Use of fairy tales to enhance ESL pupils’ vocabulary skills: A Case Study

Abstract

Literacy is often said to be the foundation of all learning. One way to enhance elementary pupils' English language vocabulary is through the employment of fairy tales in the ESL classroom. The aim of this study was to investigate the effect of fairy tales on in a  public national type primary school located in Kota Damansara, Malaysia. The study employed a quasi-experimental research design which involved an intact Year 5 ESL classroom of twenty-one (21) pupils and one TESL teacher. Data were collected through a mixed-method approach which employed both quantitative and qualitative research instruments. The instruments included pre and post vocabulary tests, a feedback sheet, and semi-structured interviews. The pupils were exposed to three treatments for three months to determine if they displayed improvement after being introduced to fairy tales. The findings revealed that there was a significant difference in the pupils' pre and post vocabulary test scores indicating that fairy tales have a positive effect on pupils' vocabulary learning. The findings imply that language instructors may consider employing interesting and engaging fairy tales to enhance ESL pupils' vocabulary.