USING ACTION GAMES TO IMPROVE PRONUNCIATION IN THIRD GARDE STUDENTS
Abstract
Many primary school students face difficulties in pronunciation, which often leads to low confidence and limited speaking participation in the classroom. This study investigates the effectiveness of action games in improving pronunciation among third grade students. The research was conducted with 15 students from class 3-E at School No 52 in Asaka district. The main problem identified in this study was that students struggled with pronouncing certain English sounds such as /th/, /r/, and /l/, and they often felt shy or afraid of making mistakes while speaking. To address this issue, a classroom-based action research approach was applied. Data were collected through classroom observation, audio recording, and pre-test and post-test assessments. The intervention included several action-based activities such as lip reading games, whisper chain exercises, and tongue twister practice. These activities were designed to increase student engagement, improve pronunciation accuracy, and encourage active participation. The results of the study showed that students made noticeable improvement in pronunciation after the intervention. They became more confident, more active in classroom activities, and less afraid of making mistakes. The findings suggest that action games are an effective and motivating teaching strategy for improving pronunciation in young learners, and they can be successfully integrated into primary school English lessons.
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https://drive.google.com/file/d/152_DzHjk9r-vsLIdsLPqrSUFVbOcjVft/view?usp=drivesdkv.
