The Ministry of Higher and secondary education of the Republic of Uzbekistan

Conclusion

The contribution of this research is that it has explored in depth how the teacher plays her role in managing dramatic play activity in order to effectively and successfully scaffold children’s developing EFL, which was achieved through this Action Research. As a result of the modification of play experience through multiple Activity Cycles the teacher reported positive outcomes in terms of children’s ability to practice the use of English in play scenarios. In particular, there are two interventions worth sharing based on the following research questions: ‘What happens if the teacher reconceptualises her perspective in dramatic play experience?’ and ‘What happens if the teacher uses a multilingual language approach during dramatic play experience?’ ¹⁵

First, let’s look back to Activity Cycle 1, when children appeared unhappy when acting out a script; play was not seen as playful, however as the project progressed the teacher began to shape her perception of the play as learning and also her emerging perspective about play as learning. The teacher later advocated a change in the play environment and enhanced her own role in the dramatic play.

As established from the findings, this transformation led to a change in the children’s responses, most significantly in their enjoyment of the playful environment. In this respect, the children were intrinsically motivated to engage in dramatic play for their own sake; they explored props/materials, negotiated rules and roles among themselves, and developed scenarios. This situation has become the most significant outcome of the teacher’s transformation. Second, the intention of the second intervention was to seek ways of using English as a foreign language during dramatic play which would be beneficial in helping children grasp new English words, sentences, and utterances. The multilingual approach during the dramatic activity was applied against the existing paradigm of learning English as foreign language in West Sumatra, which perceived the effective use of a single approach of targeting language development during explicit teaching and instruction in English. As mentioned in the analysis chapter, this society lacked respect for the use of mixed languages for communication. Early in the project, it was revealed that the children had no understanding of the English language when their teacher used English only for communication in class. As established from the findings, we considered the use of a multilingual approach valuable in assisting the children to gain meaning from new English words, and the dramatic play approach created a stress-free play and learning environment. The evidence showed that using a multilingual approach was successful in helping children make meaning of new English words, sentences, and utterances. Most importantly, we noticed the children were using these spontaneously for communication during dramatic play. This was demonstrated by them starting to count and saying ‘thank you’ in English when playing with one another. This Action Research project indicated that foreign language use became spontaneous and seemingly natural during dramatic play activities. Although the community to which the centre belonged generally mocked the use of mixed language, this research indicated that adopting such an approach created engaging language opportunities and experiences for children.

After graduate my university l will use many games during my lesson . Because they increase lessons effect . And also playing very effective to understand lessons in primary classes . So that we escape ordinary boring lessons . Use and create new games instead of them. I watch and learn my teachers lessons by heart . So l will try to utilize their lesson strategies in the future.I begin to create new games and their lesson plans.