Young Learners’ Perceptions of Learning English Using Language Games in a Non - Formal Context

Abstract

In Malaysian schools where English is taught as a second language, the need to maximize learners’ exposure to the language outside the classroom is vital. Learning is greatly enhanced, especially among young learners through exposure to English media and language learning activities. However, learners in rural primary schools have very limited exposure to English media and hardly ever use English outside the classroom despite constant encouragement from teachers. They also refrain from participating in English class activities because of a lack of motivation and self-confidence. This paper reports on a possible initiative that may address this need of young rural learners. Forty BA English Language Studies 3rd year undergraduates enrolled in a course that required them to create language games as their final class project. A rural school was selected to execute the pilot project in an informal classroom setting. Acting as facilitators to 112 students all aged 9 years, these undergraduates engaged the pupils in language games that they had created, taking into account the learners’ age, English proficiency and interests. Pupils were observed to become less inhibited in the company of these young facilitators in a non-threatening, informal environment. The project offered opportunities for the student facilitators and their young learners to interact. At the end of the session, the learners were asked to respond to a self-report questionnaire to provide feedback about their perception of the games and the facilitators involved. The encouraging results are good reason for continuing such engagements between undergraduates and pupils.