Statement of intent literature review procedures and process

Figure11.

As it is clear from the columns, most pupils like 9 of them are interested in learning a foreign language while 3 of them are not much interested in. moreover, 5 pupils’ parents want their children to learn the language whereas 4 of them are not interested in at all. But no one chose ‘I don’t know’ option.

Figure12

The second question from pupils’ questionnaire was about several reasons for their purpose for learning English language. 2 pupils only wanted to pass school exams while 5 of them intended to go abroad. However, most of them like 10 of them wished to pass university exams whereas learning English language is 2 pupils’ personal opinion. Besides, only one learner wanted to understand movies and videos but no one’s had other reason for that.

Figure13.

According to the 3^rd question, multiple choices are allowed and reading aspect was chosen by 6 pupils while 8 of them liked writing skill. However, listening skill was appreciated by 4 pupils whereas 5 of them chose speaking abilities. Besides that 7 pupils liked grammar rules most and the last 7 pupils preferred vocabulary.

Figure14

When it comes to school pupils’ speaking degree and fluency, 4 pupils had excellent, 8 pupils had good and 4 of them had satisfactory knowledge. However, bad results had in 3 students whereas the last one student mentioned he or she had very bad knowledge on that.

Figure15.

As columns classified pupils’ answers on conducting speaking skills classes during their English lessons, only 5 pupils said they have fascinating English language classes while the most 12 pupils clarified sometimes they have speaking based language learning classes. Besides, 3 pupils mentioned they don’t have any speaking classes at all.

Figure16.

As figure16 shows about pupils’ interest in improving speaking skills with the help of game teaching methods, most 10 pupils had great interest while 8 of them were not much interested in. However, only 2 pupils didn’t have any interest or passion at all.


Figure17.



The question 7 was about pupils’ opinion for utilization of games while teaching speaking process and most pupils like 12 of them considered game methods must include teaching speaking skills process while for 5 language learners it doesn’t matter at all. Moreover, 3 pupils didn’t want game covered speaking classes.


Figure18.

As scatter figures explains all information from the question 8, only 2 pupils had game based teaching speaking classes while 10 pupils had these classes once a week. Besides that, 6 pupils faced these lessons not often and the last 2 of them never had game included teaching speaking lessons.

Figure19.

The columns discuss from the figure 19, 7 pupils thought their teachers’ qualification on teaching speaking skills is excellent while the most 10 of them chose good qualification. However, 2 pupils suffered from their teachers’ dissatisfactory knowledge and qualification whereas only one student was very disappointed from his or her teachers.

Figure20.

According to the last question from students about their satisfaction from their English language lessons especially teaching speaking processes, 5 students were satisfied all opportunities and from their teachers whereas the most 15 students wanted to have English classes more than usual. But no one preferred traditional way of teaching or learning ways.