The researcher’s exploratory study comprises of 10 particular steps:
Step 1: The research and further plans were made with the researcher and the scientific supervisor Ismailov Turgun aka;
Step 2: As it is related to the procedures of the research work, the previous studies done in the field of game usage in teaching speaking skill for 4th grade learners were carefully developed and deeply examined by the writer of this Qualification paper. Besides, traditional ways of teaching speaking skill, its effects on pupils` learning process and approaches to language teachers have been examined in order to get better understanding on the topic being researched. It was mentioned in the Literature Review of the Qualification paper, the articles in the internet sites, articles of different authors about interaction of games into teaching speaking skill process served as a basis for the current paper.
Step 3: The meeting was organized by supervisor Ismailov T. in order to provide advice about the research, how to collect data and the results of the study. The teacher gave feedbacks, did changes in her research which would be useful for researcher’s experiment. She provided several useful researches written on the same topic with this research.
Step 4: The researcher worked with an experienced teacher of the school, Bekimbetova Zulfiya during her research period for the first week of the practicum, the researcher got acquainted with the school building and observed the lessons of English teachers passively. For the next week, she became involved in some parts of the lessons as a teacher as well as observing the lesson and making notes. The permission to conduct several lessons with group 4’A’ and 4’B’ groups were given by English teachers at school. The research was discussed with teachers about lesson plans of experimental and control groups, activities and tasks during the classes and the assignments with the help of which the research would be able to see the quality of her study, whether her experimental class was able to make the participants to develop their speaking skills or not.
Step 5: In this step the researcher learnt participants of the research. She distributed pre-test tasks to the learners in order to know their knowledge of speaking skill. Besides that, she looked through the topics that they have done until this period. By analyzing their work, the researcher listed her objectives, techniques to work with these groups.
Step 6: The researcher got several lesson plans, activities, tasks and materials based on game technologies for the target group and topic based approach by using traditional ways of teaching listening skill for the second group to compare and find out beneficial one between these two approaches in her teaching process. The next task of the research to gather different outstanding performances for experimental group to see students’ improvement through the game based speaking process. The following phase was to keep diary to see steps what was done during the research.
Step 7: The researcher taught the same topic by using two different assessment approaches in two groups. The group 4 "B" continued to be assessed by traditional way while 4 “A” had different techniques, interactive ways of developing speaking and game based assessment.
Step 8: Diary kept by the researcher helped organize classes, jotting down mistakes and changes during the process. She conducted observation on her own and in a colleague's classroom where she wrote what learners were doing during the project process and what they achieved as successful learners. That was narrow-focused observation about what learning activities pupils conducted and was done by ticking the appropriate columns.
Step 9: The researcher overviewed the results received via the questionnaire, performance tasks, tests and then analyzed, compared both results and test itself.
Step10: The last week of practicum was closing stage of experiment and learners were supposed to present their last performance. Also documents related to the performance, self-reflections and evaluation papers were gathered by pupils. Researcher evaluated the result using the following rubrics for evaluating group performances. The same was intended to use in the final task.
