Implementing Improvisation Techniques to Teach Spoken English at Undergraduate Level: A Classroom Action Research

Abstract

The present study investigated the effectiveness of the implementation of improvisation techniques in the English language classroom to enhance the speaking skill of the students of BS level at the university of the Punjab, Lahore, Pakistan. The improvement in students’ speaking scores and the betterment of the classroom ambiance were the two target goals of this research. The study employed the collaborative classroom action research design by following the Kemmis’ and Mctaggart (2004) spiral model as theoretical framework. The subject of the study was the first semester students of BS Secondary Education, University of the Punjab. The study carried out in two cycles where each cycle was based on four stages i.e. planning, action, observation and reflection. The results of the speaking exam show the significant progress of students speaking competence. Their average grades were increased from 2.43 in pretest scores to 3.23 during first cycle and 3.78 in the second cycle. It indicates a noticeable improvement. The Students’ cooperation, response and active participation in the activities in the whole teaching learning process highlights the higher motivation level and learning spirits after the implementation of the improvisation techniques. It was evidenced by their participation rates of 78.6% in cycle 1 and 88.6% participants in cycle 2.