Development of Oral Communication Proficiency through Activity-Based Learning for Grade-9 Students at Tha Mae Chaung High School, Myanmar

Abstract

This article aimed to study (1) the current condition of English oral communication proficiency among Grade-9 students; (2) the development of learning activities using Activity-Based Learning (ABL) to enhance their English oral communication proficiency; and (3) the results of implementing the developed learning activities. The sample consisted of 30 Grade-9 students from Tha Mae Chaung High School, Myanmar, selected through purposive sampling. The instruments used for data collection included questionnaires, observation forms, interview protocols, and pre-test and post-test speaking tasks. Data analysis employed descriptive statistics and content analysis. The research results were found as follows:

1.           Students initially showed low confidence and limited ability in English oral communication, especially in fluency, vocabulary, and pronunciation.


2.           The development of Activity-Based Learning (ABL) lessons incorporated storytelling, role-play, games, and group discussions, aligned with communicative and constructivist theories.


3.           The implementation of ABL significantly improved students' oral proficiency, with noticeable progress in fluency, accuracy, and confidence as shown by the increased post-test scores.