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

Man, Chang Fui; Sharif, Sabariah; May, Andrea Lee Jen; Talin, Rosy; Singh, Soon Singh Bikar

doi:10.17509/ijal.v10i3.31742

Cited by 6 publications

(4 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One that affects the learning process in the socio-educational model proposed by Gardner (1985) is parental encouragement. This parental encouragement can motivate children in an effort to learn the local language during the process [13].…”

Section: Family Based Of Ponosakan Language Learningmentioning

confidence: 99%

Family-Based Language Learning: A Case Study of the Ponosakan Language Maintenance in North Sulawesi

Mu’jizah¹,

Handayani²,

Palupi³

et al. 2022

Proceedings of the First International Conference on Democracy and Social Transformation, ICON-DEMOST 2021, September 15, 2021,

View full text Add to dashboard Cite

One of the endangered local languages in North Sulawesi is Ponosakan. This study aimed to preserve the sustainability of Ponosakan by means of qualitative methods, such as story telling, singing songs, and revitalisation of the language function for communication within the families. The approach was taken by introducing the vocabularies of the things around their dwelling places, introducing folk-tales, myths, local narratives, games, folksongs in daily conversation. Instead of parents, village leaders, and school teachers who are still familiar with the language use are assigned to teach the Ponosakan. Learners are required to retell everything they learned in Ponosakan language with the hope that their language proficiency will improve. The study has shown that children and their families in Ponosakan actively use the language at home, and the Ponosakan language has eventually been revitalized.

show abstract

Section: Family Based Of Ponosakan Language Learningmentioning

confidence: 99%

Family-Based Language Learning: A Case Study of the Ponosakan Language Maintenance in North Sulawesi

Mu’jizah¹,

Handayani²,

Palupi³

et al. 2022

Proceedings of the First International Conference on Democracy and Social Transformation, ICON-DEMOST 2021, September 15, 2021,

View full text Add to dashboard Cite

show abstract

“…Students' linguistic skills are developed in large part as a result of their drive, according to research on the role of motivation in language learning. The application of motivation is required for the development of language competence (Harvey, 2017;Lai & Tai, 2021;Man et al, 2021;Schiller & Dorner, 2021). In order for students to achieve their second or foreign language goals, teachers must play an important part in their success.…”

Section: Students' Level Of Online Language Learning Engagement and M...mentioning

confidence: 99%

“I Teach the way I believe”: EFL Teachers’ Pedagogical Beliefs in Technology Integration and its Relationship to Students’ Motivation and Engagement in the COVID 19 Pandemic Year

Souza

Shet²,

Alanya-Beltrán³

et al. 2021

IJLTER

View full text Add to dashboard Cite

This study aimed to investigate language teachers' pedagogical concepts and attitudes and the effect of these on students' motivation and engagement levels. Its results were based on a cross-sectional correlational research survey which was conducted online. The participants in the study were chosen at random from among 205 language teachers (n= 205) and 317 language students (n= 317) from various higher educational institutions in Asian countries. Results of the study of language teachers revealed that the respondents' pedagogical ideas and orientations were positive when it came to using technology-based teaching in their language classroom. Results of gender differences indicated that female language teachers showed a firmer belief in student-centered online language learning than their male counterparts. On the other hand, males are more likely than females to utilize technology in the language classroom, and their attitudes relating to it are more favorable than those of their female counterparts. The levels of language learning motivation and engagement among students were also investigated. The findings also showed a high level of language learning engagement among both male and female students. Furthermore, the test of relationship showed that the firmer the instructors' belief in the importance of student-centered teaching and the incorporation of technology in the language classroom, the more driven and engaged the students are in language learning. Students' motivation and involvement in online language learning are not related to their views about the significance of instructors in their life, which is contrary to what many people believe. When it comes to incorporating technology into language courses, there are several pedagogical assumptions that enable EFL teachers to do so effectively. More broadly stated, this study has implications for increasing language instructors' digital literacy to develop more motivating, productive, and engaging language courses for 21st-century learning to improve language students' digital literacy.

show abstract

“…Therefore, virtual drama using the latest technology has become a trustworthy way. Virtual dramas that utilize social media technology need to be tested on students for convenience and the role of their companions as self-development and freeing students from boredom and motivating them to be active in theater activities after studying online (Peaches, 2021;Man, et al, 2021;Shanti & Jaafar, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Utilization of Technological Tools for Virtual Drama Performance in Post-Pandemic Era

Inderawati¹

2022

Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT

View full text Add to dashboard Cite

Literature in ELT course has been carried out for years with a drama performance as one of the products of the course. However, the performance was no longer conducted due to the coronavirus outbreak. This study aimed at elaborating the process and the use of technological tools (Zoom, Canva, and Pinterest) to create drama performance virtually. The participants of the study were a lecturer and 34 students who have joined the course. In this qualitative case study, the data were gathered by using interview and observation. The data obtained were analyzed with multiple levels of analysis and validated with triangulation and member checking. They were analyzed by using five analytic stages: organizing and planning the results, paying attention to all data, coding the data, generating the description and themes, and reflecting descriptions and themes. The research revealed that the students could play multiple roles as collaborator, communicator, critical thinker, and creator to create two minutes videos, to write drama script collaboratively, and to produce a virtual drama performance by utilizing the technological tools to the Old English epic poem Beowulf.

show abstract

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

Cited by 6 publications

References 19 publications

Family-Based Language Learning: A Case Study of the Ponosakan Language Maintenance in North Sulawesi

Family-Based Language Learning: A Case Study of the Ponosakan Language Maintenance in North Sulawesi

“I Teach the way I believe”: EFL Teachers’ Pedagogical Beliefs in Technology Integration and its Relationship to Students’ Motivation and Engagement in the COVID 19 Pandemic Year

The Utilization of Technological Tools for Virtual Drama Performance in Post-Pandemic Era

Contact Info

Product

Resources

About