Exploring teachers' perspectives and practices of play based learning to enhance oral communication skills of young learners

Abstract

This qualitative study investigates teachers' perspectives and practices regarding Play-Based Learning (PBL) as a pedagogical approach to enhance oral communication skills among young learners aged 3-7 in a Thai international school. The research addresses two main questions: (1) What are teachers' perspectives on using PBL for oral communication development? and (2) How do teachers implement PBL practices in their classrooms?Data were collected from twelve teachers through classroom observations (8 sessions), semi-structured interviews, reflective journals, and lesson plan analyses. Thematic analysis revealed six major themes: PBL as a catalyst for oral communication, oral language development through playful interaction, challenges and constraints, teacher adaptation and reflective pedagogy, collaborative and social dimensions, and affective outcomes.Findings indicate that teachers perceive PBL as highly effective in lowering affective barriers, fostering spontaneous language use, and building learner confidence. However, systemic constraints including time pressure, curriculum demands, and parental expectations for traditional instruction create significant implementation challenges. Teachers demonstrated professional agency through adaptive practices, embedding academic objectives within playful contexts while sustaining oral communication priorities.The study contributes to early childhood language education by providing context-specific insights into PBL implementation within Thai international schools. It underscores the need for systemic support, professional development, and cultural advocacy to sustain play-based approaches. Recommendations address pedagogical practice, teacher education, institutional policy, and future research directions