SpeakQuest - Using 5w1h to Improve Speaking Skills among Level 2 Pupils
DOI:
https://doi.org/10.64382/mjii.v4i4.118Abstract
SpeakQuest is an innovative intervention designed to improve speaking skills among Malaysian English as a Second Language (ESL) learners, specifically targeting primary school pupils aged 10-12 years. Preliminary observations indicated that these pupils demonstrated lower speaking proficiency compared to their abilities in reading, writing, and listening. As a result, many students scored lower on the speaking component of the Classroom Based Assessment, with increased focus on non-speaking components in the End-of-Academic-Session Examination. To address this issue, SpeakQuest was developed as a platform for students to learn and practice speaking through the use of 5W1H questions. The intervention incorporates differentiated learning activities, designed for beginner, intermediate, and advanced learners. The platform, primarily hosted on Padlet, integrates various educational tools such as Canva, Quizizz, ChatGPT, ElsaSpeak, Powtoon, and Google Translate, to create an interactive and engaging environment for students. This intervention offers a variety of activities, including Q&A practice, flashcards, video recordings, and creative projects. The main objectives of SpeakQuest are to enhance pupils’ speaking skills using 5W1H questions, boost their confidence in speaking, and increase their interest in learning English. Additionally, SpeakQuest also provides a flexible, safe space for students to practice speaking, either independently or as a tool for teachers to integrate into lessons. Data collection includes pre- and post-tests, student questionnaires, and teacher observation checklists. 6 pupils were selected to use this intervention. Based on the overall findings, the use of SpeakQuest did significantly help pupils in enhancing their speaking skills besides giving them a space to develop their creativity and learn English in a fun way. As a whole, SpeakQuest is an effective and versatile intervention that can be used for both teaching and independent practice.
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Copyright (c) 2025 Aishwarriya Sasi, Evelyne Ilam Beriak, Aimi Khairiyah Hamdan, Melor Md Yunus
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