The development of play-based language learning activities to enhance oral language skills of young EFL learners

Abstract

Play is considered a mediation of young learners’ developmental areas, language development in particular. This research aimed at investigating the development of the instructional design of Play-based Language Learning (PLL). The participants were 12 third-graders who were studying at a demonstration school in Nakornpathom province. The quantitative data were collected from pre- and post-tests given before and after the implementation, respectively. Also, three oral language performance checklists were completed during the implementation. The qualitative data were obtained by video recordings to acquire data on the participants’ language use, conversation, and behaviors. Nearly 200 video files were transcribed and analyzed using content analysis. The semi-structured interviews were also conducted to elicit the participants’ opinions toward PLL activities included in the course. The key findings showed that post-test scores for oral language performance increased with statistical significance (p < 0.05). The parallel findings from oral language performance checklists confirmed that the participants improved more highly on the interpretive mode of communication than the interpersonal and presentational modes. The findings from oral records shed more light on in-depth information on language use of the participants. Thus, affective outcomes as well as the learning outcomes in terms of L2 learner strategies were revealed. In addition, the interviews’ results reflected opinions of young participants toward play-based language learning. Thus, it could be concluded that the PLL activities were effectively implemented to enhance oral language skills as well as social-affective skills of young EFL learners.