FROM SILENT TO SPEAKING: THE EFFECT OF INTERACTIVE ORAL ACTIVITIES ON PUBLIC SPEAKING CONFIDENCE AMONG PRIMARY ESL PUPILS

Abstract

At a young age, primary school pupils begin to develop communication skills that are important for their academic learning and personal growth. However, many pupils lack the confidence to speak English in front of others because they fear making mistakes or being judged. This study aims to examine the effectiveness of interactive speaking activities in improving public speaking confidence among primary school pupils in the ESL classroom. A quasi-experimental one-group pre-test-post-test design was used, involving 20 Year 5 pupils from a Malaysian primary school. Before the intervention, pupils completed a performance-based pre-test by delivering a short speech, which was assessed using a public speaking rubric. The rubric evaluated five aspects, namely confidence, fluency, pronunciation, eye contact and body language, and content organisation. The intervention lasted eight weeks and included interactive speaking activities such as role-plays, storytelling, pair discussions, group discussions, picture description, and short presentations. After the intervention, pupils completed the same speaking task as the post-test using the same rubric. The findings show an improvement in pupils' public speaking performance, especially in confidence, fluency, and oral communication skills. The interactive activities also encouraged pupils to participate actively, practise speaking in meaningful situations, and become more confident when using English. The findings suggest that interactive speaking activities can be an effective teaching approach for developing public speaking confidence among young ESL learners. This study provides useful insights for primary school English teachers who wish to create a more engaging and supportive speaking environment in the classroom.