EXPLORING EFFECTIVE PEDAGOGICAL STRATEGIES

1Exploring Effective Pedagogical Strategies for Enhancing
ESL Learners' A2-Level Proficiency
122Campoalto Suchan, MacQueen B. Allyson, and Nohara Migeru
2

1
JALT University
PanSIG University

This study investigates effective pedagogical strategies to enhance the English proficiency of A2 level ESL
learners. Focusing on interactive and communicative approaches, the research aims to identify methods that
improve students' linguistic skills and boost their confidence in using English in real-life situations. A mixedmethods approach, incorporating both quantitative and qualitative data, was employed to gather comprehensive
insights. The study involved 150 participants from various cultural backgrounds, attending a six-month ESL
course. Findings reveal that task-based learning, integrated with technology, significantly enhances vocabularyacquisition and grammatical accuracy. Additionally, collaborative activities, such as group discussions and roleplays, were found to improve speaking and listening skills. The research concludes by recommending theincorporation of these strategies into ESL curricula to foster a more engaging and effective learning environment
for A2 level learners.
本研究は、A2 レベルの ESL 学習者の英語⼒向上を⽬的とした教育戦略を調査します。インタラクティブでコミュニケーション重視のアプローチに焦点を当て、学⽣の⾔語スキルを向上させ、実際の状況で英語を使

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⽤する⾃信を⾼める⽅法を特定することを⽬指します。6 か⽉間の ESL コースに参加した 150 ⼈の参加者のデータを分析しました。結果、タスクベースの学習とテクノロジーの統合が語彙と⽂法の向上に⼤きく寄与
し、グループディスカッションやロールプレイなどの協⼒活動がスピーキングとリスニングのスキル向上に効果的であることが明らかになりました。本研究は、ESL カリキュラムにこれらの戦略を組み込むことを推奨し、A2 レベルの学習者にとって魅⼒的で効果的な学習環境を促進することを提案します。

In an increasingly globalized world, proficiency in English has become a crucial skill for effective
communication across diverse cultural and professional contexts. For A2 level learners, who are
typically at an elementary stage in their English language acquisition journey, finding effective
pedagogical strategies to enhance their proficiency is paramount. The A2 level, as defined by the
Common European Framework of Reference for Languages (CEFR), marks a stage where learners
can understand and use familiar everyday expressions and very basic phrases aimed at thesatisfaction of needs of a concrete type. They can introduce themselves and others and can ask andanswer questions about personal details such as where they live, people they know, and things they
have. However, many A2 learners struggle with applying their knowledge in real-world scenarios,
which often hampers their progress and motivation.
Despite the foundational skills acquired by A2 level learners, there remains a significant challenge intransitioning these skills to practical, real-world use. Many learners at this stage exhibit a lack ofconfidence and fluency when required to communicate in English outside the classroom. This gap
indicates a need for more effective teaching strategies that can bridge the divide between theoreticalknowledge and practical application.
The purpose of this study is to investigate and identify effective pedagogical strategies that canenhance the English proficiency of A2 level English as a Second Language (ESL) learners. By

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focusing on interactive and communicative teaching methods, this research aims to find ways toimprove linguistic skills and boost learners' confidence in using English in real-life situations.
The objectives of this research are to evaluate the impact of task-based learning integrated withtechnology on vocabulary acquisition and grammatical accuracy among A2 level learners, to assess
the effectiveness of collaborative activities such as group discussions and role-plays in enhancing
speaking and listening skills, and to identify best practices for incorporating interactive andcommunicative approaches into ESL curricula for A2 level learners.
This study seeks to answer the following research questions: How does task-based learning
integrated with technology affect vocabulary acquisition and grammatical accuracy in A2 level ESL
learners? What is the impact of collaborative activities on the speaking and listening skills of A2 level
learners? What are the best practices for implementing interactive and communicative teaching
methods in A2 level ESL classrooms?
This study aims to provide actionable insights for educators and curriculum developers to improvethe effectiveness of ESL education at the A2 level. By identifying and validating strategies thatenhance both linguistic proficiency and practical communication skills, this research contributes tothe advancement of language teaching methodologies. Ultimately, the findings will help create moreengaging and supportive learning environments, fostering better outcomes for A2 level ESL learners.

Literature Review

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The effective teaching of English as a Second Language (ESL) has been the subject of extensive
research, with various pedagogical strategies being explored to enhance language proficiency among
learners. For A2 level students, interactive and communicative approaches have shown particularpromise.
Research indicates that task-based learning (TBL) is highly effective in language acquisition.
According to Ellis (2003), TBL emphasizes the use of language as a tool for achieving specificoutcomes, which can significantly improve learners' engagement and retention of vocabulary andgrammar. Nunan (2004) further supports this by stating, "Task-based language teaching is not just a
methodology, but a comprehensive approach that encourages real-world language use" (p. 35). Thismethod aligns with the needs of A2 learners who benefit from contextual and practical applicationsof language skills.
The integration of technology in ESL instruction has also garnered attention. Warschauer and Healey(1998) highlight that computer-assisted language learning (CALL) provides opportunities forinteraction, immediate feedback, and access to authentic language resources. A study by Chapelle(2001) suggests that technology-enhanced tasks can facilitate greater learner autonomy andpersonalized learning experiences. The use of digital tools, such as language learning apps andonline collaborative platforms, has been found to enhance vocabulary acquisition and grammaticalaccuracy among A2 learners (Stockwell, 2012).
Collaborative activities, such as group discussions and role-plays, are integral to improving speaking
and listening skills. Long (1996) argues that interaction is key to language learning, stating, "Thenegotiation of meaning through interaction is crucial for second language development" (p. 451). This
perspective is supported by Swain (2000), who emphasizes the role of output in learning, noting that"producing language forces learners to process language at a deeper level" (p. 99). Collaborative
tasks create authentic communicative contexts where learners can practice and refine their language
skills.

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Several studies have explored best practices for incorporating interactive and communicative
approaches into ESL curricula. Richards and Rodgers (2014) advocate for a communicative language
teaching (CLT) framework, which prioritizes meaningful communication and learner interaction. Theynote that "CLT provides learners with opportunities to use the target language in a variety of contexts,
promoting fluency and confidence" (p. 158). Furthermore, Brown (2007) suggests that integrating
culture into language teaching can enhance learners' motivation and contextual understanding,stating, "Culture and language are inseparable; teaching one without the other is incomplete" (p. 123).
The significance of these strategies is underscored by empirical research. Liu and Jackson (2008)
found that students who engaged in task-based and collaborative activities demonstrated significant
improvements in their speaking and listening abilities. Norris and Ortega (2000) conducted a metaanalysis concluding that interactive and communicative methods are more effective than traditional,
form-focused instruction in achieving long-term language proficiency. They stated:
Our analysis of multiple studies clearly indicates that interactive approaches, particularly
those involving communicative tasks and collaborative activities, result in higher levels of
language proficiency compared to traditional methods. These findings suggest that theincorporation of these methods into ESL curricula can lead to substantial improvements inlearners' ability to use language effectively in real-world situations. (Norris & Ortega, 2000, p.
432)
In summary, the literature consistently highlights the benefits of interactive and communicative
approaches in ESL education, particularly for A2 level learners. Task-based learning, technology
integration, and collaborative activities emerge as key strategies for enhancing vocabulary acquisition,
grammatical accuracy, and communicative competence. These findings provide a robust foundation
for this study, which aims to further investigate and validate these pedagogical methods within thecontext of A2 level ESL learners.

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Methodology
This study employs a mixed-methods approach to investigate the effectiveness of various
pedagogical strategies in enhancing the English proficiency of A2 level ESL learners. The research
was conducted over a six-month period with 150 participants from diverse cultural backgrounds
enrolled in an ESL course. The methodology is divided into three main components: participants,
data collection, and data analysis.

Participants
The study involved 150 A2 level ESL learners from various cultural backgrounds, aged between 18
and 35. The participants were enrolled in a six-month intensive ESL course at a language institute ina metropolitan area. They were selected based on their performance on a standardized English
proficiency test, ensuring they met the criteria for A2 level according to the Common European
Framework of Reference for Languages (CEFR).

Data Collection
Data was collected using two primary methods to provide a comprehensive understanding of theeffectiveness of the pedagogical strategies employed pre-test and post-test assessments as well as
surveys and questionnaires.

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Pre-test and Post-test Assessments
Participants' English proficiency was assessed at the beginning and end of the study using
standardized tests specifically designed for A2 level learners (Appendix A). These tests measured
four key areas: vocabulary acquisition, grammatical accuracy, speaking, and listening skills.
The tests included multiple-choice questions, fill-in-the-blank exercises, and short answer questions
that focused on common vocabulary and grammar structures relevant to A2 level learners. Speaking
proficiency was assessed through oral exams where participants were required to engage in brief
conversations, describe pictures, and answer questions on familiar topics. These sessions wererecorded and evaluated by trained examiners using a standardized rubric. Listening proficiency wasmeasured using audio recordings that featured dialogues and monologues typical of everyday
situations. Participants answered multiple-choice and short-answer questions based on theserecordings.
The pre-test was administered during the first week of the course, and the post-test was conductedduring the final week. The results from these assessments were used to quantify improvements inthe participants' English proficiency over the six-month period.

Surveys and Questionnaires
Participants completed surveys and questionnaires designed to capture their perceptions of theteaching methods used, their engagement in the classroom, and their confidence in using English inreal-life situations (Appendix B). These instruments included both Likert-scale items and open-ended
questions to gather quantitative and qualitative data.
The surveys included statements about the effectiveness of various teaching methods, the use oftechnology in the classroom, and the participants' self-confidence in using English. Participants rated
their agreement with each statement on a scale from 1 (strongly disagree) to 5 (strongly agree). The
questionnaires also included open-ended questions that allowed participants to provide detailed
feedback on their experiences with different pedagogical strategies. These questions aimed to gather
insights into what aspects of the teaching methods were most beneficial or challenging for thelearners.
The surveys and questionnaires were administered at two points during the study: mid-course (at thethree-month mark) and at the end of the course. This timing allowed for the collection of data on
participants' perceptions and experiences as they progressed through the ESL program.

Data Analysis
Data analysis was conducted in two phases: quantitative analysis and qualitative analysis. The pretest and post-test scores were analyzed using paired sample t-tests to determine the effectiveness ofthe pedagogical strategies in improving English proficiency. Descriptive statistics were used tosummarize the survey and questionnaire responses. The qualitative data from open-ended survey
responses were analyzed using thematic analysis. The data were coded and categorized to identify
recurring themes and patterns related to the effectiveness of the teaching methods and students'
experiences.
The integration of quantitative and qualitative data provided a holistic understanding of the impact ofthe pedagogical strategies on A2 level ESL learners. The findings from this study are expected tooffer valuable insights for educators and curriculum developers, contributing to the improvement of
ESL education at the A2 level.

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The results of this study provide insights into the effectiveness of the pedagogical strategies employed
to enhance the English proficiency of A2 level ESL learners. The findings are presented in two main
sections: quantitative results from pre-test and post-test assessments, and qualitative results fromsurveys and questionnaires.

Results
The pre-test and post-test assessments revealed significant improvements in the participants' English
proficiency across all measured areas: vocabulary acquisition, grammatical accuracy, speaking, andlistening skills. The quantitative data demonstrated that students made notable progress in each ofthese areas, indicating the effectiveness of the pedagogical strategies employed. These gains
suggest that the interactive and task-based learning activities not only enhanced the participants'
linguistic abilities but also contributed to their overall confidence and competence in using English inreal-life situations.

Vocabulary Acquisition and Grammatical Accuracy
Participants showed a marked increase in their vocabulary and grammar test scores from the pretest to the post-test (Table 1). The average pre-test score was 58%, while the average post-test score
was 78%, indicating a 20% improvement in these areas. This substantial improvement reflects theeffectiveness of task-based learning activities, which emphasize practical usage of vocabulary andgrammar in meaningful contexts.
Table 1

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Pre-test and Post-test Assessment Results
Assessment Area

Pre-test Score(Mean %)

Post-test Score(Mean %)

Improvement(%)

Vocabulary Acquisition and Grammar

58

78

20

Speaking Skills

60

82

22

Listening Skills

62

84

22

Note. Improvement is calculated as the percentage increase from pre-test to post-test scores.

Speaking Skills
The oral exams demonstrated substantial gains in speaking proficiency. The average speaking scoreincreased from 60% in the pre-test to 82% in the post-test, representing a 22% improvement. These
results indicate that collaborative activities, such as group discussions and role-plays, wereparticularly effective in enhancing the learners' speaking skills by providing ample opportunities forpractice and immediate feedback.

Listening Skills
Listening skills also improved significantly, with the average listening score rising from 62% in the
pre-test to 84% in the post-test, marking a 22% improvement. The use of authentic listening materials
and interactive listening exercises likely contributed to this enhancement, as they provided realistic
and engaging contexts for learners to develop their listening comprehension abilities.

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The surveys and questionnaires provided valuable insights into participants' perceptions of theteaching methods and their engagement and confidence levels. Participants reported higher levelsof engagement and confidence in using English by the end of the course. The average engagementscore on the Likert scale increased from 3.2 to 4.5, while the average confidence score rose from 3.0
to 4.3. These increases suggest that the interactive and collaborative nature of the teaching methods
helped to create a more supportive and motivating learning environment.
The open-ended responses highlighted the benefits of task-based learning and collaborative activities.
Participants noted that these methods made learning more interactive and practical, which helped
them better retain and apply their knowledge. Specific comments from learners included appreciation
for the real-world applicability of tasks and the supportive atmosphere created by group activities.
This qualitative feedback underscores the importance of incorporating engaging, practical exercisesin language instruction to enhance learning outcomes.
Figure 1
Participant Engagement and Confidence Levels

5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0

4.5

4.3

3.2

3

Engagement
Mid-course survey

Confidence
End-of-course survey

The figure above shows the increase in participant engagement and confidence levels from the midcourse survey to the end-of-course survey. The visual representation of the data further illustrates
the positive impact of the implemented teaching strategies on learner motivation and self-assurance.

Discussion
The results of this study provide compelling evidence that task-based learning and collaborative
activities significantly enhance the English proficiency of A2 level ESL learners. The substantial
improvements in vocabulary acquisition, grammatical accuracy, speaking, and listening skills
underscore the effectiveness of these pedagogical strategies. The pre-test and post-test
assessments revealed notable gains, with a 20% increase in vocabulary and grammar scores, a 22%
improvement in speaking skills, and a 22% rise in listening skills. These findings are consistent withEllis (2003), who emphasized the effectiveness of task-based learning in improving language skills.
Additionally, the qualitative data from surveys and questionnaires indicated heightened engagement
and confidence levels among participants, suggesting that these interactive methods not only improve
linguistic skills but also foster a more positive learning experience (Nunan, 2004).
The results of this study are consistent with previous research highlighting the benefits of interactive
and communicative approaches in language learning. Ellis (2003) and Nunan (2004) have

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7emphasized the advantages of task-based learning in improving engagement and retention of
language skills. Similarly, Long (1996) and Swain (2000) have underscored the importance ofinteraction and output in second language acquisition. The positive feedback from participants
regarding the practical and interactive nature of the teaching methods corroborates the findings of
Warschauer and Healey (1998) and Stockwell (2012), who advocated for the integration of technology
and collaborative tasks in language instruction. Additional support for these findings comes fromrecent research by Lin and Wu (2020), who found that task-based language teaching significantly
enhances learners' motivation and proficiency in practical language use. Furthermore, Kim (2019)
demonstrated that collaborative activities in ESL classrooms lead to higher engagement and better
language outcomes.

Implications
The findings have significant implications for ESL educators and curriculum developers. The
demonstrated effectiveness of task-based learning and collaborative activities suggests that thesemethods should be integral components of ESL curricula, particularly at the A2 level. By incorporating
real-world tasks and opportunities for interactive learning, educators can create a more engaging andsupportive environment that enhances both the proficiency and confidence of learners. This approachaligns with the broader educational goal of equipping students with practical language skills that canbe applied in everyday situations (Brown, 2007). The positive feedback from participants regarding
the practical and interactive nature of the teaching methods corroborates the findings of Warschauerand Healey (1998) and Stockwell (2012), who advocated for the integration of technology andcollaborative tasks in language instruction.

Limitations
Despite the promising results, this study has several limitations. First, the sample size was limited to
150 participants from a single language institute, which may not be representative of all A2 level ESL
learners. Second, the study was conducted over a relatively short period of six months, which may
not capture long-term retention and application of the acquired skills. Third, the reliance on selfreported data from surveys and questionnaires may introduce bias, as participants might overstate
their engagement and confidence levels. Finally, while the study employed a mixed-methods
approach, more in-depth qualitative data from interviews and focus groups could provide richer
insights into the participants' experiences and perceptions (Norris & Ortega, 2000).
Future research should address these limitations by including a larger and more diverse sample ofparticipants from multiple institutions. Longitudinal studies that track learners' progress over a longer
period would provide a better understanding of the long-term impact of these pedagogical strategies.
Additionally, incorporating more comprehensive qualitative methods, such as in-depth interviews andfocus groups, could yield deeper insights into the experiences and challenges faced by learners (Liu
& Jackson, 2008). Exploring the integration of other innovative teaching methods, such as flippedclassrooms and gamification, could also provide valuable information on enhancing ESL education.
Finally, examining the specific elements of task-based learning and collaborative activities that
contribute most to learner improvement would help refine and optimize these strategies for greater
effectiveness (Richards & Rodgers, 2014).

Conclusion
This study investigated the effectiveness of task-based learning and collaborative activities inenhancing the English proficiency of A2 level ESL learners. The findings indicate that thesepedagogical strategies significantly improve learners' vocabulary acquisition, grammatical accuracy,

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speaking, and listening skills. Quantitative data from pre-test and post-test assessments showed
substantial gains, while qualitative data from surveys and questionnaires highlighted increased
engagement and confidence among participants.
The implications of these results are profound for ESL educators and curriculum developers.
Incorporating task-based learning and collaborative activities into ESL curricula can create a moreinteractive and supportive learning environment, thereby improving both linguistic proficiency andlearner confidence. These methods align with the broader educational goal of equipping students
with practical language skills that are applicable in real-world contexts.
This study's findings are consistent with previous research, reinforcing the benefits of interactive andcommunicative approaches in language learning. However, the study also has limitations, including
a relatively small and homogenous sample and a short duration, which suggest the need for further
research. Future studies should involve larger, more diverse populations and explore the long-term
effects of these teaching strategies.
Additionally, more in-depth qualitative data could provide richer insights into the learners' experiences.
Exploring other innovative teaching methods, such as flipped classrooms and gamification, could
further enhance ESL education. Examining specific elements of task-based learning and collaborative
activities that contribute most to learner improvement will help refine these strategies for greater
effectiveness.
In conclusion, task-based learning and collaborative activities offer significant benefits for A2 level
ESL learners, enhancing their proficiency and confidence. By addressing the limitations and buildingon these findings, future research can further advance our understanding and implementation ofeffective ESL teaching strategies, ultimately contributing to more successful language learning
outcomes.

References
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Longman.
Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations forCommented [MC18]: Reference entries should be inalphabetical order. There should be a reference entry forevery source cited in the text.
Spacing: Double (2.0 pt)

teaching, testing, and research. Cambridge University Press.
https://doi.org/10.1017/CBO9781139524681
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

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the reference in a hyperlink format:
https://doi.org/xxxxxxxxxxx
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Kim, Y. (2019). The impact of collaborative activities on language learning outcomes in ESL
classrooms. Journal of Language Education, 15(3), 45–59.
https://doi.org/10.1234/jle.2019.1503

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number of the journal.

Lin, M., & Wu, S. (2020). Task-based language teaching and learner motivation: A case study.
International Journal of Language Studies, 12(1), 23–41. https://www.example.com/ijls/taskbased-language-teaching

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Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness tocommunicate and foreign language anxiety. Modern Language Journal, 92(1), 71–86.
https://doi.org/10.1111/j.1540-4781.2008.00687.x
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C.
Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468).
Academic Press.

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book, use "pp." before the page numbers.

Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis andquantitative meta-analysis. Language Learning, 50(3), 417–528.
https://doi.org/10.1111/0023-8333.00136

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Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.).
Cambridge University Press. https://doi.org/10.1017/CBO9780511667305
Stockwell, G. (2012). Computer-assisted language learning: Diversity in research and practice[Video]. Cambridge University Press. https://www.example.com/video/call-diversity-inresearch
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative
dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–
114). Oxford University Press.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language
Teaching, 31(2), 57–71. https://www.example.com/article/computers-and-languagelearning-overview

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Appendix A

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Pre-test and Post-test Assessment Instruments

If there are multiple appendices, label them with capitalletters (e.g., Appendix A, Appendix B, and Appendix C).

Vocabulary and Grammar Section

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Vocabulary Test:

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1.

Choose the correct word to complete the sentence:o2.

She always ______ to the gym on Mondays.
§ a) go§§§b) goes

§
§
§
§

a) in

c) goingd) goneFill in the blank with the correct word:
o The book is ______ the table.
b) on
c) at
d) underGrammar Test:
1.

2.

Choose the correct form of the verb:
o He ______ in the park every morning.

§
§
§
§

a) walk

§
§
§
§

a) at

b) walksc) walkingd) walked
Fill in the blank with the correct preposition:o She is good ______ math.
b) in
c) on
d) withSpeaking Section
Oral Exam:
1.

Describe this picture:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.

Answer the following question: What do you usually do on weekends?
________________________________________________________

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Listening Section
Listening Comprehension Test:
1.

Listen to the dialogue and answer the question:o2.

What are the speakers planning to do next weekend?

§
§
§
§

a) Go to a movieb) Visit a museumc) Have a picnicd) Go shopping
Listen to the monologue and answer the question:oWhat is the main topic of the monologue?
§ a) A new restaurant§§§b) A recent tripc) A favorite hobbyd) A weather report

Appendix B
Survey and Questionnaire Instruments
Mid-course and End-of-course Survey
Likert-Scale Items:
Rate your agreement with the following statements on a scale from 1 (strongly disagree) to 5 (strongly agree):1.

The task-based learning activities helped me improve my vocabulary.
1

2.

3

4

5

Collaborative activities in the classroom increased my confidence in speaking English.
1

3.

2

2

3

4

5

Using technology in lessons made learning more engaging.
1

2

3

4

5

Open-Ended Questions:
1.

What aspects of the task-based learning activities did you find most beneficial?
__________________________________________________________________

2.

Describe any challenges you faced during the collaborative activities.
__________________________________________________________________

3.

Provide any additional feedback on how the teaching methods could be improved.

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DOI: XX.XXX/XXXXXXXXX.X

PanSIG Journal, Issue xx, Vol. xxx