored to their needs and interests. Teachers might benefit from listening to students' feedback to design lessons that promote participation, balance skill development, and enhance motivation. Monitoring and feedback strategies, such as delayed feedback and recordings, may also provide valuable support in addressing individual learning needs.
Aims: The project aimed to determine whether the activities, strategies, and materials used in class were effective in promoting student engagement and improving their English skills. Specific goals included understanding students' perceptions of classroom activities, identifying their preferences, and exploring how these activities impacted participation, motivation, and skill development.
Methods: Data were collected using multiple tools, including student questionnaires, reflective writing, video-recorded lessons, and peer observations. These tools provided insights into students' preferences, participation levels, and perceived progress. Following initial findings, the teacher implemented an action plan involving a variety of interactive and engaging activities, such as games, songs, sitcom-based tasks, and mingle activities, and evaluated their impact through focus groups, further questionnaires, observations, and video analysis.
Findings: The study revealed that students enjoyed interactive activities like games, songs, and sitcoms, which were seen as fun and motivating while improving listening, speaking, and vocabulary. Mingle activities increased participation, provided opportunities for peer support, and created a more equitable learning environment. Despite overall positive responses, some students highlighted a lack of balance in skill development, particularly in reading and writing, and expressed concerns about limited opportunities for individual feedback in overcrowded classrooms.
Implications: The findings suggest that engaging students requires a variety of interactive, creative, and student-centered activities tailored to their needs and interests. Teachers might benefit from listening to students' feedback to design lessons that promote participation, balance skill development, and enhance motivation. Monitoring and feedback strategies, such as delayed feedback and recordings, may also provide valuable support in addressing individual learning needs.
Description
Keywords (free text)
english as a foreign language , student engagement , interactive activities , language skills development , student feedback , exploratory action research