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I have taken both pre-action and post-action tests of students' speaking skill- I asked them to talk about x for y minutes and I marked them on 10.  Also, I test them on their WTC before and after the action phase. This time I asked them the questionniare items and score them of 10. This time, I didn't use online WTC questionniare so students don't need to borrow their parents' mobile phones. The scores show that all have improved in their speaking from pre-action to post-action (as you see in the first two columns). All students also improved their WTC (as you see in the last two columns). Some students have improved a lot from their pre-tests e.g., the blue colored ones. The students seem very happy.

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Game-based teaching (Monster, Onion ring, Whisper mingling) and group work are very much effective. I will  use these activities again in another group of students this year. (Same Age)

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* I used four games in my class.
*Among them Three games were effective.
*One was not fruitful because of the long sentences they could not remember.

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# Students are inactive in speaking activities!
# Weaker learners sit on back branches
# I can not push either to participate.
# Many of the students are shy and have lack of confidence.

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1. To what extent are the third-grade students willing to communicate in English in the classroom?
2. What types of problems do they face while communicating in English?
3. Can game-based activities promote students’ willingness to communicate in English?

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# Willingness to communicate Questionnaire(Google form)
# Observed the class by keeping dairy.
# Game-based activities. (Memory game, Monster,
Onion ring, Whisper mingling )- group work, talking tom