Shifting Learning Atmosphere through Process Drama: Teaching English Parts-of-Speech (PoS) in Indian Classroom
Pratik Kumar Mahant,
Sohaib Alam,
Sanjukta Ghosh
et al.
Abstract:This paper investigates the effectiveness of process drama in teaching English parts-of-speech to middle school students in an eastern Indian school. For the application part, researchers developed process drama-based lesson plans following the structural approach and implemented them among the students of class VII studying English as a second language (L2). The study employed a quasi-experimental design, with a pretest-posttest approach to data collection. Additionally, the facilitator consistently took obse… Show more
“…In this regard, the results of the studies [52], [53], [55], [57], [58] are in line with the objective of improving language skills. These studies demonstrated how morphological-based activities can be used to enhance language [55], [56], [57], [58], [59], [60], [61], [62], [63]. The integration of SNS in classroom pedagogy can serve as a catalyst for addressing writing errors effectively, provided that it is used in a controlled manner by the instructors [64].…”
Facebook has leveraged rapid technological and societal changes over the past decade and has emerged as the largest social networking platform. However, research on Facebook has been limited, particularly when examining its potential to improve English as a second language (ESL) writing in comparison to a control group. The study aims to explore the morphological, syntactic, and orthographical aspects of ESL writing through an experimental group [N = 30] using Facebook on mobile and a control group [N = 30] with a traditional teaching approach. The experimental and control groups undergo observation through twice-weekly, in-class-focused free writing sessions for 10 weeks. The progress of the learners’ writing was tracked using pre- and post-tests to assess its impact. The analysis of variance (ANOVA) test revealed that the experimental group made more significant advancements in writing by reducing morphological, syntactic, and orthographical errors compared to the control group. These results validate previous studies that support the use of Facebook on mobile devices in ESL courses and emphasize the need for further research comparing Facebook with other writing platforms.
“…In this regard, the results of the studies [52], [53], [55], [57], [58] are in line with the objective of improving language skills. These studies demonstrated how morphological-based activities can be used to enhance language [55], [56], [57], [58], [59], [60], [61], [62], [63]. The integration of SNS in classroom pedagogy can serve as a catalyst for addressing writing errors effectively, provided that it is used in a controlled manner by the instructors [64].…”
Facebook has leveraged rapid technological and societal changes over the past decade and has emerged as the largest social networking platform. However, research on Facebook has been limited, particularly when examining its potential to improve English as a second language (ESL) writing in comparison to a control group. The study aims to explore the morphological, syntactic, and orthographical aspects of ESL writing through an experimental group [N = 30] using Facebook on mobile and a control group [N = 30] with a traditional teaching approach. The experimental and control groups undergo observation through twice-weekly, in-class-focused free writing sessions for 10 weeks. The progress of the learners’ writing was tracked using pre- and post-tests to assess its impact. The analysis of variance (ANOVA) test revealed that the experimental group made more significant advancements in writing by reducing morphological, syntactic, and orthographical errors compared to the control group. These results validate previous studies that support the use of Facebook on mobile devices in ESL courses and emphasize the need for further research comparing Facebook with other writing platforms.
“…These observations underscore the role of the learner's first language in inflectional morpheme error patterns in ESL contexts. Moreover, numerous research supports the idea of using different sorts of practical eclectic praxis can be used to curtail errors of students in real life contexts (Alam et al, 2022;Alam et al, 2020;Alam, 2022;Alam, 2023;Mahant et al, 2023). Productive skills of language like writing needs real life practice which can only be provided through communicative strategies or activities that can provides platforms to students to practice language skills .…”
The study aims to analyze 12th-grade students’ writing errors related to inflectional morphemes. In addition, the research measures efficacy of the Rotation Model (RM) and the Grammar Translation Method (GTM) in minimizing writing errors among learners of English. Comparative studies are rare to find the effectiveness of two teaching models in the context of error analysis. Eighty-two samples were taken into consideration for randomize sampling. The present research is divided into two groups; the experimental group, consisting of 41 participants, provided with instruction via RM, and the control group, also comprising 41 individuals, being taught through GTM. Pre and post-test treatment data were collected and analyzed with the help of SPSS 22. The results revealed common errors with inflectional morphemes among both groups. Additionally, the mean values for each type of error were significantly minimized due to the post-instruction of RM compared to the GTM. The study’s findings largely devoted to pedagogical improvement among ESL learners’ writing. The findings are reviewed concerning future research directions and instructional strategies.
“…As Sarah Eaton says "there is no longer focus on grammar and memorization but rather using language and cultural knowledge as a means to communicate and connect to others around the globe" (p. 5, 2010). Moreover, recent studies, such as Mahant et al (2023), have showcased the efficacy of Process drama in the language classroom, where they experimented with the approach of teaching parts of speech to students. The Alam, Karim, and Ahmad study (2020) also highlighted some critical aspects of PD, and they devised some practical activities for classroom pedagogy that can be further improvised according to the nature of the individual classroom.…”
Section: Literature Reviewmentioning
confidence: 99%
“…By assuming different roles and engaging in dramatic activities, participants are able to explore and understand various perspectives, emotions, and responses within a safe and supportive environment. This experiential learning approach allows individuals to develop empathy, critical thinking, and communication skills, as well as gain a deeper understanding of complex social and personal issues (Mahant et al, 2023).…”
Language pedagogy currently remains an evolving field for teachers, scholars, and researchers as the world is advancing towards AI and other technologies, but accordingly it still poses difficulties and problems of authenticity and suitability. A number of strategies and methodologies have been used by different educational psychologists and applied linguists, but pedagogues still face problems with classroom pedagogy. The strategies and methodologies that have evolved in English pedagogy aim to develop procedures and concepts for designing materials which can be utilized in classrooms. The purpose of developing theories for the classroom is to develop the communicative competence of students, which is unfortunately not currently achieved due to the heterogeneous nature of classrooms. Process drama, unlike other instructional methods, attempts to amalgamate various language skills in pedagogy. It is devoted to targeting productive and receptive language skills. The research aims to elicit responses from teachers regarding the use of PD in the language classroom. The participants (46) were chosen randomly for this study, and a mixed method was employed by the researchers, using a questionnaire consisting of closed and open-ended questions. The findings of the study revealed that PD is an engaging, interactive and communicative pedagogical strategy that brings the desired learning results.
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