Weaving Words: Enhancing English Language Proficiency of Grade 5 Students through Handicraft, Visual and Performing Art
Keywords:
Arts-integrated learning, English language proficiency, Grade 5 students, Handicrafts, ThailandAbstract
This action research explores the efficacy of integrating handicrafts, visual arts, and performing arts into English language instruction for Grade 5 students in Thailand. Grounded in Gardner’s Theory of Multiple Intelligences and experiential learning principles, the 17-week Learning by Project (LBP) program employed a mixed-methods approach to evaluate improvements in language proficiency, confidence, and environmental awareness. Quantitative analysis of pre- and post-implementation grades revealed statistically significant improvements in English (p = 0.0007), Conversation, and Phonics. Qualitative data highlighted enhanced fluency, creativity, and collaborative skills. The findings advocate for arts-integrated pedagogy as a transformative strategy for language education in diverse, mixed-ability classrooms.
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