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Improvement in Speaking In the questionnaire the students were asked to give their opinion about using puppets in conversation twice a week, and whether it helped them to improve their language. One student responded that using puppets increased her vocabulary, and that she had learnt how to create her own dialogues. Another student remarked: First I was afraid of making mistakes, but when we started working with the puppets in groups, it gave me a chance to improve my language and I learnt from my classmates. This showed that the students felt confident when they worked with the puppets as a group, and suggests that social interaction and an enjoyable approach helps the students to acquire the language more naturally. The interview with the classroom teacher also showed that the students' levels had improved. Answering a question regarding the benefits of the songs and puppets, she answered: I admit that students' speaking improved. Students can now speak and make conversation. I notice that students are more confident to work in groups. I think this is the reason behind the improvements in students’ speaking. This again illustrated that students felt confident about speaking in groups while using the puppets, and working collaboratively with the puppets built their confidence and increased their self-esteem, and they therefore took more risks and produced more language. More Motivation to Participate The attitude scale survey results showed that attitudes towards using songs in the classroom were positive. Everyone in the class said that she was motivated to

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Page 1: Improvement in Speaking

Improvement in SpeakingIn the questionnaire the students were asked to give their opinion about using puppetsin conversation twice a week, and whether it helped them to improve their language.One student responded that using puppets increased her vocabulary, and that she hadlearnt how to create her own dialogues. Another student remarked: First I was afraid of making mistakes, but when we started working with thepuppets in groups, it gave me a chance to improve my language and I learntfrom my classmates.This showed that the students felt confident when they worked with the puppets as agroup, and suggests that social interaction and an enjoyable approach helps thestudents to acquire the language more naturally. The interview with the classroom teacher also showed that the students' levels hadimproved. Answering a question regarding the benefits of the songs and puppets, sheanswered: I admit that students' speaking improved. Students can now speak and makeconversation. I notice that students are more confident to work in groups. I thinkthis is the reason behind the improvements in students’ speaking.This again illustrated that students felt confident about speaking in groups while usingthe puppets, and working collaboratively with the puppets built their confidence andincreased their self-esteem, and they therefore took more risks and produced morelanguage.More Motivation to ParticipateThe attitude scale survey results showed that attitudes towards using songs in theclassroom were positive. Everyone in the class said that she was motivated toparticipate in singing the songs. The classroom teacher also commented on thestudents’ level of participation during my interview with her, saying that:Students’ participation is better when you use these strategies. In my class theydo not participate so much. This could be because I do not use these creativestrategies.Furthermore, I realized through my reflective daily diaries that having a variety ofinteresting activities and strategies encouraged students to participate. Through readingthe reflection in my diary, however, I saw that while they enjoyed songs and puppets,they preferred puppets because it was a new activity for them. 116