5. Conclusions and implications for further research
5.2 Suggestions for further research
In fact, the particular findings indicate that art-based instruction may indeed have a remarkable linguistic and pedagogical value in the primary EFL class testifying a positive influence not only on the development of young learners’ oracy skills and language awareness, but also on enhancing learners’ way of responding to and representing the world (Chapman, 1978). Facilitating young learners to master the required capacities and content knowledge areas through active exploration and hands-on learning experiences (Ruiz, 2010, Dewey, 1938), it becomes evident that art-based instruction should be incorporated in the PEAP curriculum as it has much to offer not only to the enhancement of YLs’ oracy skills, but also to a well-rounded development of young learners. Enabling them to understand the world they live in and providing them with ample avenues for comprehension and communication (Farokhi and Hashemi, 2012), art-based approach might emerge as an invaluable tool for teachers at all levels to enhance instruction for English language learners. These results are in accordance with other studies reported (See section 2.1) and clearly depict the effectiveness of visual arts to teaching which might lead to the increasing of YLs’capacity to achieve success not only in verbal communication but other academic areas as well such as reading and writing considering art as an essential part of the EFL curriculum.
Conclusion
There are a few empirical studies in Greece investigating the potential effect of visual arts- based instruction on the enhancement of English language teaching, and especially on the development of oral abilities of pre-A1 level learners. The specific research aimed to investigate the impact of the particular approach using artistic elements on oral receptive and productive skills of learners in the first grade of a Primary school in a small provincial town in Greece.
The findings reveal a positive influence of visual-arts based instruction on the oral abilities of the participants of the experimental group compared to those attending the control group. The results of the tests as well as the observation of the lessons indicated that the areas of vocabulary development and formulaic uptake were also influenced by the visual- arts based instruction. Finally, the data gathered by the learners’ interviews revealed
learners’ positive attitudes towards the visual arts-based instruction in terms of the paintings employed as well as the follow up speaking activities and crafts.
References
Aberdeen, T. (2012), Sagor, R. (2011). The action research guidebook: A four-stage process for educators and school teams . Thousand Oaks, CA: Corwin. Pp. 224. The Canadian Journal of Action Research, 13(2), 60-62. Retrieved from:
https://journals.nipissingu.ca/index.php/cjar/article/view/39 on May 31st, 2021.
Abukhattala, I. (2013). Krashen's Five Proposals on Language Learning: Are They Valid in Libyan EFL Classes. English Language Teaching, 6(1), 128-131. Retrieved from https://eric.ed.gov/?id=EJ1076806 on February 28th, 2021.
Aini, A. N., Hadisaputri, M. P., & Arsita, M. (2015). Teacher’s Diary as an Authentic Assessment Media for Student at Elementary School: Study Case at School of Natural Bengawan Solo. Proceeding of the 3rd Global Summit on Education GSE 2015, 410-418.
Alexiou, T. (2009). “Young learners’ cognitive skills and their role in foreign language vocabulary learning”. In M. Nikolov (ed.) Second Language Acquisition: Early Learning of Modern Foreign Languages. Processes and Outcomes (pp.46-61). Bristol: Multilingual Matters.
Alexiou, T. (2015) Vocabulary uptake from Peppa pig: a case study of preschool EFL learners in Greece. In C. Gitsaki, & T. Alexiou (Eds.) Current Issues in Second/foreign Language Teaching and Teacher Development: Research and Practice (pp. 285-301).
Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Alexiou, T., & Kokla, N. (2019). Teaching cultural elements and pro-social behaviour to preschoolers through Peppa Pig. In Conference Proceedings from the 4th International Conference for the Promotion of Educational Innovation (pp. 299-305).
Alexiou, T., Mattheoudakis, M., Saratsli, D., & Vagenas, A. (2019). Words don't come easy: Linguistic analysis of vocabulary in Magic Books. Journal of Applied Linguistics,
(32), 25-41. Retrieved from: http://ejournals.lib.auth.gr/jal/article/view/7515 on March 24th, 2021.
Alexiou, T., & Stathopoulou, M. (2021). The Pre-A1 Level in the Companion Volume of the Common European Framework of Reference for Languages. Research Papers in Language Teaching and Learning, 11(1), 11-29.
Az-Zahra, H. R., Sarkadi, S., & Bachtiar, I. G. (2018). Students’ Social Literacy in their Daily Journal. Mimbar Sekolah Dasar, 5(3), 162-173.
Baines, L. (2008). A teacher's guide to multisensory learning: Improving literacy by engaging the senses. ASCD.
Becker, C., & Roos, J. (2016). An approach to creative speaking activities in the young learners’ classroom. Education Inquiry, 7(1), 27613. Retrieved from:
https://www.tandfonline.com/doi/full/10.3402/edui.v7.27613 on March 24th, 2021.
Bhandari, P. (2020). An Introduction to Qualitative Research. Scribbr. Retrieved from:
https://www.scribbr.com/methodology/qualitative-research/ on April 17th, 2021.
Boers, F. (2018). Learning lexical phrases. The Cambridge Guide to Learning English as a
Second Language, 176. Retrieved from:
https://books.google.gr/books?hl=el&lr=&id=5MtQDwAAQBAJ&oi=fnd&pg=PA176&d q=oers,+F.+(2018).+Learning+lexical+phrases.+&ots=1B7bOoIHQg&sig=Ll4w3CzuoH Xix9NUB1PufRnXwQo&redir_esc=y#v=onepage&q&f=false on March 24th, 2021.
Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (Vol. 10). White Plains, NY: Pearson Education.
Bruner, J. (1960). The Process of Education, Cambridge, Mass.: Harvard.
Bryce, N. (2012). " Mano a Mano": Arts-Based Nonfiction Literacy and Content Area
Learning. Language Arts, 89(3), 179. Retrieved from:
https://www.proquest.com/openview/f6772d80faf645a3684c8133c1a442bf/1?pq- origsite=gscholar&cbl=41436 on March 25th, 2021.
Bueno, A., Madrid, D., & McLaren, N. (2006). The Importance of Teaching Listening and Speaking Skills. TEFL in Secondary Education.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Celik Korkmaz, S., & Karatepe, C. (2018). The Impact of Multi-Sensory Language Teaching on Young English Learners' Achievement in Reading Skills. Novitas-ROYAL (Research on Youth and Language), 12(2), 80-95.
Chang, N., & Cress, S. (2014). Conversations about visual arts: Facilitating oral language. Early Childhood Education Journal, 42(6), 415-422.
Chapman, L. H. (1978). Approaches to art in education. Harcourt College Pub.
Chi, C. (2017). Integrating the arts into English learning: A case study of EFL learners in a Canadian university (Doctoral dissertation, University of Windsor (Canada)). Retrieved from: https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=6976&context=etd on March 24th, 2021.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational
psychology review, 3(3), 149-210. Retrieved from:
http://nschwartz.yourweb.csuchico.edu/Clark%20&%20Paivio.pdf on March 24th, 2021.
Cojocnean, D. (2019). Developing young learners’ Oral skills through storytelling with LEGO®. Revista de Pedagogie, 67(1), 105-121.
Colker, L.J. (2007). Hand-on Learning. Washington, DC: National Association for the Education of Young Children.
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of educational research, 49(2), 222-251.
Davis, J. H. (2008). Why our schools need the arts. New York: Teachers College Press.
Delliou, A., & Zafiri, M. (2016). Developing the speaking skills of students through CLIL.
In 5th Electronic International Interdisciplinary Conference. (Vol. 6), 48-53.
Dendrinos, V. (2013). The PEAP programme: English for young learners in the Greek primary school. Athens: Research Centre for Language Teaching Testing and Assessment (RCeL), National and Kapodistrian University of Athens. Retrieved June, 15, 2015.
Derakhshan, A., & Faribi, M. (2015). Multiple intelligences: Language learning and teaching. International Journal of English Linguistics, 5(4), 63.
Dewey, J. (1938). Experience and education. New York: Simon and Schuster.
Dobos, I. D. (2020). Using Art as a mnemonic tool for language acquisition in the EFL class. Retrieved from: https://twinklestar.ro/using-art-as-a-mnemonic-tool-for-language- acquisition-in-the-efl-class/ on March 9th, 2021.
Donaldson, M. (1978). Children’s Minds. Glasgow: Fontana.
Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.
Ellis, G., & Brewster. (1991). The storytelling handbook for primary teacher.
Middlesex: Penguin Group.
Farokhi, M., & Hashemi, M. (2012). The impact/s of using art in English language learning classes. Procedia-Social and Behavioral Sciences, 31, 923-926.
Ferrance, E. (2000). Themes in education: Action research. Brown University:
Educational Alliance, 34(1), 1-33.
Flory, A. (2005). Exploring the Benefits of Art in Elementary Education.
Galti, A. M. (2018) Effect of Suggestopedia Method in Teaching Vocabulary to Primary School Students. AL-MUQADDIMAH, A Journal of the Humanities, Law, Social &
Management Sciences, VOL., 1 (1). ISSN: 2616-0455.
Ganapathy, M. (2014). Using multiliteracies to engage learners to produce learning. International Journal of e-Education, e-Business, e-Management and e- Learning, 4(6), 410. Retrieved from: http://www.ijeeee.org/Papers/355-A001.pdf on December 20th, 2020.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY:
Basic Books.
Ghanbari, F., & Hashemian, M. (2014). The effects of English songs on young learners’
listening comprehension and pronunciation. International Journal of Language Learning and Applied Linguistics World, 6(3), 337-345.
Gholami, V., Moghaddam, M. M., & Attaran, A. (2014). Towards an interactive EFL class: Using active learning strategies. The Clarion-International Multidisciplinary Journal, 3(2), 67-74.
Giannakaki, M. , Gkeka, V. (2014). The philosophy behind designing and reforming the teaching material suggested by the PEAP curriculum. Retrieved from:
http://rcel.enl.uoa.gr/peap/steps/epeteiako-teyxos/i-filosofia-sxediasmoy-kai-anamorfosis- toy-ekpaideytikoy-ylikoy-peap?cis=1785onDecember 20th, 2020.
Translation from Greek.
Gidoni, Y., & Rajuan, M. (2018). The use of drawing tasks as a creative strategy for pupils in the English as Foreign Language (EFL) classroom. Journal of Second Language
Teaching & Research, 6(1), 5-19. Retrieved from:
https://pops.uclan.ac.uk/index.php/jsltr/article/view/483 on March 9th, 2021.
Goodson, I., & Sikes, P. J. (2001). Life history research in educational settings: Learning from lives. Open University Press.
Gorjian, B., Hayati, A., & Barazandeh, E. (2012). An evaluation of the effects of art on vocabulary learning through multi-sensory modalities. Procedia Technology, 1, 345-350.
Retrieved from: https://core.ac.uk/download/pdf/82084367.pdf on June 17th, 2021.
Grady, R. (2003). An interpretation of Dewey’s experiential learning theory. Opinion Papers, 8, 1-11. Retrieved from: https://eric.ed.gov/?id=ED481922.
Halej, J. (2017). Ethics in primary research (focus groups, interviews and surveys). Equality Challenge Unit.
Halliday, M.A.K. (1973). Explorations in the Functions of Language. London: Edward Arnold.
Halliwell, S. (1992). Teaching English in the primary classroom. London: Longman.
Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education.
Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211 (hardback:
ISBN-0-521-47409-4; paperback: ISBN-0-521-47942-8).
.
Havé, P. (2013). The use of art in English language teaching: Developing learners’
receptive and productive skills by engaging with masterpieces from classical to modern art. Le government du Grande-Duché du Luxembourg.
Hernández, K. , Martínez, A. , Muñoz, C. (2017). Teaching English through multisensory
activities in a public school. Retrieved from:
https://core.ac.uk/download/pdf/159377891.pdf, on March 19th, 2021.
Howard, J. (2012). The Spiral Curriculum. EPI, pp.1-2.
Hoyt, L. (1992). Many ways of knowing: Using drama, oral interactions, and the visual arts to enhance reading comprehension. The Reading Teacher, 45(8), 580-584. Retrieved from: https://www.jstor.org/stable/20200932?seq=1 on March 9th, 2021.
Hymes, D. (1972). On communicative competence. Sociolinguistics, 269293, (pp. 269- 293). Harmondsworth: Penguin.
Jack, R., Richards, M. (2008). Teaching listening and speaking from theory to practice. Cambridge University. Printed in The United States of America.
Jack, E. P., & Raturi, A. S. (2006). Lessons learned from methodological triangulation in management research. Management research news.
Jeyasala, V. R. (2014). A prelude to practice: Interactive activities for effective communication in English. Alternative pedagogies in the English language &
communication classroom, 164-170.
Iorio, J. M. (2006). Rethinking conversations. Contemporary Issues in Early
Childhood, 7(3), 281-289. Retrieved from:
https://journals.sagepub.com/doi/abs/10.2304/ciec.2006.7.3.281, on March 21st, 2021.
Kalantzis, M., Cope, B., & Harvey, A. (2003). Assessing multiliteracies and the new basics. Assessment in Education: Principles, Policy & Practice, 10(1), 15-26.
Keddie, J. (2010). Using Art in the Classroom. MacMillan Publishers Ltd. Retreived from: https://www.onestopenglish.com/general-english/using-art-in-the- classroom/550072.article on March 9th, 2021.
Kennedy, R. (2006). Guggenheim Study Suggests Arts Education Benefits Literacy
Skills. New York Times. Retrieved from:
https://www.nytimes.com/2006/07/27/books/27gugg.html on March 24th, 2021.
Krcmar, M. (2011). Word learning in very young children from infant-directed DVDs. Journal of Communication, 61(4), 780-794.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford:
Pergammon.
Kress, G. (2013). Recognizing learning: A perspective from a social semiotic theory of multimodality. In Multilingualism and multimodality (pp. 117-140). Brill Sense. Retrieved from: https://core.ac.uk/download/pdf/230019661.pdf on December 20th 2020.
Lanier, V. (1984). Eight guidelines for selecting art curriculum content. Studies in Art Education, 25(4), 232-237. Retrieved from: https://www.jstor.org/stable/1320850?seq=1 on March 27th, 2021.
Lapadat, J. C., & Lindsay, A. C. (1999). Transcription in research and practice: From standardization of technique to interpretive positionings. Qualitative inquiry, 5(1), 64-86.
.
Leung, C. (2005). Convivial communication: Recontextualizing communicative competence. International Journal of Applied Linguistics, 15(2), 119-144.
Lewis, M. (1993). The lexical approach (Vol. 1, p. 993). Hove: Language teaching publications.
Lopera Medina, S. (2013). Diary insights of an EFL reading teacher. Profile Issues in TeachersProfessional Development, 15(2), 115-126. Retrieved from:
http://www.scielo.org.co/pdf/prf/v15n2/v15n2a08.pdf on April 17th, 2021.
Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL learners’
speaking ability through interactive storytelling. Dinamika Ilmu: Jurnal Pendidikan, 16(1), 15-34.
McEwan, A. , Solomon, J. D. (2019). Use video for action research in the classroom. DA District Administration. Retrieved from: https://districtadministration.com/0219-am/ on March 17th, 2021.
Milton, J., & Alexiou, T. (2006). What makes a good young language learner. Kavadia, Joanopoulou, & Tsaggalidis (Eds.), New directions in applied linguistics, 9.
Meara, P. (1996). The dimensions of lexical competence. Performance and competence in second language acquisition, 35, 33-55.
Men, H. (2017). Vocabulary increase and collocation learning: A corpus-based cross- sectional study of Chinese learners of English. Springer. Retrieved from:
http://www.open-access.bcu.ac.uk/3870/1/2015_Men_646025.pdf on March 24th, 2021.
Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of educational psychology, 87(2), 319.
Retrieved from: https://www.semanticscholar.org/paper/Reducing-cognitive-load-by- mixing-auditory-and-Mousavi-Low/cd8931e3d167ef7fabe70f2f7d933ce6c4b8dff4
Muhayimana, T. (2017). The relevance of the Vygotsky’s sociocultural approaches to promote interaction in EFL classroom. JELTL (Journal of English Language Teaching and Linguistics), 2(3), 259-278.
Muthmainnah, I., Izzatil, N., & Nor, H. (2019). The Effectiveneness Of Using Piaget, Vygotsky, And Brunner Theories In Teaching English For Young Learners At Sdn Kebun Bunga 6 Banjarmasin. Tarbiyah: Jurnal Ilmiah Kependidikan, 8(1), 63-74.
Ompusunggu, R. M. (2018). The effectiveness of short story use on students’ speaking skill development at SMPN 160 Jakarta (Doctoral dissertation, Universitas Kristen Indonesia).
Ohashi, Y. (2015). Communicative language teaching for young learners of English: A
critical perspective, 17-29. Retrieved from :
https://mail.google.com/mail/u/0/?tab=rm&ogbl#inbox?projector=1 on January 10th, 2020.
Papa, M., & Lantorno, G. (1989). Turning point: Communicating in English. Boston:
Addison-Wesley Publishing Company.
Peacock, M. (1997). The effect of authentic materials on the motivation of EFL
learners. ELT journal, 51(2), 144-156. Retrieved from:
https://pdfs.semanticscholar.org/8f32/ef9e60e4b996189a96ae5082d7bb262f4c20.pdf?_ga
=2.158053690.1479404260.1610462693-232952162.1610462693 on January, 12th, 2021.
Piaget, J. (1970). The science of education and the psychology of the child. New York:
Oxford.
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.
Raymond, E. (2000). Cognitive characteristics: Learners with mild disabilities. Needham Heights: Allyn& Bacon Com.
Read, C. (2005). Managing children positively. English teaching professional, (38), 4-8.
Richards, J. C., Richards, J. C. R., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge university press.
Rivers, W. M. (1966). Listening comprehension. The Modern Language Journal, 50(4), 196-204.
Gómez Rodríguez, L. F. (2014). Relational teaching: A way to foster EFL learners' intercultural communicative competence through literary short stories. Colombian Applied Linguistics Journal, 16(2), 135-150.
Rogers, T. D. (2003). An Interpretation of Dewey's ExperientialLearning Theory. U.S.A.
Department of Education, Education and Resources Information Centre (ERIC), 1-11..
Ruiz, P. J. (2010). Art as a tool for teachers of English language learners. New York, The New York State Education Department Office of Bilingual Education and Foreign languages Studies/University of The State of New York.
Sagor, R. (2011). The action research guidebook: A four-stage process for educators and school teams. Corwin Press.
Schander, C., Balma, B., & Massa, A. (2013). The joy of art in the EFL classroom. European Scientific Journal, 2, 409-414. Retrieved from https://eujournal.org/index.php/esj/article/view/2380 on February 28th, 2021.
Selimi, G., & Anastasiadou, E. (2020). The Integration of Art in Foreign Language Teaching. Humanising Language Teaching, 22(4). Retrieved from:
https://www.hltmag.co.uk/aug20/integration-of-art-in-foreign-language-teaching on March 9th, 2021.
Setyawan, E. (2017). Using Realia In Speaking Class. Karya Ilmiah Mahasiswa Progdi Pendidikan Bahasa Inggris FKIP, 3(1).
Shariq, M. (2017). Interactive Teaching Techniques for Communicative Language Teaching in EFL Environments: A Survey. International Journal of Language and Linguistics, 4(2), 89-94.
Silver, K. (2020). Supporting oracy development in pre-scool EFL students. Retrieved from: https://www.cambridge.org/elt/blog/2020/10/13/oracy-6-supporting-early-oracy- development-in-preschool-elt-students/ on June 6th, 2021.
Suhendi, A. (2018). Constructivist learning theory: The contribution to foreign language learning and teaching. KnE Social Sciences, 87-95. Retrieved from:
https://knepublishing.com/index.php/KnE-Social/article/view/1921/4298#info.
Taylor, R. (2015). Using Art in the ESl. Classroom. Introduction to Teaching Overseas.
Retrieved from: https://www.eslbase.com/teaching/using-art-esl-classroom on March 21st, 2021.
Tessier, S. (2012). From field notes, to transcripts, to tape recordings: Evolution or combination?. International Journal of Qualitative Methods, 11(4), 446-460. Retrieved from: https://journals.sagepub.com/doi/10.1177/160940691201100410 on April 17th, 2021.
Thomas, L. (2020). Control groups in scientific research. Scribbr. Retrieved from:
https://www.scribbr.com/methodology/control-group/ on Aprii 17th, 2021.
Thornbury, S. (2006). An AZ of ELT concepts.
Timuçin, M., & Aryoubi, H. (2016). Integrating arts in EFL curricula: A focus on language listening skills. International Journal of Languages’ Education and Teaching, 4(2).
Toro, V., Camacho-Minuche, G., Pinza-Tapia, E., & Paredes, F. (2019). The Use of the Communicative Language Teaching Approach to Improve Students' Oral Skills. English Language Teaching, 12(1), 110-118. Retreived from : https://eric.ed.gov/?id=EJ1200055 on January 9th, 2021.
Urso Spina, S. (2006). Worlds together... words apart: An assessment of the effectiveness of arts-based curriculum for second language learners. Journal of Latinos and education, 5(2), 99-122.
Uysal, N. D., & Yavuz, F. (2015). Teaching English to very young learners. Procedia- Social and Behavioral Sciences, 197, 19-22.
Voto, D., Viñas, L. M., & D’Auria, L. (2005). Multisensory interactive installation. Sound and Computing, 5, 24-26. Retrieved from: http://smc.afim- asso.org/smc05/papers/DanielaVoto/MII%20Paper%20Salerno.pdf on March 26th, 2021.
Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.
Wandell, B., Dougherty, R. F., Ben-Shachar, M., Deutsch, G. K., & Tsang, J. (2008).
Training in the arts, reading, and brain imaging. Learning, arts, and the brain, 51.
Retrieved from: https://dana.org/wp-content/uploads/2013/12/learning-arts-and-brain- dana-press.pdf on March 15th, 2021.
Wang, J. (2018). Qualitative research in English language teaching and learning. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 4(2), 116-
132. Retrieved from:
http://ejournal.kopertais4.or.id/mataraman/index.php/efi/article/view/3348/2724 , on April 17th, 2021.
Watson-Gegeo, K. A., & Nielsen, S. (2003). Language socialization in SLA. The handbook of second language acquisition, 15(4), 155-171. Retrieved from : https://vulms.vu.edu.pk/Courses/ENG504/Downloads/[]_The_Handbook_of_Second_Lan guage_Acquisition(BookZZ.org).pdf#page=161 on January 6th, 2021.
White, R. V. (1988). The ELT curriculum – Design, innovation and management. Oxford:
Blackwell Publishers Ltd.
Wilkins, D.A. (1976). Notional Syllabuses. Hong Kong: Oxford University Press.
Ylla Esteve, C. (2016). Very young learners’ vocabulary development in English: a case study with 4 and 5 year-old children. Retrieved from http://dspace.uvic.cat/handle/10854/4802 on March 9th, 2021.
York, J. (2011). Music and MEXT: How songs can help primary school English teachers teach and their students learn. The Language Teacher, 35(4), 62-67.
Zardini, M. C., & Barnabe, F. H. L. (2013). How to improve the speaking skills through the communicative approach. Journal of Language Teaching, 9(2).
Zimmerman, E. (1980). Review-Chapman Approached to ArtED. Studies in Art education, 21(2), 70-71.