Improvement Of English-Speaking Abilities Using Activity-Based Learning For Grade-7 Students At Nay Kyaw Monastic School In Hlegu, Myanmar
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Abstract
The aim of this study was to: 1) identify the challenges in English speaking faced by Grade-7 students at Nay Kyaw Monastic School in Hlegu, Myanmar; 2) develop an activity-based learning (ABL) intervention to enhance the students’ English-speaking skills; 3) evaluate the effectiveness of the ABL approach on students’ speaking performance; and 4) assess student satisfaction with learning English through ABL. The study employed a one-group pre-test/post-test pre-experimental design over a six-week intervention period. Ten Grade-7 students participated in the speaking pre-test and post-test, and thirty students completed a post-intervention survey on confidence and satisfaction. The instructional intervention consisted of interactive speaking activities (role plays, group discussions, storytelling, and games) designed according to ABL principles. Quantitative data included English-speaking test scores (rated on a 20-point rubric) and survey responses measured on a 5-point Likert scale. The results showed a substantial improvement in speaking performance: the mean speaking score increased from 9.10 (pre-test) to 14.60 (post-test) out of 20. A paired samples t-test confirmed that this gain was statistically significant (t = 9.27, p < .001). Furthermore, survey findings indicated high student satisfaction with the ABL approach (overall mean = 4.37/5.00). Students reported greater confidence in speaking English and enjoyment of the activity-based lessons. The study concludes that activity-based learning is an effective method for improving English-speaking abilities among young EFL learners in a monastic school context. This research offers practical insights for educators and policymakers seeking to foster communicative competence through student-centered, engaging pedagogies in similar contexts.
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