Rationale of the research
The professor of linguistics and English as a Second Language, Andrew
Learning multiple languages enhances cognitive flexibility and opens up new opportunities, as noted by Cohen (1975) In Vietnam, the growing importance of English, now a global language, has led to its early introduction in schools, with many parents eager for their children to gain an advantage by learning English from a young age This demand has spurred the rise of English programs for kindergarteners, with institutions like the British Council and Apollo leading the way However, a significant challenge exists: many English teachers lack comprehensive training to effectively teach young learners aged four to five This gap in teaching methods and techniques highlights the need for research, such as the study presented in this thesis, which explores the use of body language to enhance English speaking and listening skills in young children, aiming to improve the quality of English education for this age group.
Aims of the research
- Identifying the attitudes of the students towards the use of body language in their English lessons
- Exploring how the uses of body language in teaching English can enhance their speaking and listening skills
This thesis examines the use of body language in teaching English to five-year-old students at Sao Mai Kindergarten during the second term of the 2013-2014 school year, constrained by time and knowledge limitations.
- What are Sao Mai students‟ attitudes towards the use of body language in their English lessons?
- How can the use of body language in teaching English enhance Sao Mai five year old students‟ speaking and listening skills?
Methodology
Action research design
Following the common approach, the action research consisted of four main stages: Planning, Acting, Observing and Evaluation
The author identified issues and their underlying causes by video recording three English classes where a traditional teaching method was employed for young learners An evaluation of the students' speaking and listening abilities was conducted, utilizing established criteria to assess these skills Standardized tasks were implemented to measure the speaking and listening competencies of five-year-old children across the three English classes.
The author developed actionable strategies to enhance English teaching for five-year-old students at Sao Mai by incorporating body language into lesson plans This approach aims to motivate young learners and significantly improve their speaking and listening skills in English.
The author used techniques of using body language in English lessons and making records of what happened in class
Ten volunteer teachers were asked to observe the lessons using a common observation checklist
- The speaking and listening tasks mentioned in the stage 1 with marking criteria was carried out again to evaluate the students‟ improvement after English lessons using body language in teaching
The observation results were utilized to assess children's attitudes toward body language in English teaching, as well as the effectiveness of this approach in teaching English to five-year-old students at Sao Mai Kindergarten Subsequently, conclusions and commendations were drawn from the findings.
Participants
30 five - year - old students and 10 teachers of Sao Mai Kindergarten took part in the research which was carried out during the second term of the academic year 2013-2014.
Procedures
In the second term of the 2013-2014 academic year, three traditional English lessons were recorded in Sao Mai Kindergarten, involving 30 students from three different classes An evaluation of the students' speaking and listening skills followed, utilizing the recorded videos to analyze performance This assessment aimed to identify the underlying issues contributing to the challenges in teaching and learning English at the kindergarten.
- The researcher planned lessons to try out the use of body language in English teaching to motivate Sao Mai five year old students to learn English
- The researcher tried out the techniques of using body language in English lessons and making records of what happened in 3 classes with 30 students
- Ten volunteer teachers were asked to observe lessons in the three classes and observation checklist were used
- The tasks with speaking and listening criteria in the planning stage were carried out again to evaluate the children‟s speaking and listening improvement
- The result of observation for 3 classes was used to evaluate the students‟ attitude towards the use of body language in their English lessons and the
5 success of the action on that to teach English to the five year old at Sao Mai Kindergarten
- Data from observation tool data was analyzed quantitatively for descriptive statistics and qualitatively for tendency towards the two themes represented in the two research questions
- Then writing up was made to complete the research.
THEORETICAL BACKGROUND 1.1 Teaching English to children
Typical characteristics of children
Effective teaching starts with understanding the unique developmental, individual, and cultural traits of learners Children are generally drawn to engaging and enjoyable activities that foster happiness and relaxation They are particularly attracted to opportunities where they can establish their own rules (Valencia Forero, 2011) Therefore, teachers should closely observe children's behaviors, as these actions provide valuable insights into their developmental progress.
Kindergarten children, no matter what their cultural and experiential background, have characteristics in common with other children their age and characteristics that are particularly their own
Kindergarten children exhibit a wide range of physical abilities, with many displaying high energy levels and a readiness to engage in activities like running, swinging, climbing, and jumping While some may approach new challenges cautiously, others eagerly embrace them As they develop their physical skills, children also cultivate a sense of rhythm, enjoying activities such as marching, jumping, and clapping to music It's important to incorporate movement activities after periods of stillness, as most kindergarteners find stillness more exhausting and stressful than movement.
During their kindergarten year, children experience significant social and emotional development Initially, many may feel shy and apprehensive in their new environment, as they adjust to new teachers and peers while being away from their parents However, as they become familiar with their surroundings, they gain confidence and start forming friendships, actively participating in class Engaging in play and collaborative activities helps children explore social relationships, learn to share, exchange ideas, and solve problems together This process not only fosters independence but also teaches them valuable skills in teamwork and empathy towards others, including those in need and animals.
During early childhood, children experience rapid intellectual development, evident in their expanding vocabulary and improved ability to articulate thoughts They enhance their visual and auditory memory while learning to listen effectively Engaging in discussions about their experiences fosters meaning-making and learning Through sharing language and ideas, children begin to organize and understand their daily observations and activities Their innate curiosity drives them to explore new concepts, ask numerous questions, and develop an interest in symbols and relationships.
Furthermore, according to Scoot and Ytreberg (1990), there are some characteristics of children:
1 The children ask questions all the time;
2 They rely on both the spoken word and the physical representation of the word to convey and understand meaning;
3 They have definite views about what they like and do not like to do;
4 They have developed sense of fairness about what happens in the classroom and they begin to question the teacher‟s decisions;
5 They are able to work with others and learn from others
To effectively teach English to children, educators must understand their unique characteristics in order to select appropriate methods, techniques, and activities Incorporating body language as a teaching method can enhance children's learning experiences and support their development by aligning with their natural traits.
The teaching of English to children
In teaching English to children, it is essential for teachers to grasp the distinction between language acquisition and learning, as highlighted by Sukarno (2008) Language acquisition occurs naturally and subconsciously, allowing children to enhance their language skills through real-life communication Conversely, language learning involves a conscious understanding of grammar, phonetics, and other rules As Krashen and Terrell (1983) state, acquiring a language is akin to "picking it up," while learning it means "knowing the rules."
In line with children‟s development and the two concepts mentioned above (acquisition and learning), the teaching of English to children requires
In the process of language acquisition, students develop their language abilities naturally and communicatively, rather than through formal learning According to Sukarno (2008:59), English teachers should utilize various learning resources tailored to children's daily activities and interests These resources must align with children's aptitudes and experiences, making it essential for teachers to incorporate engaging materials such as English songs and games Moreover, it's crucial to distinguish between techniques and resources, with songs, stories, poems, and games serving as valuable resources in the classroom.
In teaching English to children, the English teachers need to comprehend language learning principles, which are as follows:
1 Children learn through experiences by using or controlling surrounding objects This means that they learn through playing with the toys or acting as what they see in the environment As a result, music, drama or interesting activities are good choices for the teachers in delivering the materials so that their students are able to obtain the lessons quickly and effectively
2 Kids can learn more easily through social context Vygotsky in Hudelson (1991: 257) states that children learn in social contexts, in groups where some group members know more than others Hence, the teachers had better create teaching situations which are familiar with social contexts and children‟s lives
3 Sukarno (2008) states that acquisition happens when learners understand how the language is used By using and testing out the language, the learners find out how the language works For that reason, the English teacher should use English correctly in appropriate situations
4 Language acquisition occurs through social interaction This theory is supported by Vygotsky in Hudelson (1991: 257) It means that English should be used in the class room naturally as if they were in their society (Sukarno, 2008: 60)
Teaching children differs significantly from teaching adults due to children's ongoing cognitive, linguistic, social, emotional, and physical development At this stage, children are learning how to interact with others and understand their reactions to various situations Consequently, teachers should avoid complex explanations and instead utilize visual aids, body language, and music to make vocabulary learning more accessible Additionally, since children tend to learn at a slower pace and forget quickly, creating a natural learning environment and encouraging regular practice are essential for effective language acquisition.
Using body language in teaching English to children
Body language serves as a crucial medium for interpersonal communication, encompassing various forms of non-verbal behavior As defined by Barbara (1957: 3), it includes movements, postures, facial expressions, glances, eye contact, automatic reactions, and spatial dynamics Understanding these elements is essential for effective communication.
Touching behavior plays a significant role in both natural and fictional communication, serving as a crucial aspect of non-verbal interaction This form of communication conveys emotions and thoughts through body movements and positioning rather than relying solely on words It encompasses the various facial expressions and gestures individuals use to express their feelings effectively during conversations.
There are three ways to classify body language (Nguyen Quang, 2008:112):
According to function, we can divide body language into five groups
They are emblems, illustrators, affect display, regulators, and adaptors
According to origin, body language can be divided into seven groups including universal, inborn, genetically transferred, individual, group specific, area specific, and cultural specific one
According to body parts, body language can be divided into six groups They are denoted as eye contact, facial expression, physical characteristics, gestures, postures and body movements, and touch
Eye contact occurs when two individuals look into each other's eyes simultaneously, often described by the saying, "The eyes are the window to the soul." This interaction allows us to perceive emotions and intentions, making eye contact a vital aspect of communication that signifies intimacy and connection In humans, mutual gaze fosters personal involvement and strengthens emotional bonds, effectively reducing the physical distance between communicators (Nguyen Quang, 2008).
Facial expressions arise from the movements and positions of facial muscles, effectively communicating an individual's emotional state to others Emotions such as anger, concentration, confusion, contempt, desire, and surprise can be expressed through these facial movements (Nguyen Quang: 2008).
Physical characteristics, including the size of eyes, shape of the nose, fullness of lips, body height and weight, and skin tone, convey significant information about an individual's social status, physical condition, and level of education These attributes communicate messages about a person with varying degrees of clarity.
Gestures are non-verbal forms of communication that involve movements or positions of the hands, arms, body, head, or face to convey ideas, opinions, or emotions They range from expressions of anger to acts of sympathy, such as placing flowers on a casket at a funeral Symbolic gestures, like sending a thank you card for a gift or offering flowers to someone in distress, illustrate the significance of gestures in expressing care and support.
Postures and body movements refer to the positioning of the body and the arrangement of its various parts in relation to one another or for a specific purpose According to Hewes (1957), the anthropology of posture explores these concepts in depth.
“Posture is a matter of how people sit, walk, stand and move”
Touch (tactile/ haptics) refers to the way people exchange information by touching one‟s body Touching is often used as a form of demonstrating
Sympathy and intimacy are often more pronounced among women, although men can also express these feelings However, men's expressions of intimacy may sometimes be misinterpreted as displays of power or even mistaken for homosexual acts, as noted by Guirdham (1999).
1.2.2 Advantages of using body language in teaching English to children
Incorporating body language into teaching methods is highly effective for engaging children, as they are naturally drawn to physical movement Learning through facial expressions, gestures, and eye contact enhances their understanding and retention of information Children thrive in dynamic environments where they can move freely and play, making the learning process enjoyable and resembling real-life experiences Utilizing body language in English teaching offers several advantages, allowing children to absorb new concepts naturally and effectively.
Teaching vocabulary is a crucial aspect of English education for children, who often grasp new concepts quickly but also forget them just as fast To enhance their learning experience, teachers should focus on effective teaching methods, including the use of body language to engage students' interest in vocabulary By demonstrating actions while introducing words or phrases, teachers can create a more interactive learning environment For instance, when teaching adjectives like "happy," "sad," "hungry," "angry," and "tired," educators can use facial expressions and gestures to convey these emotions—smiling for "happy" and frowning for "sad." This approach not only aids in comprehension but also encourages students to participate by guessing the meanings based on the actions demonstrated.
Understanding the meanings of these 14 words will help children grasp their significance more easily and remember them effectively By presenting these definitions in English, kids can enhance their vocabulary and improve their language skills.
Zhang Xing Mei (2013) emphasizes that spoken language is a crucial communication tool, highlighting the importance of enhancing students' speaking abilities Teachers play a significant role in this development, as their body language can effectively support and facilitate students' learning and communication skills.
Body language plays a crucial role in enhancing students' speaking skills and their ability to use English appropriately in various contexts In English classes, teachers should model effective body language and encourage students to employ it in different situations For instance, during a greeting lesson, the teacher can introduce herself using new vocabulary and sentence structures while incorporating engaging gestures, such as smiling, shaking hands, and demonstrating hobbies This interactive approach not only captivates students but also allows them to practice language structures naturally, thereby improving their speaking competence in real-life scenarios.
In kindergarten, children are introduced to the English language, making it challenging for them to understand some spoken sentences from their teachers To enhance comprehension, teachers can utilize gestures while communicating.
“Listen”: we put hand near ear and do pose of listen
“Point”: we use fingers to point the book while say to imply mean of point
We can stretch out two thumbs when say “practice in pairs”
We can stretch out the thumb while say “good” or “wonderful” to praise students
The students will understand unconsciously the meaning of words as long as continuous training like this
Body language plays a crucial role throughout the entire lesson, enhancing the teaching of letters, words, sentences, and songs In an English classroom, incorporating body language can transform challenging concepts into easily understandable ones, optimizing the overall learning experience.
THE STUDY – USING BODY LANGUAGE IN TEACHING
Research questions and design
The study was carried out to find answers to the two following questions:
1 What are Sao Mai students’ attitudes towards the use of body language in their English lessons?
2 How can the use of body language in teaching English enhance Sao Mai five year old students’ speaking and listening skills?
The methodological approach was action research using mixed methods for data collection
The action research consisted of four main stages (Planning, Acting, Observing and Evaluation) which are detailed below.
Planning stage
An action research study was conducted to address the issue of low English speaking and listening skills among five-year-old children at Sao Mai Kindergarten This problem highlights the inadequate quality of English teaching and learning, which stems from the use of unsuitable methods and techniques by the English teachers at the institution.
2.2.2 Observing a lesson that illustrated the problem
A video camera recorded three English lessons for five-year-old students to evaluate their speaking and listening skills This assessment aimed to identify the factors contributing to the students' low speaking abilities.
20 and listening competence The criteria for evaluation include speaking and listening skills
A BRIEF DESCRIPTION OF THE EVALUATION
1 Total number of students evaluated: 30 (3 classes)
3 Evaluating the students’ English speaking abilities
The tasks for evaluating student‟s speaking abilities in 3 English classes for 5 year old children are presented as follow:
Part 1: The students have to identify people, animals and things in the pictures shown by the teacher with one – word answer:
What’s this? (a book) How many pencils are there? (three) Who is this? (Teddy Bear) What color is it? (blue)
Part 2: The students have to say simple sentences expressing the feelings in the pictures showed by the teacher:
Part 3: The students have to give basic information themselves by answering the teacher‟s questions:
What is your name? How are you today?
How old are you? What is the weather like today?
And here are the criteria for speaking evaluation:
Part Main skill focus Input Expected response type
1 Identifying people, animals and things
Pictures Speaking out the people, animals and things in the pictures correctly
Pictures Speaking out the right sentences expressing the feelings in the pictures
Questions Answering the teacher‟s questions correctly by giving basic information themselves
4 Evaluating the student’s English listening abilities
The author based on the following criteria to evaluate each student‟s listening abilities:
Part Main skill focus Input Expected response type
1 Listening for names Pictures, song Showing pictures denoting the names sung in the song
2 Listening for colors and specific information
Carrying out the teacher‟s instruction to locate objects and colors correctly
3 Listening for specific information of various kinds
Ticking boxes under correct pictures with the teacher‟s commands
After assessing various English classes, the author noted that the observed criteria consistently fell short of high expectations, as illustrated in the table of class observation results below.
Table 1: Evaluating the students’ English speaking competence
(Numbers of students at the level of)
Identifying people, animals and things
The data revealed that in the assessment of identifying people, animals, and objects, only 10% of students achieved a high level of proficiency, while 30% met expectations at a low level Additionally, 26.66% slightly underperformed, and a significant 33.33% failed to meet the expected standards.
An evaluation of students' proficiency in constructing simple sentences revealed that 16.66% of the participants exceeded expectations, while 10% met expectations at a low level Additionally, 33.33% slightly underperformed, and a significant 40% failed to meet the expected standards.
In evaluating students' ability to provide basic information about themselves, the results revealed that only 10% of students met expectations at a high level, while 16.66% met expectations at a low level Additionally, 26.66% slightly underperformed, and a significant 46.66% failed to meet the expectations altogether.
Table 2: Evaluating the students’ English listening competence
High Low Slightly under- performs
(Numbers of students at the level of)
Listening for words, colors and specific information
Listening for specific information of various kinds
The table illustrates the listening abilities of students regarding name recognition, revealing that only 5 students, or 16.66%, achieved a high level of expectation Additionally, 10% met expectations at a low level, while 30% slightly underperformed, and a significant 43.33% failed to meet the expected standards.
An evaluation of students' listening skills in recognizing words, colors, and specific information revealed that only 2 students (6.66%) exceeded expectations, while 5 students (16.66%) met expectations at a low level Additionally, 6 students (20%) slightly underperformed, and a significant 17 students (56.66%) failed to meet expectations.
The results of the study on students' listening skills for specific information revealed that only 1 student (3.33%) achieved a high level of expectation, while 3 students (10%) met low expectations Additionally, 11 students (33.33%) slightly underperformed, and a significant 15 students (50%) failed to meet expectations.
Upon careful observation and evaluation, it is evident that the criteria assessed do not meet the expected standards Consequently, the author analyzed recorded videos from three classes to identify the underlying causes of the children's low speaking and listening abilities at Sao Mai Kindergarten.
STEP 2: FINDING CAUSES OF THE PROBLEM
2.2.3 Analyzing the video-taped sessions
The children's interactions during recorded lessons revealed a common issue: fear of speaking and listening in English Many students remained silent or even cried when prompted by the teacher, highlighting their shyness in a foreign language environment Additionally, the teacher's traditional approach forced children to sit quietly and passively absorb lessons, stifling their ability to express themselves through movement or conversation This pressure, coupled with the dull content of the textbook, contributed to a lack of engagement and ultimately resulted in low speaking and listening skills among the students.
STEP 3: DESIGNING STRATEGIES FOR IMPROVEMENT
To address the issue of low speaking and listening abilities in five-year-old children, insights were gathered from ten experienced English teachers They were asked about their use of body language in teaching English to young learners, with specific questions designed to elicit detailed responses (see APPENDIX 1).
Only a minority of teachers consistently utilized body language in their English instruction, with 60% occasionally incorporating it and 40% not using it at all The question remains: can the integration of body language effectively enhance students' speaking and listening skills?
A recent survey revealed that 50% of teachers believe body language significantly enhances students' speaking and listening skills, while 30% see no noticeable impact from body language on these skills Additionally, 20% of teachers remain uncertain about the effects of body language To address this disparity in opinions, it is essential to provide professional development opportunities focused on the role of body language in communication, thereby fostering a more comprehensive understanding among educators.
8 teachers give the following solutions to solve this problem:
1 Teachers should choose interesting topics
2 Teachers should make a good atmosphere in the class
3 Teachers should not show their dissatisfaction with the children when they make errors because this made them unable to continue to speak any more
4 Teachers should combine the children‟s studying and playing in the lessons
The other two teachers wrote that they still did not find any effective ways to enhance their students‟ speaking and listening skills
2.2.5 Drawing a plan of action to solve the problem
Basing on the class observation, the colleagues‟ comments, suggestions, and the author‟s journals, the author designed the following strategies to improve the problem:
1 Choosing the suitable and interesting topics
2 Applying activities using body language to motivate the students to speak and listen to English
3 Changing the classroom‟s atmosphere in a positive way
4 Combining the students‟ studying activities and their playing ones to improve their interest on the lessons
5 Paying more attention to the less confident, shy or quiet students and encouraging them to speak
6 Try to avoid making pressure on the students when they make errors to help them learn while having fun
Acting stage
STEP 4: TRYING OUT STRATEGIES AND TEACHER’S JOURNALS
ON WHAT HAPPENED IN THE CLASS
The teacher implemented new strategies and changes across ten lessons, meticulously documenting the outcomes and improvements in a journal and observation checklist after each session.
2.3.1 Speaking lesson using body language
* Aims: By the end of the lesson, the students will be able to obtain the new words of emotion and improve their speaking skill
* Anticipated problems: It may be hard for teachers to control their kids because of their over excitement
- Let the children sing the song “Good morning”
- T does the action to indicate “hungry” feeling by putting hands on stomach and opening the mouth pretending that she wants to eat something
- Asks Ss to guess her feeling
- Gives “high – five” to students having the correct answer to show them the teacher‟s encouragement
- T both does the action again and says “Hungry!”
- T smiles gently or broadly without any signs of grimacing Her eyes smile with the mouth, particularly in the little creases at the side of the eyes
- Asks Ss to guess her feeling
- Gives “high – five” to students having the correct answer to show them the teacher‟s encouragement
- T both does the action again and says “Happy!”
- T stamps of her feet, clenches her teeth and snarls She also clenches her fists
- Asks Ss to guess her feeling
- Gives “high – five” to students having the correct answer to show them the teacher‟s encouragement
- T both does the action again and says “Angry!”
- T does the actions expressing the feeling words first and asks Ss to speak aloud with the structure: “I‟m happy/ hungry/ angry”
- T rolls a ball to any children and asks them: “How are you?”
- Ss catch the ball and answer: I‟m …
- T may use body language as suggestions to help students who cannot express their feelings or they may forget the words
- T gives „high – five” to each children who answer the question
- T plays and asks Ss to sing the song “If you‟re happy”
2.3.2 Listening lesson using body language
* Aims: By the end of the lesson, the students will be able to obtain the new words of things and improve their listening skill for the specific information
* Materials: a ball, a book, a pencil, CD player, song
* Anticipated problems: the children could feel less comfortable in listening, so T has to encourage them much by preparing them well before listening
1 Warm up: Let the Ss listen and dance with the song “Hello”
- T reviews Ss the words studied in the previous lesson: a ball, a book, a pencil
- T uses body language to express the words
+ A ball: T does the action of putting the hands up and down as playing with a ball
+ A book: T does the action of putting the hands together, closing and opening them continuously as reading a book
+ A pencil: T does the action of using one hand to write down the another as writing something on the paper with a pencil
- Ss look at the teacher‟s action and guess the words
- T gives “high – five” to Ss having the correct answers
- T gives to each child a real ball, book and pencil
T introduces the song “Listen! What’s this?” for the first time, pausing at the section with the words “a ball, a book, a pencil.” During this pause, T performs the corresponding actions to encourage students to reflect on the words and articulate their thoughts.
- Then T plays the song for the second time and asks Ss to show the real ball, book and pencil when the song sings to the part containing these words
- T gives Ss a big hand with the smiling eyes to encourage them
- T asks Ss to sing the song “Listen! What‟s this?” with the music
After ten thirty minute trying-out lessons with some successful changes and improvements, the author starts to observe the lesson to collect data and evaluate the Try-Out Stage.
Observing stage
- Ten volunteer teachers were asked to observe a lesson and observation checklist were used
- The result of observation was used to evaluate the effects of using body language in English teaching
- Comments and conclusions were made.
Evaluation stage
The 30 students were given the test which was carried out in the planning stage – identifying the problem for evaluation There were criteria of evaluating each student‟s speaking and listening abilities in their English lessons
Table 3: Evaluating the students’ English speaking competence
Criteria high low Slightly underperforms
Identifying people, animals and things 15 6 6 3
The data indicates a significant improvement in students' ability to identify people, animals, and objects, with 50% of the children meeting high expectations Additionally, 20% met low expectations, while another 20% slightly underperformed, and 10% did not meet expectations at all.
An evaluation of students' speaking competence in constructing simple sentences revealed that 40% of the participants achieved a high level of expectation, while 26.66% met expectations at a low level Additionally, 16.66% of the students slightly underperformed, and another 16.66% did not meet the expected standards.
An evaluation of students' ability to provide basic information revealed that 50% of the participants, or 15 students, met expectations at a high level Meanwhile, 23.33% of students met expectations at a low level, 16.66% slightly underperformed, and 10% failed to meet expectations.
Table 4: Evaluating the students’ English listening competence
Criteria high low Slightly under- performs
Listening for words, colors and specific information
Listening for specific information of various kinds
The table illustrates the improvement in students' listening competence, specifically in recognizing names Out of 16 children, 53.33% achieved high expectations, while 10% met low expectations Additionally, 16.66% slightly underperformed, and 20% failed to meet the expected standards.
The students demonstrated a notable improvement in their listening skills, with 50% meeting high expectations, while 10% fell short of expectations Additionally, 30% slightly underperformed, and only 10% did not meet the required standards.
The initial analysis of the table reveals that the number of children meeting high expectations in listening for specific information increased significantly compared to those in the planning stage, with 13 students achieving this (43.33%) Conversely, 5 students (16.66%) met expectations at a low level, while 13.33% slightly underperformed and 26.66% failed to meet expectations.
The ten teachers were given observation checklist (see APPENDIX 2) with 4 parts for evaluation
Part 1: Presenting good involvement and attention in the activities
Table 5: Involvement and attention in the activities
(No of teachers ticking) Low Medium High
Presenting good involvement and attention in the activities
According to Table 3, 80% of teachers observed that students were highly engaged and attentive during lessons that incorporated body language for vocabulary teaching and speaking activities In contrast, 20% of teachers rated student involvement and attention as moderate Notably, no teachers reported a lack of student engagement in these activities, suggesting that the implementation of body language in lessons has a positive impact on student participation.
Part 2: Revealing good attitude toward English Language Teaching
Table 6: Students’ attitude toward ELT
(No of teachers ticking) Low Medium High
Revealing good attitude toward English
Table 4 highlights the positive attitude of children towards English Language Teaching (ELT), with 90% of teachers noting that students found body language activities engaging and enjoyable In contrast, only 10% of teachers felt that children's attitudes towards their teaching were at a medium level.
The analysis reveals a significant finding: there were no indications of low-level attitudes among students It can be concluded that the majority of students are motivated by the use of body language in English Language Teaching.
Part 3: Communicating ideas and feelings
Table 7: Idea and feeling expression
(No of teachers ticking) Low Medium High
Table 5 reveals that 90% of the teachers, totaling 9 individuals, recognized the significant impact of body language in English Language Teaching (ELT) They observed that students were better able to understand the teacher's messages and effectively practice speaking when body language was utilized, allowing children to express their ideas and emotions through both verbal and non-verbal communication.
36 their facial expression, gestures, eye contact… It seemed to be very interesting and involved them a lot
(No of teachers ticking) Low Medium High
The data indicates that listening skills pose a significant challenge for children in task completion Seven teachers noted that students demonstrated improved listening abilities through the effective use of body language in English instruction Additionally, three observers assessed the children's comprehension and task completion at a medium level, with no observations indicating low performance These findings suggest that the effective application of body language by teachers can enhance children's listening skills in English learning.
Conclusions
The analysis of the data collected in the previous chapter confirms that body language is an effective tool for teaching English to children Key findings are discussed in the following paragraph.
Incorporating body language in English teaching significantly enhances children's motivation and attitude towards learning Engaging activities that utilize body language are not only entertaining but also capture students' attention, fostering focus during lessons This approach creates a stress-free classroom environment, allowing children to actively participate in the learning process A positive attitude towards body language in English instruction can lead to faster and more effective language acquisition for children.
Research indicates that children's speaking competence in English significantly improves when teachers utilize body language during instruction As students engage actively in the classroom, their motivation and attitude enhance, leading to better outcomes In a supportive environment, children can memorize vocabulary by associating it with actions, allowing them to grasp word meanings without translation This approach enables them to express their ideas and feelings accurately and effectively in a natural manner.
Incorporating movement into vocabulary learning significantly enhances children's listening skills, which are often challenging for young learners in English During listening lessons that utilize body language, teachers demonstrate actions while repeatedly articulating the corresponding words, effectively reinforcing comprehension and retention.
While the students attentively listened, repeated, and represented the vocabulary, their understanding enhanced their ability to respond correctly to the song This focus on listening significantly improved their comprehension, demonstrating notable advancements in their listening skills.
Research indicates that body language significantly impacts classroom control, potentially leading to excessive noise and making it challenging for teachers to maintain order Students may engage in unstructured activities like running, jumping, and speaking freely, which can disrupt the learning environment Additionally, inadequate classroom facilities and inappropriate activities can hinder effective communication through body language Factors such as small classroom sizes or overcrowded furniture may obstruct students' ability to use body language effectively Moreover, not every lesson is suitable for body language application Therefore, teachers must consider these aspects and select appropriate lessons and activities tailored to each class to ensure successful teaching outcomes.
Limitations
This study still has some limitations First of all, this study is small – scale, which focuses on only two language skills – speaking and listening of
The study involved 30 five-year-old children and identified challenges during the trial phase, including difficulties in cooperation with the teacher and peers during presentations, as well as issues with following instructions It is hoped that future research will address these problems effectively.
Implications and suggestions for teaching English through body language
Effective body language enhances English lessons by improving children's comprehension and engagement Teachers should select appropriate body language for each lesson to capture students' interest and create a safe learning environment, fostering confidence and comfort Incorporating fun activities, like listening to songs or giving high-fives for correct answers, can significantly motivate students and encourage excitement It's essential for teachers to use clear and relatable gestures and facial expressions that align with children's everyday experiences, making it easier for them to understand the teacher's intentions In speaking lessons, expressing common emotions such as happiness or anger helps students grasp the teacher's message Additionally, combining body language with visual aids like flashcards, songs, and puppets can further enhance attention and make lessons more engaging Providing real objects during listening activities can also help maintain focus and interest among students.
Listening is often regarded as one of the most challenging skills to master, requiring various forms of support Therefore, it is essential for teachers to review relevant vocabulary and structures before assigning listening tasks to students In the study, the teacher focused on familiarizing students with words such as "ball," "book," and "pencil."
Before teaching the song "What's this?", teachers can enhance children's comprehension by using gestures and actions during dialogues or songs In the listening lesson, the teacher effectively improved students' listening skills by pausing the song and demonstrating actions that represented objects when the lyrics mentioned "a ball, a book, a pencil."
Speaking can be a challenging task for children learning English, but incorporating engaging activities like acting, guessing, and physical responses can significantly enhance their speaking skills It is essential for teachers to allow students a brief moment to think after asking questions or prompting actions Additionally, demonstrating activities through modeling before practice is crucial for effective learning Teachers should also express empathy through eye contact and positive facial expressions rather than displaying anger when students make mistakes.
The study explores the impact of incorporating body language in English language instruction for five-year-old children at Sao Mai Kindergarten, highlighting its effectiveness in enhancing learning outcomes.
In English Language Teaching (ELT), incorporating body language techniques can significantly engage students, particularly in primary and kindergarten settings Research indicates that training English teachers in the effective use of body language is essential for enhancing communication and learning Moreover, it is crucial to educate kindergarten students on fundamental body language types that are simple and applicable in their everyday interactions.
The author of this research does hope that this study would be of some values to all English teachers in their language teaching process.
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APPENDICES Appendix 1: PRE-TRYING-OUT QUESTIONARE FOR TEACHERS
This survey questionnaire is designed for my thesis: “A study on using body language to teach English to five – year – old children in Sao Mai Kindergarten”
Your assistance in completing this survey questionnaire is highly appreciated
Please circle the most appropriate options or write the answer where necessary
Question 1: How often do you use body language in teaching English to children? a Always b Sometimes c Never
Question 2: Do you think using body language can enhance the students‟ speaking and listening skills? a Yes I think so b Not at all c I am not sure
Question 3: What do you think should be done to solve the problem that five years old children have a low level of English speaking and listening competence?
Thank you very much for your assistance!