A Pilot Study: Magic Tricks in the ELL Classroom Increasing Verbal Communication Initiative and Self-Efficacy

Abstract

Instructional practices for English language Learners (ELLs) are multifaceted. They must address everything from communication skills to learner motivation. As a means of tapping student curiosity, learning to perform simple magic tricks is a creative task-based language teaching approach that promotes student self-confidence and engages them in interactionally authentic language. The learning of a magic trick becomes the means of helping students to use the linguistic knowledge they already have as well as a source for new linguistic knowledge. Teaching ELLs simple magic tricks is one approach that increases student communication and produces improvement in academics, self-confidence, resiliency, and social skills. KeywordsELL, arts integration, magic tricks, pragmatic language www.scholink.org/ojs/index.php/eltls English Language Teaching and Linguistics Studies Vol. 2, No. 1, 2020 12Published by SCHOLINK INC. take risks and make mistakes, and are encouraged to use their newly acquired verbal English language skills (Erozkan, 2013). Research supports the use of Task Based Language Teaching (TBLT) as one approach that seeks to meet these criteria. TBLT activities provide real-world situational activities in which students are encouraged to take risks in a safe and stable learning environment. The focus of these tasks is not on grammar but rather on helping to develop linguistic strategies for completing the tasks within their existing knowledge of English.

Supporting the psychological health of our students: An arts-based community magic workshop for adapting to university life.

“…In education, this increase of interest includes using the art of magic in primary schools to enhance social skills (Godfrey & Wiseman, 2008), increase creativity (Wiseman et al, 2021), and assist children with learning challenges (Ezell & Klein-Ezell, 2003; Spencer, 2012). For adolescent students, it has been used to teach English as a second language (Ikhsanudin, 2017; In, 2009; Spencer & Balmer, 2020) and promote interest in science, technology, education and math; STEM careers (Papalaskari et al, 2007) with the latter combining magic with theatrical arts. Within higher education, it has also been used to teach computer science (Hilas & Politis, 2014), psychology (Kuhn, 2019; Moss et al, 2017; Solomon, 1980), flexible thinking (Li, 2020; Wiseman et al, 2021), and critical thinking (Österblom et al, 2015).…”

Mastering the impossible: Piloting an easier-than-expected magic intervention that acts as a source of self-efficacy.

“…Preliminary evidence for why magic might enhance self-efficacy comes from prior studies showing that learning to perform magic can boost self-esteem. Self-esteem increases were observed in studies of children with disabilities (Ezell & Klein-Ezell, 2003; Fancourt et al, 2020; Spencer, 2012), in English language learners 1 (Spencer & Balmer, 2020) and in first-year undergraduate students (Bagienski & Kuhn, 2022). Themes of pride have also been observed qualitatively from descriptions of discovering secrets to magic tricks (Danek et al, 2014).…”

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

“…Participants within this study also asserted that openness and encouragement increased ELL engagement and performance. Spencer and Balmer (2020) agreed that self-confidence is an important area to address for ELLs. Promoting student self-confidence increases the engagement with academic language and class content.…”