This action research was conducted in a bilingual kindergarten group with children between the ages of five and six. It showed evidence that learners using puppets in drama and guessing game tasks supported their EFL language speaking skills development. The findings revealed that in such tasks, learner-led puppets were engaging, promoted the children’s well-being and stimulated them to interact in English with one another. The results also indicated that this medium could cater to heterogeneous classrooms. All children participated in discourse regardless of their language level, special needs and personality. On a linguistic level, learner-led puppet tasks enabled the learners to use familiar, new lexis and language chunks, along with spontaneous and creative speech. This research also showed that learner-led puppet tasks supported the children to retain language following the lessons and contributed to an improvement of their overall language skills.
This Master Thesis includes detailed descriptions of puppet tasks, their materials, methodologies and didactics. These resources are useful for practitioners looking for inspiration and guidance in the field of puppetry for young language learners.
Table of Contents
1. Introduction
1.1 Subject background and relevant research
1.2 Personal relation to the topic
2. Research
2.1 Teaching context
2.2 Research purpose, research question and hypotheses
2.3 Research methodology and data collection
3. Theory
3.1 Puppets as a tool to support learning conditions
3.1.1 Integrating the key development areas of preschoolers
3.1.2 Creating a safe and positive learning environment
3.1.3 Catering to individual learners
3.2 Puppets as a tool in preschool foreign language development
3.2.1 Supportive medium in the framework of TBLT
3.2.2 Promoting speaking skills
4. Learner context
4.1 Research learner group context
4.2 Framework of Reference for Language in Preschool
5. Task plans
5.1 Defining the development of learner’s speaking skills with puppet tasks
5.2 Task plan’s purposes and puppet tasks’ methodology and didactics
5.2.1 Choice of puppets
5.2.2 Task-sequence one (role-plays)
5.2.3 Task-sequence two (guessing game and role-play)
5.2.4 Task-sequence three (guessing game and role-play)
5.2.5 Task sequence modifications and reflections
5.3 Methodology and Didactics of remaining tasks categorised by media
5.3.1 Classroom bear puppet used by the teacher
5.3.2 Songs and chants
5.3.3 Familiar games using props
5.3.4 Picture books
5.3.5 Total physical response games
5.3.6 Drawing and crafting
6. Research analysis, findings, and discussions
6.1 Hypothesis 1 - Analysis, findings, and discussions
6.1.1 Learner engagement
6.1.2 Learner interactions in English
6.1.3 Summaries and reflections
6.2 Hypothesis 2 - Analysis, findings, and discussions
6.2.1 Language production during role-plays
6.2.2 Language production during guessing games
6.2.3 Language production and development following the lessons
6.2.4 Summaries and reflections
7. Conclusions
8. Bibliography
Research Goals and Topics
This action research investigates the effectiveness of learner-led puppet tasks in supporting the development of English as a Foreign Language (EFL) speaking skills among preschool children. The study aims to determine whether such tasks increase learner engagement, reduce anxiety, and facilitate both familiar and spontaneous language production in a heterogeneous learning environment.
- The role of puppets as mediating tools in preschool EFL education.
- Use of Task-Based Language Teaching (TBLT) frameworks for young learners.
- Methods for fostering both reproductive and creative language use.
- Catering to individual learner needs and learning styles through puppet play.
- Integration of puppets in role-plays and guessing game sequences.
Excerpt from the Book
1.1 Subject background and relevant research
Teaching English as a foreign language in pre-primary settings can be challenging. Learner groups are heterogeneous, and many children have individual needs that must be catered to by the teacher (Pinter, 2006). In addition, very young learners have short attention spans and learn holistically (Kirkgöz, 2019), which requires the teacher to design tasks that develop "the whole child" (Mourão & Ellis, 2020) and involve their real and fantasy worlds (Birsak de Jersey, 2021). Using puppets can help the teacher in this process because the puppets can create a safe and relaxed environment, have the potential to stimulate the learner’s imagination, support their different ways of learning and promote verbal interactions (Slattery, 2008).
The use of puppets in EFL teaching seems to have become increasingly popular in German primary schools, with the use of a classroom puppet. "Most publishers have included a hand puppet in their multi-media kits supplementing their textbooks" (Legutke; Müller-Hartmann & Schocker-v. Ditfurth, 2017, p.100). In the same context, many authors (Legutke & Vogt, 2011; Kolb & Schocker, 2021; Böttger, 2020) report that the puppet is an effective mediating tool to promote oral communication. "A hand puppet plays a special role in the primary EFL classroom as it is ideal to mediate between the teacher, the language tasks and the learners […] Dialogues between the teacher and the puppet make children experience English as a means of communication and provide important models for children's own speech" (Kolb & Schocker 2021, p.171).
The utilisation of classroom puppets can be classified into two categories: puppets used by the teacher and puppets used by learners (Crepeau & Richards, 2003, p. 220). In foreign language literature, there are fewer reports of learner-led puppets to foster interactive speaking skills. Dialogues and role-plays are nonetheless reported as motivating speaking tasks in EFL, which could include puppets (Kirkgöz, 2019). Slattery (2008) also describes how puppets in conversations and story re-enactments enable preschool and primary school children to use the language authentically and creatively.
Summary of Chapters
1. Introduction: Outlines the pedagogical challenges of teaching EFL in pre-primary settings and introduces the potential of puppets as a research focus.
2. Research: Describes the specific childcare context, the research purpose, and the action research methodology involving triangulation.
3. Theory: Explores the theoretical foundations of using puppets for holistic development, emotional support, and communicative language teaching.
4. Learner context: Provides background on the research subject group, including their linguistic diversity and general language proficiency.
5. Task plans: Details the specific puppet-based methodologies, including role-plays, guessing games, and their modifications during the research process.
6. Research analysis, findings, and discussions: Evaluates the data against the two research hypotheses regarding learner engagement and language production.
7. Conclusions: Synthesizes the findings and discusses the value of learner-led puppets for fostering speaking skills in preschool environments.
8. Bibliography: Lists the academic literature and teaching resources consulted for this study.
Keywords
Puppets, learner-led puppets, speaking skills, English as a foreign language, EFL, preschool, action research, TBLT, learner engagement, language production, role-play, guessing games, holistic development, scaffolding, classroom routine.
Frequently Asked Questions
What is the primary focus of this research?
The research explores the potential of using hand puppets as a tool for preschool learners to practice and develop their English speaking skills through meaningful tasks.
Which educational approach is used in the study?
The study is grounded in Task-Based Language Teaching (TBLT) and utilizes action research methodology to improve teaching practices within the author's own classroom context.
What specific tasks did the children perform?
The children participated in interactive puppet role-plays, narrative story re-enactments, and dialogue-based guessing games focused on themes like picnics, medical examinations, and birthdays.
How were the puppets used?
The puppets served two primary functions: as mediating tools used by the teacher to model language, and as learner-led tools used by the students to interact, role-play, and perform communicative tasks.
What role does the 'fantasy world' play in the study?
The fantasy world created by puppets provides a safe and non-threatening environment that reduces learner anxiety, allows for 'hiding' behind a persona, and stimulates spontaneous communication.
What does the study conclude about the impact on speaking skills?
The study concludes that learner-led puppet tasks effectively support the activation of both familiar vocabulary and new language chunks, particularly when the tasks set a clear, communicative purpose.
How did the researcher assess the young learners?
Due to the age of the children, the researcher avoided traditional questionnaires and instead used observer sheets, video transcriptions, teacher field diaries, parent surveys, and reflective drawing post-tasks.
Does the research address learners with special needs?
Yes, the study specifically examines how puppets cater to different personalities and learning styles, noting the benefits for both shy students and those with higher energy levels or short attention spans.
- Arbeit zitieren
- Annick Vogeley (Autor:in), 2023, Enhancing EFL Speaking Skills in Preschool Learners. The Potential of Puppetry in Language Education, München, GRIN Verlag, https://www.grin.com/document/1509810
