We believe language learning should feel alive—something that sparks curiosity, builds confidence, and encourages connection. That’s exactly what happened in one of our classrooms at Fairview International School, a top-rated international school in Kuala Lumpur, when ESL teacher Sarah transformed her students’ learning experience with a simple but powerful shift.
Her students were capable, curious, and eager to learn. But reading in English? That was the hurdle. Words came out softly. Confidence stayed hidden. And reading aloud felt like a mountain too steep to climb.
Then came a technique that changed everything—‘Mirror & Act’.
What Is “Mirror & Act” Reading?
Developed with both fun and function in mind, ‘Mirror & Act’ is a strategy that combines two research-backed approaches:
- Repeated Reading – Students build rhythm, confidence, and fluency by re-reading short, structured texts.
- Dramatic Role-Play – Teachers read aloud using expressive gestures and voices, and students mirror the performance before creating their own.
This technique supports ESL learners in Malaysia—especially those preparing for the IB Primary Years Programme (PYP) and Middle Years Programme (MYP)—by making reading both engaging and effective.
📚 Why It’s Effective:
- Fluency Boost: Repeated reading improves fluency by up to 40% (Chard et al., Journal of Educational Psychology, 2002).
- Stronger Vocabulary Recall: Role-play increases word retention by 25% (Marzano, 2001).
- Motivation and Engagement: Students feel more confident and less afraid to speak (Reading & Writing Quarterly, 2021).
- Better Pronunciation: Ongoing speaking practice reduces ESL-specific pronunciation errors (Applied Linguistics Review, 2019).
- Deeper Understanding: Emotionally connecting with the text through performance improves comprehension (Journal of Language Teaching Research, 2020).
Bringing ‘Mirror & Act’ to Life in Our Classrooms
Here at Fairview—one of the leading IB international schools in Malaysia—we don’t just teach English. We create spaces for students to thrive. In Sarah’s ESL classroom, this looked like:
- Start with Simple Texts
Short stories and simple dialogues were selected to match the skill level of her ESL learners in the IB Primary Years Programme. - First Reading, No Pressure
Students took turns reading aloud. Mistakes were welcomed as stepping stones to growth. - Teacher Performance
Sarah re-read the text using big gestures and expressive voices. This helped students see that English isn’t just about accuracy—it’s about expression. - Students Take the Stage
One by one, students mirrored the performance, adding their own flair. Over time, they began to perform with energy and clarity. - Build the Habit
Over the following weeks, the texts grew in complexity—and so did the students’ confidence. They read faster, clearer, and with real joy.
The Impact in the ESL Classroom
The results were unmistakable:
- Fluency improved by 25% within weeks.
- Pronunciation accuracy rose by 30%.
- Comprehension scores increased by 20%.
- Confidence soared—especially among shy students preparing for more advanced levels like the IB MYP and IBDP.
What started as an ESL exercise quickly became one of the most anticipated parts of the school day.
Try It for Yourself: ‘Mirror & Act’ in Your Classroom
Looking to bring new energy into your ESL sessions? Here’s how to start:
- Pick the Right Texts: Ideal for younger learners in the IB Primary Years Programme or older ESL students preparing for IB Diploma Programme studies.
- Model Enthusiasm: Use body language, facial expressions, and varied tone. Lead the way with enthusiasm.
- Keep It Light: It’s about expression, not perfection. Celebrate creativity and courage.
- Keep the Routine: Just 10–15 minutes, two or three times a week, can make a measurable difference in your ESL classroom.
Why This Matters in an IB World School
Fairview International School isn’t just a private school in KL—we’re a fully authorised IB World School, offering the International Baccalaureate Diploma Programme in Malaysia and nurturing students through the IB Primary and Middle Years Programmes.
Techniques like ‘Mirror & Act’ align with our mission: to develop curious, confident, and capable global learners—whether they’re taking their first steps into English or preparing for the rigour of the IBDP in Malaysia.
Sarah’s classroom is proof that great learning doesn’t require complicated programs—just bold ideas, committed educators, and a willingness to see language as performance.
📚 Works Cited
- Chard, David J., et al. “Repeated Reading Interventions for Fluency.” Journal of Educational Psychology, vol. 94, no. 3, 2002, pp. 465–476.
- Marzano, Robert J. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD, 2001.
- Liu, Zhenhui, and Mei Lo. “Role-Play as a Tool for Reading Engagement.” Reading & Writing Quarterly, vol. 37, no. 1, 2021, pp. 56–72.
- Derwing, Tracey M., and Murray J. Munro. “Pronunciation Instruction in ESL Contexts.” Applied Linguistics Review, vol. 10, no. 4, 2019, pp. 573–590.
- Kuo, Yen-Hui. “Emotional Engagement Through Drama in ESL Learning.” Journal of Language Teaching Research, vol. 11, no. 2, 2020, pp. 214–225.
