Self-Assessment to Improve Speaking Skills in Preschoolers

Abstract

Learning a new language can be challenging at any age, and even more so when just starting to learn letters and phrases. When working with students who are four and five years old, teachers often focus specifically on the development of speaking skills as these children are just starting to learn to write and read. So, why is it difficult for students to produce their own thoughts and ideas in English and express them correctly? Why do teachers often focus on having students memorize concepts rather than producing their own ideas? Why, despite having 20 or more English periods in the school schedule every week, do students not have ample opportunities to interact with each other? Language is best taught when it is used to transmit messages, not when it is explicitly taught for conscious learning (Krashen, 2013). In order to improve speaking skills in preschoolers, this study proposes to try out a self-assessment to develop and improve communication in the classroom. Through guided activities, question and answer games, the use of rounds and chants, it is expected that an improvement in oral production in preschoolers will be demonstrated. This action research was conducted in a preschool setting. Participants were young children whose ages ranged from four to five years old and have not had prior English language experience. The study consisted of three phases: pre-assessment, assessment, and final task