Abstract:
This action research study examines how targeted, acquisition-rich learning environments can enhance Grade Seven students’ second language (L2) skills— specifically speaking and writing—of a 1C school of the Negombo Education Zone, Negombo. Analysis of ten years of G.C.E. (O/L) results in the Zone revealed the underperformance of the school in English despite having trained, fluent teachers. Preliminary interviews and observations suggested that limited exposure to meaningful L2 input—and a predominant focus on form rather than authentic communication—hampered students’ fluency. Drawing on SLA theory, which posits that meaningful interaction, rich comprehensible input, and a “silent period” precede effective L2 production, the study posited that systematic provision of listening, reading, and interactive speaking opportunities would boost learner engagement and output. The researcher adopted an adaptive Action Research model, conducting four iterative Plan–Act–Observe–Reflect cycles in one Grade Seven classroom (19 students). Data sources included: (1) pre- and post- intervention oral and written proficiency assessments; (2) classroom observations and teacher journals; (3) student self-reports and focus-group feedback; and (4) video recordings of speaking tasks. Interventions comprised curated short stories, songs, “word wall” displays, guided reading passages, and a simple English- language film—all scaffolded to match learners’ Zone of Proximal Development.
Quantitative gains were evidenced by a 35% average increase in speaking fluency scores and a 40% reduction in basic writing errors. Students’ mean word-count per writing task nearly doubled, and average pronunciation accuracy improved by two grades on a five-point scale. Learner confidence improvement was visible.
Observation notes revealed more voluntary participation, peer scaffolding during group tasks, and creative use of vocabulary walls. Findings support Krashen’s acquisition-learning distinction: when learners engaged with meaningful input and low-anxiety, output-focused tasks, natural L2 acquisition flourished. This study demonstrates that modest, low-cost interventions—rooted in SLA theory and action research cycles—can produce significant gains in L2 fluency and writing accuracy among under-exposed learners. Embedding regular “English immersion” sessions; (3) training teachers in scaffolded, student-centered facilitation.
