Description
This case study examines the challenges Japanese primary students face in communicative English exer-cises, categorizing barriers into learning, affective/social, and classroom management factors. Using a mixed-method approach, data from observations, think-aloud protocols, and interviews reveal issues such as poor reading skills, low confidence, and reliance on instructional aids. Recommendations include phonics practice, gradual exposure to communication tasks, supportive classroom environments, and game-based learning to improve engagement and language proficiency in EFL contexts.
Summary
This case study examines the challenges Japanese primary students face in communicative English exercises, categorizing barriers into learning, affective/social, and classroom management factors. Using a mixed-method approach, data from observations, think-aloud protocols, and interviews reveal issues such as poor reading skills, low confidence, and reliance on instructional aids. Recommendations include phonics practice, gradual exposure to communication tasks, supportive classroom environments, and game-based learning to improve engagement and language proficiency in EFL contexts.
| Teaching Context | Assistant language teachers |
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