Findings

Analysis

Buddy Reading Programme

• Students' reading interest increased.
• Reading Ambassadors' leadership skills developed.

Based on the research findings, the lower form students became more interested in reading English books, especially with their Reading Ambassadors.  The Reading Ambassadors reflected that they benefited from this programme as they read more books and have improved their reading skills.  It was also a good opportunity to develop their leadership skills.

• Students' motivation and confidence in speaking enhanced.
  Speaking
• Ambassadors' leadership and independent skills developed.

Based on the survey data and interviews, we found that the primary students liked the Speaking Ambassadors and they enjoyed practising speaking with them.  With the help of the Speaking Ambassadors, they paid more attention to using the correct pronunciation and intonation in daily speaking.  As shared by some students, their motivation and confidence in using English increased after participating actively in the Readers’ Theatre competition.
The Speaking Ambassadors enjoyed participating in this activity, especially when they saw improvement among the primary students and when they showed appreciation for the work they have done.  The leadership and independent skills were gradually developed among the Speaking Ambassadors.  During training, they learned how to understand the needs and problems encountered by their tutees and found the appropriate strategy to cater for their needs.  In addition, in order to demonstrate as a good model for the tutees, some Speaking Ambassadors joined together to practise reading the scripts before each training session, thus enhancing their language proficiency.  In general, it also helped their personal development as they learned how to be patient and respect others.

Findings

Analysis

Bridging the gap through curriculum planning

Teachers have increased their awareness of knowing what the curriculum required in order to bridge the gap between primary and secondary levels.  They have a more holistic view on increasing students’ language exposure by integrating the formal and informal curricula.  In addition, with the aim of nurturing a reading culture in the school, there was a better utilisation of the 40% reading workshop in the reading curriculum.

Improving teaching, learning and assessment practices

Teachers are more aware of shifting from teaching language forms and functions to skills and strategies development of the students.  They paid more attention to using language arts and different text types to increase their students’ language exposure.
Having exchanging ideas and discussion after inter-school lesson observation, the secondary teachers found that more could be done on developing secondary students’ vocabulary building strategies as their vocabulary bank was rather limited.  In addition, different activities can be designed to cater for learner diversity.