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.

Technology is proven to be one of the factors supporting teaching and learning in the classroom in this digital age. Teachers are also encouraged to use technical resources to enhance the language skills of students in ESL classrooms. The aim of this research is to reveal the perceptions and motivation of students about the use of Plickers in learning ESL vocabulary. Embedded design from mixed method research was selected as the research method to achieve this aim. The survey questionnaire was answered by 50 primary students from different ages and proficiency levels, and 20 of them had face-to-face interviews. The technology acceptance model (TAM) was adapted to construct the survey questionnaire as the basic model to explore students' perceptions. Using descriptive analysis such as frequency, percentage and mean score, the quantitative data of the study was analysed. Meanwhile, an iterative process involving coding, categorization and theme identification was used to evaluate the qualitative data. According to the results obtained, it is seen that Plickers makes a positive contribution to students' perceptions. They were also intrinsically motivated towards the use of Plickers in learning vocabulary.