English Educators’ Prospective Evaluation of a Reader’s Theatre Programme for Indigenous Students in Rural Pahang

Abstract

Reader’s Theatre may offer a structured and engaging approach to developing English speaking skills, but an intervention intended for Orang Asli adolescents should be assessed prospectively before claims about effectiveness are made. This survey evaluated English educators’ opinions and overall acceptance of a proposed Reader’s Theatre intervention designed to improve the speaking skills of students aged 13–15 at CEFR A1–B1 levels in rural Pahang. A cross-sectional online survey was completed by a purposive sample of 45 educators with secondary-school English-teaching and Indigenous-student teaching experience. Likert-type items were analysed individually using frequencies, medians, interquartile ranges and favourable-response proportions with Wilson 95% confidence intervals; unable-to-judge responses were retained as a separate category. Evaluations were mixed. Professional fit (59.0%), programme clarity (56.4%), perceived classroom implementability (60.0%) and understanding of the proposed steps (58.1%) received the strongest favourable responses. Overall acceptance was 35.9%, support for proceeding with a monitored pilot was 29.7%, and only 30.0% judged the anticipated burden to be low. Uncertainty was particularly evident for the proposed one-day format, which 28.9% were unable to judge. The most frequently selected requirements were facilitator briefing or training (80.0%), additional rehearsal time (66.7%), and both logistical support and smaller groups or more facilitators (60.0% each). The findings indicate conditional rather than general acceptance. They support culturally reviewed co-design and a closely monitored pilot before the intervention’s effect on speaking skills is evaluated.