Методика преподавания языка | Филологический аспект: Методика преподавания языка и литературы Методика преподавания языка и литературы №06 (29) Ноябрь 2024 - Декабрь 2024

Эдьютейнмент в обучении английскому языку для формирования грамматических навыков и умений в процессе развития иноязычной коммуникативной компетенции у обучающихся младшего школьного возраста

Петрова Полина Петровна
магистрант института международного образования, Московский педагогический государственный университет РФ, г. Москва, staraider@yandex.ru
Смирнова Наталья Владимировна
канд. филол. наук, доцент кафедры английского языка и цифровых образовательных технологий, Московский педагогический государственный университет, РФ, г. Москва, Natalia22L2016@yandex.ru

Аннотация: В статье рассматривается исследование по проверке эффективности использования современных технологий в обучении грамматике младших школьников английскому языку. В статье анализируются особенности применения образовательного подхода в начальных классах английского языка и выделяются характерные инструменты и методы образовательного процесса. В статье также описываются результаты эксперимента, проведенного по использованию данного подхода в обучении английскому языку младших школьников.
Ключевые слова: Преподавание английского языка как иностранного, образовательные технологии, эдьютейнмент, грамматические навыки и умения

Petrova Polina Petrovna
Master student of Institute of International Education, Moscow State Pedagogical University, Russia, Moscow
Smirnova Natalia Vladimirovna
Cand. Sci. (Philology), assistant professor of English language and IT technologies department, Moscow State Pedagogical University, Russia, Moscow

Abstract: The article discusses a study aimed at verifying the effectiveness of using edutainment approach in teaching English grammar. The article analyzes the features of the application of the educational approach in primary English classes and highlights the characteristic tools and methods of the educational process. The paper also describes an experiment that tested the use of this approach in teaching English to young students.
Keywords: EFL teaching, educational technology, edutainment, grammatical skills and abilities

The primary goal of a modern English language teacher is to provide students with a high-quality educational experience. However, in the context of the evolving landscape of the contemporary world, the parameters and goals of teaching English in the 21st century have become more complex than ever before. One of the most pressing issues faced by foreign language instructors is the choice of techniques and approaches that can concurrently effectively develop foreign language communicative competence and engage students in the learning process. Teachers must not only inspire students but also capture their interest in the classroom, while simultaneously addressing their limited communicative competence.

Communicative competence is the ability to communicate effectively and appropriately in social situations. It involves the ability to choose and use skills that are suitable and appropriate for the context, and it is organised around a specific goal.

One of the key aspects of communicative competence is grammatical knowledge and skills, which include the ability to use grammar correctly and effectively to convey meaning. This includes being able to understand and produce well-formed sentences and phrases in a foreign language [18, p. 120].

CEFR (Common European Framework of Reference for Languages) defines grammatical competence as the ability to produce and recognise well-formed phrases and sentences that convey meaning in a particular context. This involves understanding the rules of grammar and being able to apply them correctly [10, p. 3].

To reach this goal educators come across one of the major challenges in teaching foreign languages which is selecting effective methods and techniques. Some educators find that conventional, repetitive lessons can lead to a loss of motivation and interest in language learning. It is not enough to rely solely on old-fashioned teaching techniques to engage students and stimulate their motivation [9, p. 14]. The complexities of the English language, particularly its grammar, are well-known, making it difficult for both native speakers and those learning it as a second language.

In the past, teachers heavily relied on memorization-based techniques, such as, for example, drill exercises. However, due to the developing educational system and the need for more effective approaches, these traditional methods have been replaced by more innovative techniques. Nowadays, there is a greater emphasis on literacy and the adoption of new, more efficient methods for teaching grammar to achieve better results [20, p. 574]. Some educators maintain that the best way to make language proficiency improve is to support teaching grammar via the communicative approach. They think that grammar should be taught in such a manner that it will encourage communication, so that students can come to know the meaning of grammar without the boring, tiring process of learning a language. This way of teaching also makes it easier for teachers to create meaningful, appealing, and stress-free environments for learning. That is the reason the edutainment teaching technology was created [17, p. 4]. In addition, following the analysis of U.Karimova, as learners engage in activities that capture their interest and encourage them to reflect on words, they develop a deeper comprehension of the target language. This leads to improved retention and easier retrieval of information [13, p. 136].

This approach to teaching also facilitates the creation of a stimulating, engaging, and stress-free learning environment for students. This is the rationale behind the development of edutainment-based teaching technologies [12, p. 15].

A critical examination of academic publications and digital resources reveals that edutainment, an approach that offers a number of methodological advantages and prospects, has yet to be thoroughly explored. Nonetheless, it holds the potential to serve as an instrument for enhancing proficiency in foreign language communication. Consequently, the question of the methodological significance and value of current edutainment learning techniques for teaching grammatical skills and abilities necessitates further investigation, both theoretically and practically. This underscores the significance of this study. The goal of this research is testing possibilities of   edutainment teaching techniques usage in the process of developing foreign language communicative competence in primary school that will result in significant improvement in students’ grammatical competence in EFL learners' class.

The term «edutainment» is a combination of the words «education» and «entertainment» [1, p. 62]. In the context of learning, «entertainment» implies not only amusement but also the ability to capture and maintain interest [3, p. 31].

Edutainment represents a pedagogical approach that integrates technical, methodological, and didactic techniques and tools to deliver knowledge in a captivating, accessible, and understandable manner, incorporating entertainment elements [2, p.195].

As K. Chilingaryan and E. Zvereva pointed out, this kind of educational methodology corresponds to a number of parameters which carry out the following significant attributes. Among those is the fact that it considers passion as the top priority, stating that immediate interest of the learner is the basic requirement for efficient learning. Secondly, it underlines the importance of entertainment as a primary motivator to enhance pleasure and real interest in learning, discarding the psychological stress of educational activity. Thirdly, the learning process is made as flexible as possible because the use of game elements makes the primary goal of the classes effective learning regardless of students’ age. Finally, by using today’s technological tools to create or display videos and audio files, games for teaching and multimedia educational programmes, it engages students in the learning process [7, p. 334].

It is clear that play is the most effective method of teaching for young students, as it is a natural part of their being. If grammar lessons are too heavily centered on rules and rote memorization, students may become disengaged and disinterested. E.Christensson and N.Seiberling (2021) studied the Focus on Forms approach in teaching grammar. This approach involves drawing learners' attention to grammatical forms by giving the learner's grammar rules [8, p. 24]. Educators recognize that young learners flourish when they are actively involved in the learning process. Moreover, young students are imaginative and innovative, and they acquire new knowledge without even realizing it. They also draw upon their previous experiences, knowledge, and a variety of skills and abilities. This enables teachers to present new information in a way that allows children to build upon their existing knowledge. Consequently, the most effective approach to harnessing this potential in grammar instruction is through the use of edutainment [12, p. 17].

To successfully convey novel ideas to the younger audience and guarantee the continuity of their educational journey, it is essential to harmonize pedagogical approaches with the requirements and aspirations of students. The primary objective of edutainment is to captivate students' interest and maintain their concentration on educational materials and activities throughout the learning process.

There is a wide range of edutainment resources available for enhancing grammatical proficiency, encompassing storytelling, theatrical performances, board and online gaming, blogging, film and podcasting, musical performances, theatrical productions, museum exhibitions, etc. This study has selected several edutainment approaches that were incorporated into the English as a foreign language (EFL) curriculum for elementary school students during the experimental phase.

Drama (Dramatisation)

Pearce conceptualizes educational drama as a performance-based approach. In this framework, a group of learners re-enacts an event, scenario, or situation in front of their classmates, followed by an in-depth discussion. This methodology proves effective in cultivating both emotional and practical abilities, such as introspection and the art of acting [16, p. 30].

Educational drama serves as a pedagogical tool that enables students to learn through experiencing, thereby enabling them to develop their behaviour in various scenarios. It enhances their capacity for problem-solving and communication.

Within the realm of creative drama in educational settings, instructors and students collaborate in the creation and enactment of roles. This approach is grounded in the theory of experiential learning, wherein students' lived experiences serve as the cornerstone of the teaching-learning process [4, p. 1234].

For this research dramatisation was chosen as one of the tools for developing grammatical competence. The fourth-grade students learned the imperative forms of the verb using this educational technique. The lesson began with an immersion into the role-playing environment and activating the prior knowledge. The teacher greeted the students in a chef's outfit. During the lesson the students pretended to be attending a cooking class and worked on recipes for various simple dishes. They learned the grammatical rule through pretend-play and practiced using it in their speech.

Story (Simulation)

Educational resources are indispensable for the successful acquisition of knowledge, and the use of innovative materials can significantly enhance student engagement. Despite the extensive research conducted on the learning environment and its impact on learning outcomes, there remains a paucity of studies exploring the influence of educational materials themselves [5, p. 545]. Simulation-based and narrative-driven teaching approaches enable students to actively participate in discussions, allowing them to connect the classroom with an event that could possibly happen with them. This edutainment tool uses a model or a prototype to make learning a real life situation [19, p. 48].

In the course of research storytelling tools were used twice: for teaching present continuous tense and regular and irregular plural nouns. For teaching present continuous tense the book reading was used. The teacher read the book in front of the class, simultaneously asking students what is happening on the pages of the book. Additionally, at the second part of the lesson the students made their own stories. For teaching regular and irregular plural nouns two board games were used: Snakes and ladders, Memo card game. Both of the games were thematic and designed to suit lesson topics.

Educator and Classroom Atmosphere

In contemporary educational settings, the emphasis is placed on student-centred learning, where the process of acquiring knowledge is viewed not as a static transformation of behaviour but as an active and productive endeavour. The learning environment within the classroom, encompassing both the resources provided by the teacher and the methods employed in instruction, significantly influences the learning experience of students. Consequently, creating a supportive and stimulating classroom climate is crucial for fostering an atmosphere conducive to effective learning. The classroom setting encompasses both the tangible physical aspects of the space and the intangible psychological elements, which directly impact students' behaviour and academic performance [4, p. 1235].

For this research the classroom atmosphere tool was used during the whole experimental stage. However, most distinctly it was present in learning present simple tense form. The point system was implemented in the classroom environment where each correct item granted 1-2 points for the team. During this lesson the students showed their determination in achieving the goal and team spirit.

Edutainment in Computer Environment

Within the domain of digital entertainment, a particular genre called edutainment stands out for its distinctive approach to learning, offering a unique experience that sets it apart from traditional educational games [15, p.121]. According to Buckingham and Scanian (2001), the process of learning in a digital environment represents a unique hybrid approach that seamlessly integrates a multitude of formats, encompassing games, narrative elements, and visual content [6, p. 284]. The advent of technology has permitted the use of computers in the furnishings of visual aids to education, such as animations, simulations and interpretive tools [11, p. 126]. The goal of educational entertainment in a digital setting is to engage and sustain students' attention by connecting their emotions to the vibrant visuals displayed on computer screens. This method transforms learning into an immersive experience. McKenzie (2000) proposed the notion of «technological diversion», which pertains to the employment of technology in leisure pursuits that does not contribute to the cultivation of reading, writing, and critical thinking skills [15, p.125].  In their study, I.V. Kovalenko  and T.P. Skvortsova proved the possibility and the effectiveness of a computer and mobile application that supports students performing authentic learning [14, p. 383].

The experimental group was taught comparative and superlative degrees of adjectives using educational entertainment tools in a computer environment. Using the smartboard in the class the teacher with the student suссefully finished the practice tasks on the following online platforms: wordwall.net, learningapps.org. The tasks included matching, filling in the gaps, word ordering, and games.

Edutainment with TV Programs and Videos

Edutainment, a collaborative effort between game developers, television broadcasters, and interactive TV robots, represents a unique fusion of entertainment and education. This innovative approach to educational content delivery utilizes captivating television programs to engage viewers in a learning experience that extends beyond the confines of traditional school curricula. Edutainment programs encompass a diverse array of knowledge, encompassing films and television series, providing a comprehensive educational experience that caters to a broad spectrum of interests and learning styles [4, p. 1237].

The verb ‘to be’ in present simple tense was presented to the experimental group with the help of educational videos. The videos were taken from the methodical complex ‘Go Getter 1-4’ issued by Pearson Publishing. These videos presented the topic and showed the real life situations of  the verb usage with the help of colourful graphics and cartoon characters that students can relate to.

Results

Based on the theoretical part of the research the experiment took place at the start of the academic year in a public educational institution of Moscow “School №138” that is following the Federal State educational standard for primary general education. The experimental research had a non-probability quasi-experimental design. The data of dependent variable changes was collected in pre- and post-tests. To collect the accurate results a factorial approach was implemented for data analysis.

In accordance with the research design, twenty-nine EFL students of the fourth grade took part in the study. To identify the participants, the researchers employed a non-probability convenience sampling technique to obtain the most relevant data from individuals who were within the researchers’ reach. The participants' ages ranged from 9 to 10. All of the participants have learned English for 2 years or more. The 4th graders of both control and experimental groups are mostly elementary (A1) with several exceptions that are closer to pre-intermediate (A2). Among the participants, there was a near-equal distribution of both males and females (50% males and 50% females). The participants were split into the groups for the English classes in their regular learning units: experimental group  (N=15), control group  (N=14).

At the pre-intervention stage, the research participants were acquainted with the teacher, experimental and control groups were formed, after which the first preliminary testing procedures of each group were conducted. The second stage, which consisted of 6 lesson sessions, focused on intervention. The experimental group was instructed using edutainment tools, while the control group adhered to the conventional learning approach. The researchers implemented a series of six distinct edutainment tools into the English lessons for the students. This study was exclusively conducted during the English classes, with a particular focus on enhancing their grammatical skills and abilities, particularly in the use of verbs, adjectives and nouns. The final stage of the research included evaluating academic performance of controlled and interventional groups based on post-testing results and measuring changes in the dependent variable by comparing data with the pre-testing results.

During the pre- and post-testing phases, a total of 90 multiple-choice questions were presented to the students, which covered the core topics discussed throughout the course. Each correct answer was worth one point, thus the maximum possible score for the test amounted to 90 points. These tests were divided into 6 sections each containing 15 questions which represented the aspects of grammatical skills and abilities that had been developed and formed throughout the experiment intervention stage: imperatives, the verb ‘to be’ in present simple, present continuous, comparative and superlative forms of adjectives, present simple, regular and irregular plural nouns.

Based on the findings of the pre-test, it is evident that the control group outperformed the experimental group. This can be attributed to their superior English language proficiency. Conversely, the experimental group displayed a lower level of proficiency in the specific areas of grammar. The average scores for both groups are illustrated in the table below (Table 1).

Table 1. The average scores for the pre-tests of experimental and control groups

The table illustrates that the statistical divergence in the test results amounts is 3,4 points. This disparity will be compared to the average score of the post-test, which is addressed next.

Following the completion of the research project, a similar test was conducted. The post-test serves as a critical tool for evaluating the impact of edutainment techniques  on improving grammar skills and abilities among EFL students. The table below presents the results of the post-test for both groups (Table 2).

Table 2. The average scores for the post-tests of experimental and control groups

In accordance with the grading system, both groups demonstrated progress in the course. The majority of participants in the edutainment implementation group achieved either a «good» or «excellent» grade, indicative of enhanced performance in the subject matter.

From a statistical perspective, the mean score of the experimental group has undergone a substantial increase compared to their baseline assessment results.

The quantitative data from the analysis show a statistically significant difference of 0,9 points between the results of the second test after the intervention. This indicates that the experimental group successfully reduced the gap by 2,5 points, or 73,5 %, compared to the initial level.

It's important to note that the experimental group started with a lower level of English proficiency compared to the control group. Nevertheless, the experimental participants showed remarkable improvement in grammar skills, outperforming the control group. The pre- and post-test results clearly show that the experimental group made sustained progress, while the control group showed less significant improvement in grammatical skills and abilities. Moreover, the results of the study also indicate that the use of dramatisation and storytelling techniques was the most effective in the enhancement of the student’s capacity to remember, retain, and recall grammatical information.

Conclusion

The modern English language teacher is presented with a problem that is to give a high quality educational experience in an increasingly fast changing world. With increasing complexity of teaching English, the main problem related to this process is to choose suitable methods not only to build communicative abilities of the students but also to motivate them in the learning.

Grammatical knowledge necessary for constructing meaningful sentences is part of communicative competence required for effective interaction in communication. But traditional grammar teaching methods are no longer enough to keep students motivated and interested. Therefore, methods of edutainment, that prioritize communicative techniques and engaging methods, are becoming the new frontier. Edutainment is a teaching-learning approach that adopts technical, methodological, and didactic accoutrements in-order to present knowledge to the learner in an entertaining manner. This idea has been around for more than a decade and its implications to language learning are still open to further investigation to learn how this concept should be implemented to greatest effect.

Edutainment teaching approach employs several teaching tools: storytelling, drama, simulations, board games and digital tools to make the learning interesting, and interactive. The use of these edutainment tools within English language teaching helps to improve grammatical competence of learners and refocus students on wanting to acquire the language.

The edutainment pedagogical approach, which challenges the conventional teaching paradigm, has demonstrated its efficacy in fostering the acquisition of grammatical competencies among primary school students learning English as their second language.

The results of pre- and post-assessments clearly demonstrate that this method has contributed to a steady improvement in language acquisition. The quantitative analysis of the data shows that the experimental group outperformed the control group in terms of acquiring abilities in targeted grammatical structures. Additionally, the results of the experiment suggest that the features regarding the use of storytelling and dramatisation were most helpful in the process of memorisation, retention and recall of grammatical content.

Considering the findings of the study, we recommend further exploration of edutainment tools implementation in the classroom environment of other ages and proficiencies. Additionally, future research should investigate the impact of this approach on enhancing vocabulary acquisition among EFL learners.

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