The impact of play-based learning in teaching English to preschoolers in Kota Kinabalu, Sabah, Malaysia

Abstract

The primary objectives of this study were to examine how preschool teachers integrate play-based learning methods in English lessons, explore teachers’ perceptions of play-based learning, and identify the challenges they encounter in applying this approach in the classroom. To achieve these aims, a qualitative study design was employed. Three preschool teachers from three private preschools in Kota Kinabalu, Sabah, were chosen as a sample using a purposive sampling technique. All the participants have teaching experience ranging from three to ten years, and they employ play-based learning in teaching. Data were collected through individual semi-structured interviews. All interviews were audio-recorded, transcribed verbatim, and thematically analyzed to identify key patterns and outcomes. The findings reveal that teachers employed a wide repertoire of play-based strategies, including role-play, storytelling, songs and nursery rhymes, word games, and physical movement activities. These methods were found to significantly enhance vocabulary acquisition, sentence construction, confidence, improve speaking and listening skills, and overall interest in English among preschool children. However, several challenges hindered the full integration of play-based pedagogy. These included limited instructional time due to an overcrowded syllabus, insufficient physical classroom space, inadequate teaching materials, and, in some cases, parental expectations favouring more traditional, academically oriented instruction. This study offers important implications for policymakers, curriculum designers, and educators, particularly in strengthening early childhood English instruction through the systematic integration of play-based learning approaches. This study also has crucial pedagogical implications as it suggests that play-based learning creates an enjoyable learning environment and can improve children’s vocabulary, oral skills, motivation, and confidence.