THE 'SING-LISH' PROJECT: ITS IMPLICATIONS ON GRADE FOUR PUPILS' SPEAKING ABILITY IN ENGLISH AND LEARNING OUTCOMES

Abstract

This descriptive study explored the implications of the ‘SING-LISH’ project on Grade 4 pupils’ speaking ability in English and learning outcomes. ‘SING-LISH’, a pioneer and experimental project embarked in Bangkok, Thailand uses English songs for pupils to learn the English language. The randomly selected pupils came from three government schools in Bangkok, Thailand. The pupils, the teachers, and the schools were profiled, the implementation of the ‘SING-LISH’ Project was described, and a focus group discussion was conducted. As found, the Grade 4 pupils’ speaking ability in English and learning outcomes were good and that their final grade in Grade 4 English remarkably improved. There were significant differences in the pupils’ speaking ability and final grade in Grade 4 English when the gender, class hours, class size, final grade in Grade 2 English, learning environment, teaching strategies, and administrative support were considered. As a conclusion, the Thai pupils can learn to speak English even at a beginning level.