The utilization of drama activities in the enhancement of speaking skill
Article Sidebar
Main Article Content
Abstract
Drama has now become pedagogy with a pretty full component that combines including mind, body, feelings, as well as emotions to develop personalized interactions with real-life events for pupils to be engaged mostly in language acquisition. This study will investigate the benefits and drawbacks of incorporating drama into the learning and teaching of the language. The new drama is already suggested as an efficient approach for developing pupils' speaking abilities in teaching English. Drama, in general, delivers additional benefits, not just in terms of pupils' speaking skills, and in many other domains. Furthermore, various issues could develop throughout the high school drama language instruction approach. This study gives a critical examination of multiple empirical studies regarding drama techniques that have been used in the context of foreign language acquisition via cross-checking and then examining eclectically using various sources. Mostly to generalize, drama has always been undoubtedly valuable in language acquisition. However, various issues in its execution must be addressed in order to adequately meet educational targets. According to the evaluation results, several challenges that may arise during the application of drama are uncontrolled time management, the disorganized environment, the use of the original language, as well as status within schools.
So this study aims at determining the impact of Drama Activities on EFL preparing students' performance in order to improve their speaking skills; and determining the influence of Drama Activities in enhancing EFL preparing students' post-test performance at comprehension and production levels. Two groups of students were chosen for the study each of 30 students, an experimental which is taught by using drama activities and the control one which is taught by the traditional method; and it was found statistically that the performance of the first group is better than the second one.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
-Alfaki, I. M. (2015). "University Students’ English Writing Problems: Diagnosis and Remedy." International Journal of English Language Teaching, 3(3), 40-52.
-Ashton-Hay, S. (2005). Drama: Engaging all Learning Styles. Proceedings 9th International INGED (Turkish English Educational Association) Conference. Economics and Technical University in Ankara, Turkey. Retrieved on April 12th, 2022.
-Aykaç, Z. (2010). Improving communication skills of young learners through language learning strategies. Çukurova Üniversitesi, Adana.
-Brown, H.D. (2004). Language Assessment: Principle and Classroom Practices. New York: Pearson Education.
-Brown, F. G. (1981). Measuring Classroom Achievement. New York: Addison Wesley. Inc.
-Cameron, L. (2001). Teaching Languages to Young Learners. New York: Pearson Education.
-Chauhan, V. (2004). Drama Techniques for Teaching English. The Internet TESL Journal. Vol. X, No. 10, (3).
-Cheng, M. (2007). Student Perceptions of Interactive Drama Activities. Journal of Interactive Drama. 2.3 (3).
-Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In Lantolf (ed.) (pp. 27-50).
-Doğan, S. (2017). A language-focused needs analysis for EFL speaking in preparatory programs: A case in Turkey. Bahçeşehir Üniversitesi, İstanbul.
-Dougill, J. (1987). Drama Activities for Language Learning. London: Macmillan.
-Effendi, D. E. (2015b). The Effect of Using Drama Technique in Teaching Speaking Skill to the Second Semester Students of Islamic Economics At Unisnu Jepara in 2013 / 2014. Jurnal Tarbawi, 12(1), p. 71–80.
-Faltis, C. (2006 ). Teaching English Language Learners in Elementary School Communities: A Joinfostering Approach. Pearson: Merrill / Prentice Hall.
-Good, A.S. Barr& Scates, D. E. (1976). The Methodology of Educational Research. New York: D. Appleton Century Company Incorporated.
-Hüdür, H. (2018). Enhancing speaking skills of young adolescents through collaborative activities. Çağ Üniversitesi, Mersin.
-Khalil, E. F. A. (2018). The effects of debate instruction on Turkish EFL learners’ L2 speaking anxiety, L2 speaking performance, and L2 writing performance. Bahçeşehir Üniversitesi, İstanbul.
-Maley, A., & Duff, A. (1978). Drama Techniques in Language Learning. London: Cambridge University Press.
-McGregor, L., Tate, M., & Robinson, K. (1977). Learning Through Drama: Report of the Schools Council Drama Teaching Project (10-16), Goldsmiths’ College, University of London. London: Heinemann Educational Books for the Schools Council.
-McNamara, T. (2000). Language Testing. Oxford: Oxford University Press.
-Phillips, S. (2003). Drama with children. Oxford: Oxford University Press.
-Richards, J. C. (2006). Communicative Language Teaching Today. New York: Cambridge University Press.
-Tseng, C.-T. H. (2018). Developing Communicative Competence Through drama-based Projects in an EFL Classroom. International Journal of English Language Teaching, 6(8), p. 60–71
-Ulas, A. H. (2008). Effects of Creative, Educational Drama Activities on Developing Oral Skills in Primary School Children. American Journal of Applied Sciences, 5 (7), 876-880. Retrieved on April 12th, 2022.
-Uğurlu, M. (2018). İngilizce öğrenme sürecinde konuşma edimi ile eleştirel düşünme becerisi arasındaki ilişki [The relationship between speaking performance and critical thinking skills in the learning process of English]. Ankara Üniversitesi, Ankara.