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 rising significance of English as a global language has led to an increasing trend among parents to enroll their children in English programs from a young age This demand has resulted in the establishment of English teaching initiatives in kindergartens, with institutions like the British Council and Apollo leading the way However, many educators lack comprehensive training to effectively teach English to young learners, particularly those aged four to five This presents challenges in employing appropriate teaching methods for this age group To address this gap, the study presented in this thesis explores the use of body language as a teaching technique to enhance English speaking and listening skills among five-year-old children, aiming to improve the overall quality of English education for young learners.
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, acknowledging the constraints of time and knowledge.
- 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 problems and their underlying causes by video recording three English classes where traditional teaching methods were employed for five-year-old children An evaluation of the students' speaking and listening abilities was conducted, utilizing specific criteria designed to assess these skills Standardized tasks were implemented to effectively evaluate the speaking and listening capabilities of the students across the three classes.
The author developed strategies to enhance English teaching for five-year-old Sao Mai students by incorporating body language into lesson planning This approach aims to motivate young learners and 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 towards body language in English instruction and to determine 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 across three classes Following the lessons, an evaluation of the students' speaking and listening skills was conducted The recorded videos were meticulously analyzed to identify the underlying problems and causes 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
An observational study conducted in three classes assessed students' attitudes toward body language in English lessons, highlighting the effectiveness of this approach in teaching English to five-year-olds 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 enjoyable and engaging activities that foster happiness and relaxation They also show a strong interest in activities 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 activity levels, with some being more cautious while others eagerly embrace new challenges Generally, they are energetic and enthusiastic about activities like running, swinging, climbing, and jumping, often testing their strength with large blocks or boxes Additionally, they are developing a sense of rhythm and enjoy engaging in movement activities such as marching, jumping, or clapping to music It's important to incorporate movement activities after periods of stillness, as many kindergarten children find stillness more exhausting and stressful than active play.
During their kindergarten year, children experience significant social and emotional development Initially, many may feel shy and apprehensive in a new environment, facing unfamiliar teachers and peers while being separated from their parents However, as they acclimate to their surroundings, they gain confidence, form friendships, and actively engage in classroom activities Through play and interaction, children test social relationships, learn to share toys, exchange ideas, and collaboratively solve problems This process fosters essential skills such as teamwork, self-control, and empathy, enabling them to develop independence while also learning to cooperate with others and show compassion towards those in need.
During early childhood, children experience rapid intellectual growth, evident in their expanding vocabulary and enhanced ability to articulate their thoughts This development includes improvements in visual and auditory memory, as well as active listening skills Engaging in discussions about their experiences helps children make sense of their surroundings and learn effectively By sharing language and ideas with others, they gradually organize and assign meaning to their daily observations Their innate curiosity drives them to explore new concepts, ask numerous questions—often unanswerable—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 to select appropriate methods and activities Utilizing body language as a teaching technique can enhance children's learning experiences and support their development.
The teaching of English to children
According to Sukarno (2008), effective English teaching for children requires an understanding of language acquisition and learning Acquisition refers to the natural, subconscious process of language development through real-life communication, allowing children to enhance their language skills organically In contrast, learning involves a conscious understanding of language rules, such as grammar and phonetics As noted by Krashen and Terrell (1983), acquiring a language is akin to "picking it up," while learning it entails "knowing the rules."
To effectively teach English to children, it is essential to prioritize language acquisition over learning, allowing students to develop language skills naturally through engaging and communicative methods English teachers should be well-versed in various language learning resources tailored for young learners, which include materials that reflect children's daily activities and interests These resources must align with children's aptitudes and motivations, making it vital for teachers to incorporate English songs and games into their lessons Additionally, it is important to differentiate between techniques and resources, recognizing that songs, stories, poems, and games serve as valuable resources in the teaching process.
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 own reactions Consequently, educators should avoid complex explanations For vocabulary instruction, employing visuals, body language, and music can effectively simplify new word acquisition Additionally, since children tend to learn slowly and forget quickly, it is essential to create a natural learning environment and encourage regular practice to effectively teach them a new language.
Using body language in teaching English to children
Body language serves as a crucial medium for interpersonal communication, encompassing non-verbal behaviors such as movements, postures, and facial expressions Defined by Barbara (1957) as meaningful actions in both natural and fictional contexts, body language plays a significant role in conveying thoughts and emotions without the use of words It includes the various patterns of gestures and facial expressions that individuals employ to express their feelings during interactions.
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 phrase "The eyes are the window to the soul." This nonverbal communication allows us to interpret emotions and intentions, making it a crucial aspect of interpersonal relationships In humans, maintaining eye contact signifies personal engagement and fosters intimacy, effectively reducing the emotional distance between communicators (Nguyen Quang, 2008).
Facial expressions are formed by the movement or positioning of facial muscles, effectively communicating an individual's emotional state to others Common emotions conveyed through these expressions include anger, concentration, confusion, contempt, desire, and surprise (Nguyen Quang, 2008).
Physical characteristics, including the size of eyes, shape of the nose, fullness of lips, body stature, and skin tone, convey significant messages about an individual's social status, physical condition, and literacy These attributes can communicate varying levels of information regarding a person's identity and background (Nguyen Quang, 2008).
Gestures are movements or positions of the hand, arm, body, head, or face that communicate ideas, opinions, or emotions without words, making them a vital form of non-verbal communication They can range from expressing anger through physical actions to showing sympathy, such as placing flowers on a casket at a funeral Symbolic in nature, gestures can also include thoughtful acts like sending a thank-you card for a gift or delivering flowers to someone who is ill or facing difficulties.
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 specific purposes According to Hewes (1957), the anthropology of posture explores these dynamics in depth.
“Posture is a matter of how people sit, walk, stand and move”
Touch, also known as tactile or haptic communication, is a vital means of conveying information through physical contact It often symbolizes sympathy and intimacy, especially among women While men also engage in touch, it can sometimes be misinterpreted as a display of power or, in some contexts, as an indication of homosexual intimacy (Guirdham, 1999).
1.2.2 Advantages of using body language in teaching English to children
Incorporating body language into teaching methods aligns well with children's natural affinity for physical movement, making learning more engaging and effective Children tend to grasp concepts more easily when taught through facial expressions, gestures, and eye contact Their enjoyment of movement often leads them to forget classroom rules, allowing for a more relaxed learning environment Additionally, children thrive in playful settings where they perceive their activities as meaningful work Utilizing body language in English teaching not only enhances their learning experience but also fosters a natural and effective way to acquire new skills.
Teaching vocabulary is a crucial aspect of English education for children, who tend to learn quickly but also forget rapidly To enhance student engagement, teachers should focus on effective teaching methods, including the use of body language By demonstrating actions while teaching words or phrases, educators can convey meanings more vividly For instance, when introducing adjectives like "happy," "sad," "hungry," "angry," and "tired," teachers can use facial expressions and gestures to illustrate these emotions, such as smiling for "happy" or frowning for "sad." Additionally, teachers can perform actions and encourage students to guess their meanings before revealing the English terms This interactive approach helps children grasp word meanings more easily and retain them more effectively.
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 students in achieving their communication goals.
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 body language and encourage students to use it according to different situations For instance, during a greeting lesson, the teacher can introduce herself using new vocabulary and engaging gestures, such as smiling, shaking hands, and demonstrating her hobbies This interactive approach not only captivates the students but also provides them with opportunities to practice in a relevant context Consequently, incorporating body language effectively leads to more engaging and successful lessons, allowing students to grasp language structures and improve their speaking competence naturally.
In kindergarten, children are introduced to English, making it challenging for them to understand some oral sentences spoken by 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
Incorporating body language throughout the lesson enhances the teaching of letters, words, sentences, and songs, making the learning process more effective Additionally, utilizing body language in the English classroom can transform challenging concepts into easily understandable ones.
In English teaching, the use of encouraging eye contact and gentle gestures fosters a sense of love, support, and trust among children Effective body language enhances teacher-student connections, sparks interest in learning, and improves teaching outcomes Conversely, improper body language can lead to misunderstandings and diminish children's enthusiasm for learning Thus, teachers should intentionally and appropriately integrate body language with spoken language to effectively achieve their English teaching goals.
1.2.3 Some kinds of body language used in English teaching class 1.2.3.1 The use of gestures
Sign language, encompassing the movements of fingers, palms, and arms, plays a crucial role in body language and is essential in English teaching By effectively incorporating sign language, teachers can enhance student understanding; for instance, raising a palm to prompt a student to stand or lowering it to signal sitting down Positive reinforcement is also conveyed through gestures, such as a thumbs-up for correct answers Demonstrating concepts like "shaking hands" through physical actions helps students grasp meanings more readily This effective use of sign language not only aids comprehension for all students, including those with weaker foundations, but also enhances lesson retention and communication, ultimately improving teaching outcomes.
1.2.3.2 The use of facial expression
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 deficiency highlights the poor quality of English teaching and learning, attributed to the inappropriate methods and techniques employed 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 assess their speaking and listening abilities This evaluation aimed to identify factors contributing to their low competence in these areas, focusing specifically on speaking and listening skills as the criteria for assessment.
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 careful evaluation of various English classes, the author found that the observed criteria consistently fell short of high expectations, as demonstrated by the results presented in the table 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 high expectations, while 30% met low expectations Additionally, 26.66% slightly underperformed, and 33.33% failed to meet expectations altogether.
An evaluation of students' ability to construct simple sentences revealed that 16.66% of the students met high expectations, while 10% met low expectations Additionally, 33.33% slightly underperformed, and 40% failed to meet the expected standards.
In evaluating students' ability to provide basic information, the results indicated 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 expectations.
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 students' listening skills regarding name recognition, revealing that only 5 students, or 16.66%, achieved high expectations Additionally, 10% met low expectations, while 30% slightly underperformed, and a significant 43.33% failed to meet the expected standards.
An evaluation of students' listening skills for words, colors, and specific information revealed that only 2 students (6.66%) achieved high expectations Meanwhile, 5 students (16.66%) met low expectations, 6 students (20%) slightly underperformed, and a significant 17 students (56.66%) failed to meet expectations.
The analysis of students' listening skills for specific information revealed that only 1 student (3.33%) achieved a high expectation level, while 3 students (10%) met low expectations Additionally, 11 students (33.33%) slightly underperformed, and a significant 15 students (50%) failed to meet the expected standards.
After careful observation and evaluation, it is evident that the criteria do not meet high expectations 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 analysis of recorded lessons reveals that children share a common issue related to their fear of speaking and listening in English, leading to behaviors such as silence or crying when prompted by the teacher This anxiety stems from their shyness in using a foreign language around peers and instructors Furthermore, the traditional teaching methods employed restrict the children to passive learning, where they are discouraged from expressing themselves through movement or conversation, creating an environment where they feel penalized for making noise Consequently, this pressure hampers their natural cognitive and creative development Additionally, the unengaging content of the textbooks contributes to their disinterest in lessons, resulting in a low proficiency in speaking and listening skills.
STEP 3: DESIGNING STRATEGIES FOR IMPROVEMENT
To gain professional insights into the issue of low speaking and listening abilities in five-year-old children, I consulted ten experienced English teachers I posed several questions, including the frequency of body language usage in their teaching methods The responses provided valuable perspectives on effective strategies for enhancing communication skills in young learners.
In a recent study, it was found that none of the teachers consistently utilized body language in their English instruction Specifically, 60% of the teachers occasionally incorporated body language into their teaching methods, while 40% did not use this technique at all This raises the question: can the use of body language improve students' speaking and listening skills?
A survey of teachers revealed that 50% believe body language significantly enhances students' speaking and listening skills, while 30% do not perceive any impact Additionally, 20% of teachers remain uncertain about the influence of body language in this context To address this divide in opinions, it is essential to provide professional development and training on the importance of body language in communication, ensuring that all educators can effectively integrate these techniques into their teaching practices.
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
ON WHAT HAPPENED IN THE CLASS
In ten lessons, new strategies and changes were implemented, with the teacher meticulously documenting all improvements and observations in a journal and 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 lyrics “a ball, a book, a pencil” to encourage students to think about the words and express them verbally through actions.
- 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
Level (students) Criteria high low Slightly underperforms
Identifying people, animals and things 15 6 6 3
The data revealed a significant improvement in students' ability to identify people, animals, and objects, with 50% of the 15 children meeting high expectations Additionally, 20% met expectations at a low level, while another 20% slightly underperformed, and 10% did not meet the expected standards.
An evaluation of students' speaking competence in forming simple sentences revealed that 40% of the students performed at a high level, while 26.66% met low expectations 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 reveals that 50% of the students achieved a high level of expectation, while 23.33% met expectations at a low level Additionally, 16.66% slightly underperformed, and 10% did not meet the expected standards.
Table 4: Evaluating the students’ English listening competence
Level (students) Criteria high low Slightly under- performs
Listening for words, colors and specific information
Listening for specific information of various kinds
The data indicates that 53.33% of the 16 students demonstrated high listening competence in recognizing names, while 10% met expectations at a lower level Additionally, 16.66% of the students slightly underperformed, and 20% failed to meet the listening expectations.
The students demonstrated a significant improvement in their listening skills, with 50% meeting high expectations, 10% meeting low expectations, 30% slightly underperforming, and only 10% failing to meet expectations.
Upon reviewing the data, it is evident that the number of students who met expectations for listening to specific information significantly increased, rising to 43.33% with 13 students, compared to those in the planning stage Additionally, 16.66% of students met expectations at a low level, while 13.33% slightly underperformed, and 26.66% did not meet expectations at all.
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 children were highly engaged and attentive during vocabulary lessons and speaking activities when body language was utilized In contrast, 20% felt that the children's involvement was at a medium level Notably, no teachers reported a lack of engagement from the students This suggests that incorporating body language in teaching has a positive impact on student participation and attention.
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 Language Teaching
Table 4 highlights the positive attitude of children towards English Language Teaching (ELT), with 90% of teachers noting that students found activities involving body language engaging and enjoyable This interactive approach allows children to learn while having fun However, the table also indicates that only 10% of teachers perceived the children's attitude towards the teacher's instruction as being at a medium level.
The analysis reveals that there are no indications of a low-level attitude among students, suggesting a positive engagement in English Language Teaching Notably, it appears that the majority of students are motivated by the use of body language, enhancing their learning experience.
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 teachers recognized the significant impact of body language in English Language Teaching (ELT), noting that it enhanced children's understanding and speaking skills The use of facial expressions, gestures, and eye contact allowed students to effectively express their ideas and emotions, making the learning experience engaging and interactive.
(No of teachers ticking) Low Medium High
The data indicates that listening skills pose significant challenges for children in task completion Seven teachers noted that students improved their listening abilities through the effective use of body language during English lessons Additionally, three observers assessed that children were able to grasp vocabulary and complete tasks at a medium level, with no observations recorded at a low level These findings suggest that the strategic application of body language by teachers can enhance children's listening skills in English education.
Conclusions
The analysis of the collected data confirms that body language is an effective tool for teaching English to children, highlighting several key findings in the following section.
Incorporating body language in English teaching significantly enhances children's motivation and attitude towards learning Engaging activities that utilize body language are both entertaining and attention-grabbing, fostering a focused and attentive classroom atmosphere This approach encourages children to actively participate in the learning process within a stress-free environment Ultimately, a positive attitude towards body language in English instruction facilitates faster and more effective language acquisition for children.
Research indicates that children's speaking competence significantly improves when teachers utilize body language in English instruction Active participation in class enhances students' motivation and attitudes, leading to better outcomes In a non-oppressive environment, children can retain vocabulary by associating it with actions, allowing them to grasp meanings without translation This approach enables them to express their ideas and feelings accurately and effectively in a natural manner.
Incorporating movements into vocabulary learning significantly enhances children's listening skills, which are often challenging for young learners During listening lessons that utilized body language, teachers demonstrated actions while repeating words, allowing students to actively listen, repeat, and embody the vocabulary As a result, when children grasped the vocabulary through this interactive approach, they could respond accurately to songs, demonstrating a clear understanding and notable improvement in their listening abilities.
Research indicates that body language significantly influences classroom dynamics, particularly in terms of classroom control Excessive noise can hinder a teacher's ability to manage the class effectively, as students may engage in unstructured activities like running, jumping, and talking Additionally, inadequate classroom facilities and a lack of suitable activities can pose challenges for educators Overcrowded spaces or an excess of furniture can limit students' ability to utilize body language effectively Moreover, not all subjects lend themselves to the use of body language Therefore, teachers must consider these factors and select appropriate lessons and activities tailored to each class to ensure successful learning 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, revealing challenges during the trial phase, such as difficulties in cooperation with the teacher and peers, as well as struggles in following instructions Future research aims to address these issues and improve collaborative skills among young learners.
Implications and suggestions for teaching English through body language
Effective body language is essential for successful English lessons, as it enhances children's comprehension and engagement Teachers should select appropriate body language techniques tailored to each lesson, fostering a safe and inviting atmosphere that boosts children's confidence For instance, creating a fun environment with songs or interactive gestures like "high-fives" for correct answers can significantly motivate students, as observed by the author through their joyful responses Additionally, teachers must ensure their gestures and facial expressions are clear and relatable to the children's daily experiences, facilitating easier understanding of the teacher's intentions In speaking lessons, expressing common emotions such as happiness or anger helps students grasp meanings more readily Furthermore, integrating body language with visual aids like flashcards, songs, and puppets can enhance attention and make lessons more engaging, as demonstrated by providing students with real objects during listening activities to maintain focus.
Listening is often regarded as one of the most challenging skills to master, requiring various forms of support Therefore, teachers should review essential vocabulary and structures before engaging students in listening activities In a recent study, the teacher introduced words such as "a ball," "a book," and "a pencil" prior to teaching the song "What's this?" Additionally, incorporating gestures and actions during songs or dialogues can significantly enhance children's comprehension During the listening lesson, the teacher boosted students' listening skills by pausing the song and demonstrating the objects associated with the words "a ball," "a book," and "a pencil."
Speaking in English poses significant challenges for children; however, engaging in activities that incorporate body language, such as acting and physical responses, can enhance their speaking skills It is essential for teachers to allow students brief moments to think after an action or question Additionally, demonstrating activities beforehand helps students understand expectations Teachers should also express empathy through eye contact and positive facial expressions, rather than displaying frustration when students make mistakes.
The study examines the impact of incorporating body language in English language instruction for five-year-old children at Sao Mai Kindergarten, highlighting the positive effects of non-verbal communication on young learners' engagement and understanding.
In English Language Teaching (ELT), incorporating body language techniques can significantly engage students, particularly in primary and kindergarten settings It is essential for English teachers to receive training on effective body language application in their teaching practices Furthermore, kindergarten students should be introduced to fundamental types of body language that are simple and beneficial for their everyday interactions.
The author of this research does hope that this study would be of some
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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!