English as a Second Language emerges as an essential language to acquire and impacts most of the education system. The scenario also requires our young learners to master the language to polish their interpersonal and communication skills to prepare them for a developing nation. This research aims to study whether using the Pick and Speak board game can help enhance speaking skills among primary school pupils. The research applied quasi-experimental research to obtain data. 67 Year 3 pupils from four suburban schools in Sarawak were identified as the research sample. The researchers grouped them into high achievers, intermediate and low achievers. Pupils were given questionnaires to get their feedback to support the data finding from the pre-test and post-test. With the aid of this board game intervention, pupils are expected to construct sentences using present continuous tense and describe their daily routines orally. The study indicated that using Pick and Speak board game impacts pupils' speaking performance, especially in vocabulary and pronunciation, followed by grammar and fluency aspects during the learning process. The researchers hoped that this board game innovation would benefit both the teachers and young learners as the alternative teaching aid to teach and develop their speaking skills with grammatical errors free. Most importantly, the Pick and Speak board game offers an effective way of improving teaching efficiency, encouraging the element of collaborative and competition in a non-threatening environment.

The factor that influences the effectiveness of vocabulary acquisition is the use of vocabulary learning strategies. It is one of the crucial factors that affect the success of English vocabulary learning. This study aims to explore the vocabulary learning strategies that mostly preferred by Primary 3 school pupils in a primary school of Padawan district, Sarawak. The survey design was employed and used questionnaire to collect the data from the participants. They were randomly chosen from Primary 3 class. Seven vocabulary learning strategies were adapted in conducting the survey namely dictionary strategies, guessing strategies, study preferences, memory strategies, autonomy learning, note-taking strategies and social strategies. The outcomes showed that majority of primary 3 pupils were strongly agreed that memory strategies were the most preferred strategies used to learn vocabulary, followed by dictionary strategies and guessing strategies. Thus, language teachers are recommended to be aware of the pupils' learning styles at different proficiency, and apply various teaching and learning methods according to current education contexts.

Communicative Language Teaching (CLT) has a long history in an English as a Second Language (ESL) classroom. It is an approach which focuses on developing learners’ communicative skills in a meaningful context. However, the application of communicative language teaching (CLT) in an English language classroom has recently been debated extensively. Teachers still find it difficult and challenging to adopt CLT effectively in the classroom. This paper aims to report the application of CLT in a Year 3 English language classroom during a 90-minute lesson. Specifically, the study intended to observe and describe whether or not the teacher focused on CLT in terms of lesson development and implementation. Data was collected using an observation checklist and field notes in accordance with the objective of the study. The collected data was analysed using content analysis and validated by interrater reliability. The findings have indicated strengths and weaknesses in the lesson conducted. This can be seen in certain features of the observation towards CLT such as pair or group work activities, fluency of the language, error correction implemented by the teacher and the role of the teacher. It can be concluded that CLT approach should be given importance in the classroom by teachers in the learning process.