I.

Context and Rationale

Speaking fluency is a vital aspect of language learning, as it enables

students to express their thoughts confidently and effectively. However, many
students, particularly in Grade 10-Forgiving, struggle with fluency due to limited
vocabulary and hesitation in using the language actively. Observations in the
classroom reveal that traditional teaching methods do not fully engage students
in developing their speaking skills. These challenges can hinder students’ ability
to participate in oral communication tasks and limit their overall language
proficiency.

Research supports the importance of addressing speaking fluency through

innovative and interactive approaches. According to Nation and Newton (2009),
providing students with meaningful opportunities to use language in authentic
contexts promotes fluency, as repetition and practice enhance their ability to
communicate effectively. Furthermore, Wright (2019) emphasizes that visual
tools like word walls can serve as scaffolding, helping students access and use
vocabulary more confidently during speaking tasks.

To address these challenges, this action research proposes implementing

an Interactive Word Wall intervention. This strategy involves a dynamic, student-
driven display of key words and phrases connected to classroom activities,
encouraging active participation and frequent vocabulary use in a meaningful
context. The intervention aligns with findings by Beck, McKeown, and Kucan
(2013), who highlighted the significance of rich, interactive vocabulary instruction
in fostering deeper learning and communication skills.

The research aims to determine how the intervention influences students'

speaking fluency and confidence in oral communication. By integrating this
approach into the classroom, the study seeks to enhance student engagement,
address fluency barriers, and equip learners with tools to participate actively in
oral communication.

II. Action Research Questions

The study has a chief concern regarding effectiveness of an interactive

word wall intervention on the speaking fluency of grade 10-forgiving students

1. How does the use of an Interactive Word Wall affect the speaking fluency of
Grade 10-Forgiving students?
2. What are students’ perceptions of the Interactive Word Wall as a tool for
improving their speaking skills?
3. What challenges do students encounter while using the Interactive Word
Wall?

III. Proposed Innovation, Intervention, and Strategy

The Interactive Word Wall is a dynamic, visually engaging, and

collaborative tool designed to improve students' speaking fluency through
targeted vocabulary development and interactive activities. This innovation
leverages students' active involvement in learning, providing consistent exposure
to key words and phrases while promoting practical application in speaking tasks.
By addressing common barriers such as limited vocabulary and hesitation to
speak, the Interactive Word Wall creates an inclusive environment where
learners can confidently engage in oral communication.

This strategy is rooted in the understanding that language learners benefit

from a combination of visual, collaborative, and contextually meaningful
approaches. The Word Wall will not only enhance students’ vocabulary but also
integrate seamlessly into lessons, serving as a bridge between passive learning
and active language use. Its flexibility and adaptability make it suitable for various
classroom contexts and diverse student needs.

Nation and Newton (2009) highlight that thematically organized vocabulary

aids learners in connecting words to relevant contexts, promoting deeper
understanding and retention. This approach ensures that students encounter and
practice language that is immediately applicable, increasing their confidence in
speaking tasks. The Word Wall will feature words and phrases organized
thematically, which may depend on different field such as, education,
mathematics, science, and etc. These words will be regularly updated to ensure
alignment with ongoing lessons and classroom activities.

Students will play an active role by contributing their own words and
phrases to the Word Wall. This collaborative process not only enhances
engagement but also empowers learners to take ownership of their language
development. Zimmerman (2002) underscores the importance of learner
autonomy, noting that students who actively participate in their learning process
are more motivated and likely to achieve better outcomes. Allowing students to
select and share words makes vocabulary acquisition a shared, meaningful
experience.

Beck, McKeown, and Kucan (2013) emphasize that interactive vocabulary

instruction supports active engagement and facilitates the transfer of words into
practical use. This ensures that the Word Wall becomes a living, evolving tool
that enriches language practice. The Word Wall will go beyond being a static
display by incorporating interactive components. These include sentence-building
activities, linking to multimedia resources like pronunciation guides and example
sentences. These elements will cater to diverse learning styles and ensure that
students interact with the vocabulary in varied ways.

The Word Wall will be actively used in speaking tasks such as sentence
building and discussions. By encouraging students to incorporate the displayed
vocabulary into these activities, the intervention fosters real-time application and
repeated exposure to language. Nation and Newton (2009) argue that
meaningful and frequent practice in authentic communicative contexts is crucial
for developing speaking fluency. Through these activities, students will not only
improve their vocabulary usage but also build confidence in oral communication.

In connection to this, the researchers suggest that the interactive word wall
will:

Feature words and phrases aligned with ongoing lessons: Categorized

thematically (e.g., sentence building, and discussion. These words will be
updated regularly to maintain relevance to classroom activities and topics.

Allow students to contribute their own words: Fostering a sense of ownership

and engagement in the learning process. Students will collaborate to add
meaningful vocabulary they encounter during lessons or personal experiences.

Include interactive components: Sentence-building activities,classroom

discussion . These features will enhance student interaction with the Words,
vocabularies, pronunciation, and it also helps in their comprehension and the
way they express things.

Be integrated into speaking tasks: Impromptu speeches, debates, role-playing,

and small group discussions. By encouraging the use of Word Wall vocabulary
during these activities, students will gain repeated exposure to and practice with
the language in authentic speaking situations.

The Interactive Word Wall’s combination of visual appeal, student

participation, and practical application creates a holistic approach to addressing
speaking fluency challenges. By transforming vocabulary into a shared, active
resource, it empowers learners to engage meaningfully with language, fostering
both individual growth and collaborative learning in the classroom.

IV. Action Research Methods

a. Participants/Sources of Data
 The participants of this study are the 36 students of Grade 10-Forgiving of
Deogracias P. Princesa Memorial High School, who were selected based on
initial classroom observations and informal assessments that identified their
struggles with speaking fluency. These students exhibit challenges such as
limited vocabulary and hesitation in oral communication, making them ideal
candidates for the intervention. Their inclusion aims to provide valuable insights
into the effectiveness of the Interactive Word Wall in addressing fluency
difficulties.

The study will gather data from multiple sources to ensure a

comprehensive analysis. Pre- and post-test scores will measure changes in
students' speaking fluency, while student reflections will document their
experiences and perceptions of the Interactive Word Wall. Observation checklists
completed by the teacher during speaking activities will provide additional context
regarding student engagement and vocabulary usage. Furthermore, focus group
discussions with selected students will offer in-depth feedback, highlighting the
strengths and potential areas for improvement in the intervention. This
combination of data sources will enable a holistic understanding of the
intervention's impact.

b. Data Gathering Methods

The data gathering methods for this study will employ a variety of tools to
collect comprehensive and reliable information on the effectiveness of the
Interactive Word Wall intervention. Speaking Fluency Pre- and Post-Tests will be
conducted to measure changes in students' speaking fluency before and after the
intervention. These tests will use a criteria to evaluate the following such as
pronunciation, coherence, vocabulary use, and confidence, providing measurable
data on students' progress.

Classroom Observations will also play a significant role in monitoring how

students engage with the Word Wall during speaking activities. Using an
observation checklist, the teacher will document behaviors such as participation,
vocabulary usage, and overall engagement. To capture students' perspectives
through student reflections and will be collected on the last of the
implementation. In these reflections, students will share how the Word Wall
supports or challenges their development in speaking fluency.

Finally, the teacher log will serve as a record of the teacher's

observations, insights, and any adjustments made throughout the intervention.
This multi-faceted approach ensures that data is gathered from diverse
perspectives, enabling a thorough analysis of the intervention's impact.

c. Data Analysis Plan

 In this study, the researchers will use qualitative data analysis plan to
comprehensively evaluate the effectiveness of the Interactive Word Wall
intervention. Qualitative analysis, thematic analysis will be applied to data
collected from student reflections, focus group discussions, and the teacher log.
This process will involve identifying recurring themes related to students’
experiences, perceptions, and challenges during the intervention. Observational
data from classroom activities will also be coded to detect patterns in student
engagement and interaction with the Word Wall.

Thematic analysis will involve coding the data to identify key patterns and
themes, such as increased vocabulary usage, improved fluency, or challenges
with sentence-building. Researchers will also observe how students interact with
each other during Word Wall activities, tracking the use of new vocabulary in
speaking tasks. By examining these themes, the study will offer a deeper
understanding of how the Interactive Word Wall supports language learning in
authentic speaking contexts. The findings will provide valuable feedback on how
to refine the intervention, ensuring it meets students' needs and enhances their
language development, particularly in terms of fluency and vocabulary
application.

V. Action Research Work Plan

Targets Activities Person’s Involved Timeline Cost
Identifying Observe Researcher/Teacher Week 1 0
and Limiting classroom
the Topics practices
and identify
speaking
fluency
challenges
among
students.
Brainstormi Draft Researcher Week 1 0
ng and multiple
Formulating action
a Title research
titles and
finalize
based on
clarity,
Expanding relevance,
Vocabulary and
Through feasibility.
Visual
Previous
Titles:
Expanding
 Vocabulary
Through
Visual
Representat
ion: A Word
Wall
Intervention
for Grade
10 Learners

The Impact
of an
Interactive
Word Wall
Intervention
on the
Speaking
Fluency of
Grade 10
Students.

Final Title:
The
Effectivenes
s of an
Interactive
Word Wall
Intervention
on the
Speaking
Fluency of
Grade 10-
Forgiving
Students.

Reviewing Conduct a Researcher/Teacher Week 2 ₱500

the Related review of (Internet,
Literature studies on printing)
speaking
fluency and
Interactive
Word Walls.
Developing Create the Researcher Week 3 0
a Research framework:
Plan formulate
questions,
 objectives,
scope, and
plan
intervention
activities.
Design Researcher/Teacher Week 3 ₱500
tools: (Materials/pri
pre-/post- nting)
tests,
observation
checklists,
reflection
prompts,
and focus
group
guides.
Implementi Prepare the Researcher/Students Week 4 ₱500 (poster
ng the Plan Word Wall boards,
and materials markers)
Collecting set up in the
Data classroom.
Administer Researcher/Teacher/ Weeks 0
pre-test and Students 4–5
implement
Word Wall-
based
speaking
activities.
Collect Researcher/Teacher Weeks 200
observation 4–6 (Miscellaneou
al data, s)
student
reflections,
and focus
group
feedback
during
activities.
Analyzing Analyze Researcher Weeks 0
the Data pre- and 7–8
post-test
scores and
qualitative
data using
thematic
coding and
 statistical
methods.
Sharing and Share Researcher/Teacher/ Week 9 0
Communica findings with Students
ting Results students
through a
short
classroom
presentation
.
Present Researcher/Teacher Week 9 ₱300
results to (Presentation
parents, materials/sna
teachers, cks)
and
administrato
rs during
school
meetings.
Post a Researcher Week 9 0
summary of
findings on
the school’s
social media
platforms.

VI. COST ESTIMATES

Targets Activities Resources Cost

Needed
Identifying and Conduct None (teacher’s 0
Limiting the Topic classroom time and existing
observations to resources
identify speaking
fluency
challenges
among students.
Brainstorm Notebook, pens ₱50
interventions and
finalize the Word
Wall approach.
Finalizing a Topic Draft and refine None (existing 0
the action materials)
research title.
Reviewing the Research existing Internet access, ₱500
Related Literature studies on printing of key
 speaking fluency documents
and Word Walls.
Compile and Notebook, pens, ₱100
annotate findings and folders
for reference.
Implementing the Develop and Poster boards, ₱500
Plan and prepare Word markers, sticky
Collecting the Wall materials notes
Data (poster boards,
markers,
laminated
vocabulary
cards).
Administer pre- Pre-test criteria, ₱300
and post-tests, printed materials
and facilitate
Word Wall
activities.
Collect data: Printing materials, ₱450
observation Bond paper
checklists,
student journals,
and focus group
feedback.
Sharing and Present findings Manila paper, ₱300
Communicating to students and markers, printed
Results peers through summaries
discussions and
visual aids.
Share results with Snacks for ₱500
parents, teachers, participants,
and printed reports
administrators
during school
meetings.
Post findings on None (free digital 0
social media platforms)
platforms and
school pages.

VII. Plans for Dissemination and Utilization

The findings of this action research will be shared in ways that are
accessible to students, parents, teachers, and the broader community. A short,
interactive presentation will be given to students to celebrate their progress, while
a simple summary will be shared with parents through letters or meetings to
highlight how the intervention supported their children’s learning. Teachers and
staff will learn about the results and practical applications during a school
presentation. Additionally, key insights and achievements will be shared on the
school’s social media platforms, such as Facebook and Instagram, to reach a
wider audience. Finally, the findings will be communicated informally through
newsletters, posters, or bulletin boards to further spread awareness within the
school and community.

VIII. References

 Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL Listening and

Speaking. Routledge.
 Wright, T. (2019). How to Teach Vocabulary: Principles and Practices.
Cambridge University Press.
 Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing Words to Life:
Robust Vocabulary Instruction. Guilford Press.
 Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing Words to Life:
Robust Vocabulary Instruction. Guilford Press.
 Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL Listening and
Speaking. Routledge.
 Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview.
Theory Into Practice, 41(2), 64-70.