Increasing Students’ Willingness to Communicate: Drama-Based Approaches to Language Instruction in English for Academic Purposes Classes

Abstract

A strong willingness to communicate (WTC) in a second language is associated with successful language learning. ESL learners with high levels of WTC will seek opportunities to interact in meaningful communication in English. Engagement in meaningful communication is necessary for language learning as it increases access to comprehensible input, promotes negotiation of meaning, and pushes the learner to produce accurate output. By enhancing instructors’ understanding of factors that impact students’ WTC (e.g., confidence, affect, motivation, and the context of communication), instructors may be better prepared to nurture their students’ WTC and expedite their English language acquisition. Because drama-based approaches (DBAs) for teaching English have been found to cultivate a safe learning environment and increase learners’ confidence, positive affect, and motivation, these approaches also have considerable potential to improve learners’ WTC. Although DBAs may be underutilized in English for academic purposes programs, they are particularly beneficial for students who are hesitant to participate in communicative classroom activities. We review literature on WTC and DBAs, and then incorporate key findings from the literature to guide the development of dramatized role-plays that can foster students’ WTC and lead to improvements in students’ linguistic and general academic skills. 
 Une forte volonté de communiquer (VDC) dans une seconde langue est associée à un apprentissage réussi de la langue. Les apprenants d’ALS qui montrent de hauts niveaux de VDC vont rechercher des occasions d’interagir dans des communications utiles en anglais. L’implication dans une communication utile est nécessaire pour l’apprentissage des langues puisqu’elle augmente l’accès à un apport compréhensible, favorise la négociation du sens et pousse l’apprenant à fournir une production précise. En augmentant la compréhension des facteurs qui influencent la VDC des étudiants (par ex. la confiance, l’affect, la motivation et le contexte de la communication) chez les instructeurs, ceux-ci peuvent être mieux préparés pour entretenir la VDC de leurs étudiants et accélérer l’acquisition de l’anglais. On a trouvé que les approches basées sur le théâtre pour l’apprentissage de l’anglais étaient propices à l’entretien d’un environnement d’apprentissage sécurisant et augmentaient la confiance des apprenants, leur affect positif, ainsi que leur motivation et qu’elles présentent un potentiel considérable pour améliorer la VDC des apprenants. Bien que ces approches ne soient pas beaucoup utilisées dans les programmes de cours d’anglais académique, elles sont particulièrement bénéfiques chez les étudiants qui hésitent à participer aux activités de communication en classe. Nous examinons la recherche et l’approche basée sur le théâtre et incorporons les résultats-clés de la recherche pour guider le développement de jeux de rôles mis en scène qui peuvent favoriser la VDC et améliorer les compétences linguistiques et universitaires des étudiants.

How Drama Enhances English-Speaking Skills: The Role of Drama in Teaching English-Speaking Skills in Selected Secondary Schools in Kigali City, Rwanda

“…From a drama perspective, one can argue that successful language learning is linked to a strong desire to communicate in a second language. Lee et al (2020) contend that different levels of E.S.L. learners actively seek opportunities to participate in meaningful English conversations because effective language acquisition hinges on engaging communication.…”

“…From a drama perspective, one can argue that successful language learning is linked to a strong desire to communicate in a second language. Lee et al (2020) contend that different levels of ESL students will look for chances to interact and engage in meaningful English communication, simply because language learning requires meaningful communication, which enables students to improve their access to understandable information, encourage meaning negotiation, and force students to generate accurate output.…”

Radio Drama Competition as an Effective Tool to Boost the Motivation and Self-Confidence of Primary and Secondary School English Learners in Hong Kong

“…A recent study by Lee et al (2020) in Canada further indicated drama-based activities can create a safe, relaxing, enjoyable, and motivational learning environment to enhance students' confidence and reduce their anxiety when communicating. Lee et al (2020) noted L2 confidence, anxiety, and motivation are important factors in both L2 learning and students' WTC. If students find the learning process enjoyable and satisfying, then they will be more motivated and more willing to use the language (Dörnyei, 2018).…”