Teachers’ Perceptions of Using Drama- and Other Action-Based Methods in Language Education

Abstract

This article examines teachers’ perceptions of the use of drama- and other action-based methods in teaching a foreign or second language in Finland. Prior research reveals that much foreign language teaching is textbook-based and does not utilize the target language effectively. International research on drama- and action-based methods shows that these instructional techniques are beneficial to student learning and language acquisition. The data for this study were collected through an online questionnaire with closed and open questions and analyzed inductively with content analysis. The findings indicate that a majority of the participants (n=130) used action-based methods regularly. Teachers used these methods because they believed they improve student learning, increase motivation, and liven up lessons. However, teachers lacked training in action-based methods and some also felt there is no time for these methods in busy schedules. Using drama methods was much less common than other action-based methods, such as different word games with movement. The findings show that although textbooks provide ideas for dramatized reading of texts, teachers found most activities online or made them up themselves. Drama and other action-based methods should be incorporated into teacher education and language textbooks so that teachers would gain confidence and competence in using them and have easy access to different, even more complex activities.

Teaching strategies and materials in foreign language teaching in Finland

“…In addition, using movement in language teaching has been considered effective by teachers in other studies (e.g. Hahl & Keinänen, 2021;Korpela & Anttila, 2022) and in the results of this study it was more popular in the lower grades than in the higher grades.…”

“…It is still too early to evaluate the effects of lowering the first foreign language to grade 1 on language teaching strategies in general. However, it is possible that if the preference for the oral mode along with the use of song and movement are found to be effective and engaging language teaching strategies in the first two grades, they may gain in popularity at other levels as well (Hahl & Keinänen, 2021).…”

“…In teaching grades 1-2, the curricular guidelines emphasise the practice of oral skills and multifaceted interaction, and the inclusion of playfulness, music, drama, games, movement and the use of all senses (FNAE, 2020b). Teachers have also taken up various action-based activities to activate older language learners (Hahl & Keinänen, 2021). The Finnish core curricula emphasise the use of digital tools in education and thus teachers have had to improve their competence in digital pedagogy (FNAE, 2020a;FNBE, 2016).…”

Streaming Media for English Language Learners’ Vocabulary Development: A Systematic Review of Features and Challenges

“…In this distinct environment, learners are immersed in a holistic process: they simultaneously listen, read subtitles, and decode visual cues. This multifaceted method is quickly gaining acknowledgement as an effective educational approach, believed to enhance linguistic skill and streamline vocabulary learning (Shahril & Abdullah, 2022).…”