Simulation-Based Instruction to Promote Kindergarteners’ Speaking Skills

Abstract

This qualitative study investigates the impact of simulation-based instruction (SBI) on the emerging English-speaking skills of kindergarten students in a government school in the United Arab Emirates (UAE). This study explores how real-life scenarios simulated through games and role plays affect vocabulary, pronunciation, grammar and fluency in children who are English as a second language in UAE early childhood classrooms. By utilizing Vygotsky’s Zone of Proximal Development and Dewey’s experiential learning theory, the study employs reflective debriefing and teacher- guided scaffolding to maximize language acquisition. Classroom observations, interviews, student artifacts, reflection journals from both students and researchers were the data collected. Results indicate that simulation-based learning enhances young learners’ confidence, increased active participation, and communicative competence. SBI students were more willing to speak, pronunciation improved and there was greater fluency. These findings support previous literature which expresses that experiential learning environments are successful particularly in culturally and linguistically diverse contexts such as the UAE. This study recommends extending the application of SBI to early childhood education and continues to call for the ongoing teacher training for SBI activities so that it can have maximum impact. Finally, research proves that the use of simulation as a core strategy on early English instruction creates well motivated students and who speak better.