A Study of Effect of Dramatic Activities on Improving English Communicative Speaking Skill of Grade 11th Students

Abstract

This paper aimed to reexamine the current EFL communicative speaking skill in high school level in Thailand due to the coming of the entry to ASEAN at the end of the year 2015. Thai students need to be well prepared for workforce in the future since English is used as the working language in ASEAN. The purposes of this paper were to study the effect of dramatic activities on improving English communicative skills of grade 11 th participants and to examine students' opinions towards the use of dramatic activities in their speaking class. The duration of experiment was 21 hours within 7 weeks. The research instruments were lesson plans using dramatic activities, English communicative speaking test and a questionnaire measuring students' opinions towards the teaching based on dramatic activities. The findings were that the English communicative speaking skill on grade 11 th students after attending the teaching class using dramatic activities was significantly higher than before attending the teaching and the students' opinions towards dramatic activities on speaking were highly positive.

The Views of ELT Pre-Service Teachers on Using Drama in Teaching English and on Their Practices Involved in Drama Course

“…Drama in education is also known as drama activities, creative drama, drama techniques, educational drama, story drama, process drama, creative dramatics, child drama and children's theatre (Iamsaard & Kerdpol, 2015;Bolton, 1986;Heathcote, 1984a;Booth, 1991;O'Neill, 1995;O'Toole, 1992;Yasar, 2006). Although there is not a consensus on the meaning of the term 'drama' (Yasar, 2006;Mages, 2008), in Turkey, Council of Higher Education (CoHE) prefers the term 'drama in education' to describe it (YÖK, 2018), and this study adopts the term drama.…”

Improving EFL students’ speaking proficiency and self-confidence using drama technique: An action research

“…The majority of these research examined drama's unidirectional influence. Many researchers including Iamsaard & Kerdpol (2015), Sutjiati, Ningsih, & Budiwaty (2018), Ahmed (2019), Bshara &, Barahmeh (2020) and others researched on the use of drama techniques in enhancing speaking skills, selfconfidence, motivation, and managing speaking anxiety of EFL learners. These researchers come out with the positive influence of drama technique.…”

The effects of drama-based activities as a language learning tool on learners’ motivation in Non-Malay-medium national schools in Malaysia

“…The usage of drama-based activities in an ESL classroom has been proven to be an effective learning tool (Iamsaard & Kerdpol, 2015;Tavares, 2016). A mixed methodology experimental research conducted by Iamsaard and Kerdpol (2015) among eleventh graders in Thailand found that participants responded positively to the intervention of drama activities. The researchers utilised lesson plans adapted from Davie (1990) to improve participants' English-speaking skills.…”

“…The researchers utilised lesson plans adapted from Davie (1990) to improve participants' English-speaking skills. From the questionnaire distributed, it was found that (1) the dramatic activities allowed the participants to participate and learn the language while having fun at the same time, and (2) the difficulty level of the activities was appropriate for the participants which aid their understanding better and maintain their interests for the lessons (Iamsaard & Kerdpol, 2015). Another quantitative study that uses drama-based activities as a learning tool for students' development in English oral proficiency also found that there are favourable changes in students' oral proficiency motivation after students were given drama activities as a strategy for language learning (Man et al, 2019).…”