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Dissertations / Theses on the topic 'Pupils at primary schools'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Leung, Siu-tong. "Teachers' and pupils' participation in extracurricular activities in primary schools in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601782.

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2

See, Lam Pui-shan Sophia. "Teachers' attitudes towards the integration of hearing-impaired pupils in primary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595629.

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3

Short, Leanne. "Teachers' and pupils' views of teacher-pupil relationships through primary and middle school." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2250.

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Research into teacher-pupil relationships is a rapidly expanding evidence-base with literature reporting these relationships to be fundamental to pupils’ psychological and academic development. Previous research focused on educational priorities of academic achievement, as opposed to social relationships and psychological well-being. The first paper critically reviews existing research using the Student-Teacher Relationship Scale (STRS) as a measure of teachers’ views of teacher-pupil relationships through Primary and Middle School. The studies acknowledge the importance of teacher-pupil relat

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4

Quibell, Gina. "Reintegrating pupils with BESD from a PRU to mainstream primary schools : Multiple perspectives." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506255.

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5

Yuen, Chun Ni Jennie. "Achievement of Nepalese pupils in Hong Kong primary schools : barriers and education needs." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/02953eb5-e6ff-4f96-a799-c638a27d2df0.

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People of Nepalese origin are a small ethnic group in Hong Kong. As Hong Kong citizens, they are entitled to equality of opportunity and right of access to public services including education. However, it is frequently reported that the Nepalese and other minority ethnic groups encounter many difficulties in their interaction with the local education system. This study is a two-case case study that investigates Nepalese pupils' learning in two aided primary schools, which includes their performance in relation to other pupils, their barriers to achievement, their education needs, and effective

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6

Kaunhoven, Rebekah Jane. "Neurocognitive study of mindfulness with primary school pupils." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/neurocognitive-study-of-mindfulness-with-primary-school-pupils(6e46901c-d11c-4278-a9b7-6ef6bc455137).html.

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Pre-adolescence has been highlighted as a pivotal developmental period in which self-regulatory skills including emotion processing and attention control develop. In recent years interest has grown in the potential of mindfulness-based approaches as a method for enhancing these skills in pre-adolescence and initial findings are promising. Mindfulness can also be considered a disposition present in the absence of mindfulness training, and whilst research investigating the association between dispositional mindfulness and self-regulation abilities in pre-adolescents is still limited, findings fr

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7

Chan, Shing-kun. "An exploratory study of social stratification and pupils' deviance in Hong Kong primary schools." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709569.

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8

Chan, Shing-kun, and 陳聖根. "An exploratory study of social stratification and pupils' deviance in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957687.

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9

Lane, Jayne Elizabeth. "Academic acceleration in English primary schools : an exploration of the experiences of five pupils." Thesis, University of York, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434138.

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10

Hayford, Samuel Kweku. "Continuous assessment and lower attaining pupils in primary and junior secondary schools in Ghana." Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/128/.

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This thesis explored the uses of continuous assessment and the experiences of lower attaining pupils in primary and junior secondary schools at Agona and Affutu Districts in Ghana. The study adopted a range of data collection methods including: self-completed questionnaires, semi-structured and focus groups interviews. A systematic sample of 107 primary and junior secondary teachers answered questionnaires and 12 teachers from the cohort were interviewed. Additionally, four focus groups of Primary 6 lower attaining pupils were interviewed. The main findings of the study were: • The majority of

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11

Avraamidou, Maria. "Physical, verbal, and relational bullying of pupils with learning difficulties in Cypriot primary schools." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/54147/.

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The present thesis explores main issues regarding school bullying, based firstly on an extensive literature and research review, and secondly on a research study which took place within a period of two academic years, in Nicosia, Cyprus. The study aimed to explore and compare bullying experiences among pupils with learning difficulties (LDs) and typically developing (TD) pupils as match controls, and identify whether learning disabled pupils are bullied on a higher frequency or severity compared to their non-disabled peers. Types of bullying (verbal, physical, and particularly relational) and

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12

Ewa, Moses. "A study of the inclusion of primary school children in a rural district in Nigeria." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/a-study-of-the-inclusion-of-primary-school-children-in-a-rural-district-in-nigeria(a8ba8cdd-6521-4d73-9ca4-c0e1f2f0df3f).html.

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This thesis presents the findings of a multi-site case study, which explored the inclusion of primary school children in rural Cross River State, Nigeria. The research engaged specifically with the experiences of thirty 11-16-year-olds from diverse identities, drawn from primary 5 classrooms in three public primary schools sited in different rural locations within the state. In so doing, it adopted pupil presence, participation and achievement (PPA) as a conceptual framework of inclusion to examine whether education is genuinely for all primary age children within the research sites. The study

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13

Zaram, Gyang Nyam. "An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13381.

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The purpose of this study was to determine whether gifted pupils can master an enriched advanced level curriculum in mathematics using self-regulated learning strategies. A mathematics curriculum for class five primary school learners in Nigeria was developed for this study. An empirical study was conducted on primary five pupils who were seen to be significantly gifted in mathematics. The study employed the quantitative method of research, that is, the true experimental research. The pre-test, post-test control group design was used. Sixty gifted pupils who participated in a mathematics enric

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14

McDevitt, Ann. "An investigation into the use of CD-ROM technology by pupils in mainstream primary schools." Thesis, Middlesex University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568477.

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The 1994 CD-ROM in Primary schools government initiative increased by over two thousand, the number of primary schools who were using CD-ROM technology with their pupils. The investigation focuses of the way that this technology was being introduced, and later used, in four schools in two English shire counties. The findings are compared and contrasted with the results from a postal survey of primary schools, with postal addresses in the same two counties, who received a complete CD-ROM system under that 1994 government initiative as well as the findings of other researchers of the same initia

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15

Hyne, Sally Patricia. "Using assessment data to support the learning of young pupils in four Kent primary schools." Thesis, University of Greenwich, 2007. http://gala.gre.ac.uk/6193/.

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This thesis discusses how assessment data are used to support the learning of pupils aged four to seven years in four Kent primary schools. The sample was 451 pupils in Reception, Year 1 and Year 2; the researcher collected and analysed quantitative data from pupil attainment on school entry – either as Baseline Assessment or the Foundation Stage Profile – and from results in reading, writing and mathematics at the end of KS1, both as SATs and Teacher Assessment. These data were triangulated with qualitative data collected from a semi-structured questionnaire, classroom observations and interv

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16

Karakosta, Efstathia. "Managing inclusive provision for pupils with speech and language disorders in Greek mainstream primary schools." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17325.

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There is a scarcity of research exploring the field of Speech and Language Disorders (SLD) in the Greek mainstream primary education context. Accordingly, the aim of this study was twofold: (i) to identify the nature and extent of speech, language and communication skills of Greek pupils with noticeably slow progress, and (ii) to examine the provision made for these pupils in Greek mainstream and inclusion classes. The study was in two phases. For the first phase, pupils whose speech and language development was below expectations were assessed using a battery of tests. Data analysis indicated

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17

Wong, Kwai-lan Michelle. "Rewards and punishments : primary teachers' perceptions of their pupils' views /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710274.

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18

Stratford, Robert John. "Pupil mobility in the primary school : the problems for teachers and pupils of children changing school frequently." Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277606.

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19

Isham, Colin George. "Practitioner perspectives on bilingual pupils' use and learning of their home language in English primary schools." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7526/.

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While research provides evidence for the educational and social value of bilingual children using and learning their home language, it also suggests approaches which support such additive bilingualism are not a common feature of English primary schools. This study sheds light on practitioner perspectives with regard to their bilingual pupils’ learning and use of their home language, the repertoires they employ when discussing their bilingual pupils’, and the extent to which practitioner talk promotes or undermines additive bilingualism. The study is based on a multi-method collection and analy

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20

Williams, Randall. "The impact of residential adventure education on primary school pupils." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3518.

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This is a mixed method study carried out from a pragmatist philosophical position. The research question is how (if at all) do primary school pupils change following a residential adventure education experience, how does any change relate to their experience during the residential and what implications does that have for the provision of residential adventure education? It is a three phase study. Phase 1 is quantitative: a survey to assess whether there is a correlation between the extent of residential opportunities and whole school performance measures. Phase 2 is qualitative: a series of in

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21

Wong, Kwai-lan Michelle, and 黃桂蘭. "Rewards and punishments: primary teachers' perceptions of their pupils' views." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958308.

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22

Panagakos, Ioannis S. "Changes in the attitudes and behaviour of primary pupils while moving from traditional class teaching to group work." Thesis, King's College London (University of London), 1999. https://kclpure.kcl.ac.uk/portal/en/theses/changes-in-the-attitudes-and-behaviour-of-primary-pupils-while-moving-from-traditional-class-teaching-to-group-work(6fed6167-8763-4b10-a775-31be1308483b).html.

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23

Jones, Raya A. "Perceptions of school among primary school pupils with and without behaviour problems." Thesis, Cardiff University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287915.

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24

Smart, Diane C. "Primary school assembly perspectives and practices : implications for pupils' spiritual development." Thesis, n.p, 2001. http://oro.open.ac.uk/18835.

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25

Alkan, Vesile. "The Relationship between Teaching Strategies and Styles and Pupils' Anxiety in Mathematics at Primary Schools in Turkey." Thesis, University of Nottingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517798.

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26

Boqlah, Al-Sayed A. S. "Training needs of teachers in mainstream primary schools in Saudi Arabia in relation to pupils with SEN." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:3542.

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This study explores perceptions of the competencies of Saudi primary school teachers, and their training needs, to teach pupils with special educational needs in mainstream classes, in the light of the recent trend to inclusion. The research was carried out in the Madinah district in Western Saudi Arabia.A questionnaire was developed by the researcher, based on an extensive review of the competency literature, to survey teachers' perceptions. Of 180 copies distributed to teachers in six boys' primary schools, with different kinds of inclusion arrangement (resource room, special programme for l

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27

Njoka, Evangeline Wanjira. "Guiding and counselling pupils in Kenyan public primary schools : headteachers and teacher counsellors role perceptions and experiences." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2463/.

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The purpose of this study was to determine the role perceptions of headteachers and the teacher counsellors in the guidance and counselling of pupils in public primary schools of Embu District, Kenya as well as determining whether there were any qualitative different ways in which respondents (headteachers and teacher counsellors) viewed and experienced these roles. In addition, the study established whether there were any significant differences between the respondents' role perceptions in guiding and counselling pupils and the selected demographic variables of age, sex, marital status, acade

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28

Said, Lara. "An examination of the pupil, classroom and school characteristics influencing the progress outcomes of young Maltese pupils for mathematics." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018064/.

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The current study examines the pupil, classroom and school level characteristics that influence the attainment and the progress outcomes of young Maltese pupils for mathematics. A sample of 1,628 Maltese pupils were tested at age 5 (Year 1) and at age 6 (Year 2) on the National Foundation for Educational Research Maths 5 and Maths 6 tests. Associated with the matched sample of pupils are 89 Year 2 teachers and 37 primary school head teachers. Various instruments were administered to collate data about the pupil, the classroom and the school level characteristics likely to explain differences i

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29

Lerpiniere, Jennifer. "Primary school initiatives for pupils with personal and social development needs." Connect to e-thesis Move to record for print version, 2007. http://theses.gla.ac.uk/100/.

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Thesis (Ph.D.) - University of Glasgow, 2007.<br>Ph.D. thesis submitted to the Department of Educational Studies, University of Glasgow, 2007. Includes bibliographical references. Print version also available.

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30

Lerpiniere, Jennifer Anne. "Primary school initiatives for pupils with personal and social development needs." Thesis, University of Glasgow, 2008. http://theses.gla.ac.uk/100/.

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The Scottish Government has highlighted the important role of personal and social development in primary education to promote the social inclusion of children who have poor life experiences (Scottish Office, 1999a). HMIE reports however suggest that there are few opportunities in primary schools in Scotland for pupils with social difficulties to develop personal and social skills (HMIE, 1999, 2001a, 2001b). This study explored the historical development of provision for personal and social development in primary education in Scotland, and carried out a survey of current perceptions and provisi

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31

Sit, Fung-ming Joyce, and 薛鳳鳴. "A study of the composing process of primary six pupils." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960406.

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32

Logan, Anna. "A multicase study of the role of the special needs assistant supporting pupils with special educational primary schools." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534692.

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33

Taylor, Michael George. "Developing little linguists? : pupils' perceptions of modern languages in the primary school." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557609.

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With Modern Languages in the Primary School (MLPS) to be a compulsory element of the curriculum in England from 2011, MLPS has enjoyed a recent renaissance nationally 1. Policy makers hope that by providing a positive Modern Language (ML) learning experience in the primary school, these attitudes will be carried forward by pupils to secondary school where numbers studying MLs have fallen dramatically in recent years since the removal of its compulsory subject status. However, as the MLPS initiative as a whole is still in its infancy and provision is varied, it remains to be seen how these deve

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34

Seeco, Elizabeth Gabaswediwe. "A case study into the reading of primary school pupils in Botswana." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364888.

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35

Sherwood, Donna M. "An investigation into the experience of meeting the special educational needs of pupils in shift primary schools in Jamaica." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/5256.

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School days are organised on a whole day and or a shift basis in different countries. When the school day is arranged on double shift basis, two sets of pupil attend the same school in a given day. This thesis is based on a phenomenological research which examined how the education of pupils with special educational needs (SEN) was addressed in shift primary schools in Jamaica. A case study was undertaken with a view of understanding the day-to-day experiences of the issues of how shift primary schools constructed and managed the SEN of pupils and sought to understand the ‘why’ in operation. I

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36

Wood, Kevin Randle. "The morphology of change : an exploration of perceptions about changing the age of transfer of pupils from primary to secondary school." Thesis, University of Southampton, 1999. https://eprints.soton.ac.uk/193211/.

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The vast majority of studies of educational change are contextualised within the school. This is a new qualitative multi-level study of the interaction of the school with its LEA and government and the current changes to the structure of the education system. A number of LEAs have changed, or have plans to change, the age of transfer at which pupils move fromprimary to secondary school. The eGect is to dismantle three-tier systems, i.e. Grst, middle and secondary schools; and to replace them with a two-tier system of primary and secondary schools. This represents the abolition of middle school

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37

Youssouf, Abderemane. "L'école publique élémentaire dans les Alpes-Maritimes dans l'entre-deux-guerres." Thesis, Université Côte d'Azur (ComUE), 2017. http://www.theses.fr/2017AZUR2002.

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Les recherches menées sur l’enseignement public élémentaire dans les Alpes-Maritimes dans l’entre-deux-guerres permettent de dégager des perspectives intéressantes. En premier lieu cette étude conduit à préciser les caractères du milieu géographique et humain du département. Celui-ci ne se résume pas à l’image d’une Côte d’Azur cosmopolite et luxueuse. Les Alpes-Maritimes comprennent certes un littoral dynamique ouvert, attirant de nouveaux habitants souvent accompagnés d’enfants, pour qui doivent être créées des écoles. Mais le département présente également, un moyen et haut-pays dans lequel

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38

Emong-Overå, Ingrid K. "Places of Belonging : Exploring the everyday of primary school pupils in Tororo, Uganda." Thesis, Norges teknisk-naturvitenskapelige universitet, Geografisk institutt, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-22928.

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This thesis explores the lived experiences of school children in Tororo District, Uganda. The aim of this study has been to understand how children and childhood are understood in their local contexts of eastern Uganda, together with understanding children´s places of belonging. This study is based on an ethnographic fieldwork conducted during a period of three months in Tororo District, Uganda. To understand the everyday of school pupils, the study focused on children enrolled in two different primary schools: Rock View Primary School and Morukatipe Primary School. The thesis shows that there

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39

Ng, Yee-Ling. "Spirituality in the classroom : a study of primary school pupils' experiences and learning." Thesis, York St John University College, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588987.

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Different proponents of children's spirituality have argued that children of all ages can have spiritual experiences and that these may be expressed in different ways. Consequently, there are academics, researchers, policy makers and educators who argue for the inclusion of spiritual development within schools. Although there is increasing interest in research undertaken in the field of children's spirituality and spiritual development, this thesis contends that there is a gap between the recognition of the importance of spirituality, policy directives and the practicalities of developing spir

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40

Cole, T. J. "Towards an assessment of the value of archaeological education for primary school pupils." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1417412/.

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Archaeological education is under researched and poorly understood and despite drawing upon the richly theorised fields of archaeology and education, archaeological education is also under theorised. Therefore, I have sought to add to the limited knowledge about archaeological education by exploring the theoretical basis for archaeological education. I have identified the range of relevant educational and archaeological theories and used this information to develop a framework for analysing the theoretical basis for archaeological education. I used this framework to deconstruct the theoretical

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41

Bower, Sarah. "Deaf pupils' experiences of inclusion within a mainstream primary school : a case-study." Thesis, Open University, 2006. http://oro.open.ac.uk/49073/.

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The aims of the study are: To research, and document, deaf pupils' experiences of inclusion, their perceptions of the way teachers view deafness, and to observe the effect of using sign language to educate the children within a mainstream setting. This study has as its focus 5 deaf pupils who are part of a Hearing Impaired Unit of 20 deaf children within the Greenview mainstream primary school for 700 pupils. I focus on three research themes: I Inclusion. Firstly: how do deaf pupils describe/feel about their learning experience in an inclusive classroom? Secondly: are deaf pupils a unique grou

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Moore, Norman. "Investigating the development of greater pupil collegiality in primary schools." Thesis, University of Lincoln, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429986.

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Cook, William. "Modelling the effects of the inclusion of pupils with additional support needs (ASN) on attainment and attendance in primary schools." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/modelling-the-effects-of-the-inclusion-of-pupils-with-additional-support-needs-asn-on-attainment-and-attendance-in-primary-schools(50a782b7-7821-4711-95dd-569b242bb6aa).html.

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This thesis applies methods from social statistics to answer the question as to whether pupils with support needs that are additional to those that can be catered for by mainstream educational provision (i.e. pupils with English languages needs or those with Special Educational Needs), exert an effect on the attainment and attendance of their classmates during the second half of primary schooling in England. Including such pupils within mainstream schools has been the dominant policy paradigm since the 1980s, though the effect on other pupils has not been comprehensively assessed, despite bein

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44

Al-Duwaila, Abdulrahman. "A comparative study between Kuwait's government and private sector primary schools in methods of teaching and pupils' achievement in mathematics." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7503.

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The study aimed at identify the aspects associated with teaching mathematics and students’ learning through The framework for the scientific and theoretical features and properties related to: a) teaching mathematics in primary school, b) mathematics students' achievement and educational environment attributes, schools and teachers, c) nature of primary education in private and governmental schools, d) The differences between them in Kuwait in light of fifth primary class teaching methods and skills, and student learning and factors that affect it. Study sample included (20) mathematics teache

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45

Rice, William Ronald. "How We Got to School A Study of Travel Choices of Christchurch Primary School Pupils." Thesis, University of Canterbury. Civil Engineering, 2008. http://hdl.handle.net/10092/1242.

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There has been a noticeable swing towards school pupils being driven to and from school, and away from active modes like walking and cycling, in recent decades. This has had a number of side effects. Less reliance on active modes of transport has been a contributing factor in the reducing levels of physical activity for school children. Traffic volumes associated with school trips have also increased. This increased has tended to contribute to an increase in traffic congestion, adverse environmental effects and reductions in levels of sustainability. School trip traffic contributes specificall

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46

Mattu, Leanne McIver. "Farm visits : interdisciplinary outdoor learning for primary school pupils and Scotland's Curriculum for Excellence." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7715/.

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There is concern around children’s lack of knowledge and understanding of food sources and production, and more broadly around their apparent disconnection from nature. Spending time in the outdoors has been shown to yield a range of benefits, although the mechanisms underpinning these are not well understood. Studies have suggested, however, that there has been a decline in time spent outdoors by children. The introduction of the ‘Curriculum for Excellence’ guidelines in Scotland was heralded as an opportunity to address this decline. Although the guidelines advocate the use of outdoor enviro

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47

Burnett, Aileen. "An investigation into self-harm in primary school pupils aged 8-11 years old." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441108.

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48

Gavine, Anna J. "The primary prevention of violence in secondary school pupils in the West of Scotland." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/6544.

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Violence is a leading cause of morbidity and mortality amongst young people. Public health approaches are now being increasingly utilised to reduce the risk of young peoples' involvement in violence. One such programme is Medics Against Violence (MAV), which aims to reduce pro-violent attitudes and enhance empathy in secondary school pupils. This thesis aims to investigate whether this approach can be effective in tackling youth violence in secondary school pupils. A mixed-methods approach was adopted to conduct both an outcome and process evaluation of MAV. Four schools took part in the outco

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49

Linton, Thomas Murray. "Economic cognition among Scottish primary school pupils between the ages of five and eleven." Thesis, University of Edinburgh, 1988. http://hdl.handle.net/1842/19054.

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50

Olbers, Jenny. "The use of oracy skills when teaching English to Swedish speaking primary school pupils." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-82965.

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This study aims to understand in what way focused verbal exercises improve pupils’ overall expressive understanding of English together with their use of extramural English. The study took into consideration and demonstrated that learning and acquisition of an additional language appears to happen both consciously and subconsciously. The tasks carried out in this study strengthened pupils’ abilities and confidence for oracy in the classroom in conjunction with being modelled by their English teacher. This was achieved through short verbal exercises, with a focus on sentence structure. The stud

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