The Reduction of Speaking Anxiety in EFL Learners through Drama Techniques

Atas, Mine

doi:10.1016/j.sbspro.2015.01.565

Cited by 59 publications

(71 citation statements)

References 8 publications

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“…We can deduce from that, using drama techniques and role plays might help students to diminish their level of language anxiety in EFL classes. There has been conducted a research by Atas (2015) about using drama techniques to reduce language anxiety in EFL classes. She pointed out that drama helped to reduce speaking anxiety in foreign language classes.…”

Section: Discussionmentioning

confidence: 99%

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Di̇l Kaygisi Ve Yabanci Di̇l Siniflarinda Azaltilmasinin Olasi Yollari

Uyanik¹,

Cöbek²,

Baştürk³

et al. 2016

Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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Türkiye'de İngilizce öğrenenlerin şikayet ettikleri en önemli sorunların başında istendik bir şekilde konuşulamamasıdır. Bunun arkasında birçok neden olduğu düşünülmektedir. Ama en önemli olanı ise kaygı olarak düşünülmektedir. Bu noktada kaygı ikinci dil öğrenilirken ya da kullanılırken ortaya çıkan endişe verici ve negatif bir duygudur (MacIntyre, 1999). Bu araştırmaya Abant İzzet Baysal Üniversitesi İngilizce öğretmenliği bölümünden 90 öğrenci katılmıştır. Bu araştırmada Horwitz's Foreign Language Classroom Anxiety Scale kullanılmıştır. Kaygının cinsiyete, genel not ortalamasına ve öğrencinin bulunduğu sınıf düzeyine göre etkilenip etkilenmediği incelenmiştir. Araştırmanın bulguları kız öğrencilerin kaygısının erkeklere göre daha yüksek, birinci sınıfta kaygının diğer sınıflara göre daha yüksek olduğunu ve bu kaygının akademik başarıyla negatif olarak ilişkili olduğunu göstermektedir. Bu bulgular ilgili literatür ışığı altında tartışılmaktadır.

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Section: Discussionmentioning

confidence: 99%

“…Mak (2011) used this scale while he was conducting his research named 'An exploration of speaking-in-class anxiety with Chinese ESL learners'. Atas (2015) used Turkish version of Horwitz's Foreign Language Classroom Anxiety Scale in her study.…”

Section: Literature Reviewmentioning

confidence: 99%

Di̇l Kaygisi Ve Yabanci Di̇l Siniflarinda Azaltilmasinin Olasi Yollari

Uyanik¹,

Cöbek²,

Baştürk³

et al. 2016

Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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“…Even in English as a foreign language setting, drama-based English is capable of making learners relaxed and confident (Shand, 2008;Coleman, 2005). Similarly, Atas (2014) found that the intervention of drama in learning English does help to lower the speaking anxiety of learners. A recent study conducted by Nath, Maslawati and Hamidah (2017) also corroborated this finding.…”

Section: Krashen's Affective Filter Hypothesismentioning

confidence: 93%

The Effects of Creative Drama on the Learning of Job Interviewing Skills for Vocational College Students in Sabah

Yusof¹,

Mohamad²

2018

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Answering interview questions in English is often perceived as a big challenge by potential employees in Malaysia. The researchers have found creative drama effective to students as it suits students' multiple intelligences (1.1 & 1.2). By integrating creative drama in the teaching of job interviewing skills, the educators hoped that this intervention could help improve vocational college students' job interviewing skills. Thus, this study was embarked to investigate the vocational college students' perception on the effects of creative drama on their learning of job interviewing skills. The research instruments were focus group interview, field notes and reflective notes. The participants were three student performers and three student audiences of the creative drama from Refrigerator and AirConditioning course. The data were analysed by applying thematic analysis. The main findings are: participants found that creative drama as one of the most effective activity to learn job interviewing skills. Creative drama enhances the participants' confidence level and communication skills before attending the real job interview. It is hoped that this study offers insights to educators in integrating creative drama in their English for Workplace Purposes lessons.

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“…This shift of lesson objective has significantly reduced learners' level of apprehension while speaking. In addition, (20) conducted a study on using drama as a means to reduce learners' anxiety while speaking. Based on the feedback, he concluded that the use of drama indeed lowers the level of anxiety among learners and promote positive outcome and motivate learners to be continuously engaged in the process of language training.…”

Section: B Factors Affecting Speaking Skillsmentioning

confidence: 99%

The Use of Ideological Becoming in English Literature as a Means to Stimulate Students’ Readiness to Speak

2019

IJRTE

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This study explores the relationship between ideological becoming and students’ readiness to speak using English Literature. Learning literature can be daunting and intimidating for students. Moreover, some view the incorporation of literature in language learning is only to serve the need to impart culture and aesthetic values in students without significantly contributing to the aims of teaching and learning and students’ communicative competence. In addition, some instructors find literature to be complex, thus unsuitable to be adopted in the language learning syllabus. During language learning, speaking poses the most challenging skill to master as the students have reservations and experience anxiety in expressing themselves freely and openly in sharing their thoughts. In order to promote speaking skill among the students in a literature classroom, they need to be engaged actively with activities that would facilitate and accelerate their motivation to speak. With this in view, the researcher finds Bakhtin’s notion on ideological becoming may help students to be more expressive in sharing their views during lessons. Ideological becoming is a process of learning by positioning one’s voice with other voices. Through this process, students are required to get their voices heard and recognized while interacting with others. Thus, this article aims to review the following, first, how is literature used in class to promote speaking skill, and second, how the notion of ideological becoming can be a useful tool in learning literature. The state of ideological becoming brings positive implication for the teaching of literature as students are encouraged to be critical and assertive in defending and justifying their responses toward any literary texts.

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The Reduction of Speaking Anxiety in EFL Learners through Drama Techniques

Cited by 59 publications

References 8 publications

Di̇l Kaygisi Ve Yabanci Di̇l Siniflarinda Azaltilmasinin Olasi Yollari

Di̇l Kaygisi Ve Yabanci Di̇l Siniflarinda Azaltilmasinin Olasi Yollari

The Effects of Creative Drama on the Learning of Job Interviewing Skills for Vocational College Students in Sabah

The Use of Ideological Becoming in English Literature as a Means to Stimulate Students’ Readiness to Speak

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