Effectiveness In Teaching English
Abstract
The purpose of this research is to encourage and to show how aware we are as a society about the impact of playfulness in teaching English. Also to encourage all the teachers to be more creative and think of different activities in the way that children learn without any problem. In other words to show what is our perspective toward the playfulness in teaching English. When we were in elementary school we had not done any activity as they do now besides reading the texts, finding unknown words and translating. Our goal is to become successful teachers and our teaching to be effective, by including playful activities, explanations and changing the learning process that occurred before, when I say before I mean changing the deductive
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According to president, LEGO education, Kragh, J. (2013) one of his aims was to help teachers take a developing approach to teaching in order to increase the students’ interest and motivation in learning by using different activities also using digital tools, tailored curriculum resources, teacher-training programmers as well as colored bricks. Jacob (2013) also claimed that using these playful and creative methods will definitely engage more students so they will not get bored during classes, and these methods also engage students of all abilities and achieve results.
However, not always teachers take into consideration the importance of including playfulness in teaching English. Therefore, it is a need to be aware and to include more activities in classrooms in order to have an interesting, fun and gain useful knowledge in a relaxed environment.
1.3.We presume that playfulness in teaching English has a significant impact due to the fact that the children will remember more of what they have done during activities rather than listening the teacher. Nowadays in Kosovo it seems that the situation has changed comparing to the previous years when we had just deductive learning. Furthermore, playfulness in teaching English helps children to behave naturally in classroom and to learn in an easier way by interacting with their peers. But still we need further changes in order to increase the learner’s
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We have chosen these graders because we consider that the need for including playfulness in teaching English is higher in this level of education. Children were enthusiastic and interested about the questionnaire. The number of participants was109, 48 of them were females and 61 were males.
Sometimes teacher's expectations about the impact of playfulness in teaching English to young learners are not the same with the actual impact of it, and we specifically want to see if learners and teachers have the same approach about including playfulness in teaching English. So, to approve this we thought to include in our research the opinions of both teachers and learners. In other words participants will also be four teachers.
3.2. Materials - from data collection instruments we have chosen questionnaires for the pupils and interviews for teachers. We have chosen those kind of data because they are more convenient and inexpensive. First of all, we started to compile our questions focusing from general to specific ones. The pupils had all the time to answer the questions but they have completed the questionnaire approximately for 10 minutes. We told them that the questionnaire is absolutely anonymous and we asked them to be sincere in their answers. The structure of the questionnaire is as
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