The Views of ELT Pre-Service Teachers on Using Drama in Teaching English and on Their Practices Involved in Drama Course

Baykal, Nazlı; Sayin, İdil; Zeybek, Gülin

doi:10.33200/ijcer.596406

Cited by 9 publications

(4 citation statements)

References 44 publications

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“…The most prominent codes associated with the cognitive domain was, "developing the creative thinking skills", "providing the opportunity for being creative and original", "providing the development of verbal skills", "providing support to generate new ideas" "providing permanent learning", and "gaining the habit of asking questions". These emergent codes showed the consistency with the literature regarding the effects of drama on the cognitive domain in terms of developing creative thinking skills (Baykal, Sayın & Zeybek, 2019;Can Yaşar & Aral, 2012;Demir, 2019;Dönük, 2018;Freeman, Sullivan & Fulton, 2003;Moore & Russ, 2008; The most striking codes regarding the social domain were "improving relationships with friends" "providing opportunities to form groups", "providing opportunities to develop social skills", "increasing social integration", and "providing participants to express themselves comfortably". Similarly, in Kelly"s (2006) study, the author observed the positive impact of groupings on the students" experience in drama.…”

Section: Discussionsupporting

confidence: 68%

Effects of Drama Method on Social Communication Skills: A Comparative Analysis

Elaldı

2020

IJRES

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This study aims to determine the effect of drama on social communication skills through the use of quantitative and qualitative research methods in a holistic approach. In the quantitative part of the research both the meta-analytic method and descriptive study were used. In the meta-analysis phase, 24 studies (2 articles, 19 MA theses and 3 Ph.D. dissertations) related to drama and its effect on communication skills and met the inclusion criteria were analyzed using the Comprehensive Meta-Analysis and the MetaWin programs. In the descriptive phase of the study, Social Skills Evaluation Scale was used to assess social skill levels of the preservice teachers (N = 386). In the qualitative part of the study, the data collected via documentary review through the thematic examination of the articles and theses were analyzed using the Maxqda 11 program. Additionally, in an action research design, the data related to the views of the preservice teachers (N= 60) and selected by maximum variation sampling were collected through semi-structured interviews and analyzed through the Maxqda 11 program. Both qualitative and quantitative findings indicated that drama has a positive effect on social communication skills.

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Section: Discussionsupporting

confidence: 68%

Effects of Drama Method on Social Communication Skills: A Comparative Analysis

Elaldı

2020

IJRES

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“…Earlier research highlighted that process drama provides learners with real-life context practice, making language learning more relevant and meaningful (Baldwin & Galazka, 2021). Studies have shown that process drama improves speaking ability (Bsharat & Brahmeh, 2020), enhances listening comprehension and vocabulary acquisition (Shahani & Tahriri, 2015), and develops reading and writing skills (Baykal et al 2019;Alasmari & Alshae'el, 2020;Rieg & Paquette, 2009). Drama-based instruction can significantly enhance speaking skills in English as a Foreign Language (EFL) learners (Sirisrimangkorn, 2018) and provide a platform for students to engage in authentic contexts (Liu et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, Shahani and Tahriri (2015) found that process drama enhanced the listening comprehension and vocabulary acquisition of EFL learners by exposing them to different types of texts and genres. Process drama can also develop learners' reading and writing skills by integrating them with other language skills and encouraging learners to create and respond to texts in various forms and modes (Baykal et al 2019;Alasmari & Alshae'el, 2020;Rieg & Paquette, 2009). Drama plays a crucial role in education by providing learners with the opportunity to immerse themselves in a fictional world, enabling them to engage in authentic and meaningful ways of exploration and communication.…”

Section: Literature Reviewmentioning

confidence: 99%

A Descriptive Analysis and Classification of Drama Techniques for Language Teaching

Başaran

2024

education

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This study offers a descriptive analysis and classification of drama techniques that can be used in foreign language teaching. The aim is to provide language teachers and practitioners with accessible techniques that can be easily utilized in major stages and skills of the language teaching process as needed. The method of the study includes descriptive analysis and classification, resulting in the identification of five major categories of drama techniques. These include introduction and warm-up techniques, awareness-raising techniques, self-confidence and motivation techniques, techniques for speaking and listening skills, and techniques for reading and writing skills. For each category, several techniques were selected and described as examples. It is hoped that this study will make these techniques more available to teachers and researchers, ultimately improving language teaching practices. Since there seems to be no study in the literature on the classification of drama techniques in terms of language teaching, we hope that this study will fill an important gap.

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“…However, especially in Turkey, several studies have been conducted with pre-service teachers in relation to drama-based methods. Baykal, Saym and Zeybek (2019) report that English language pre-service teachers in Turkey found a course in using drama valuable, had mainly positive views of using drama in language teaching, and anticipated using drama in their own teaching. Doğan and Cephe (2018) found that student teachers in a 30-hour creative drama workshop, part of an English language training program, improved their teaching skills, and had very positive perceptions of using drama in language teaching.…”

Section: Using Drama-or Other Action-based Methods In Language Educationmentioning

confidence: 99%

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

Hahl

Keinänen

2021

CPLT

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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.

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The Views of ELT Pre-Service Teachers on Using Drama in Teaching English and on Their Practices Involved in Drama Course

Abstract: The Views of ELT pre-service teachers on using drama in teaching English and on their practices involved in drama course.

Cited by 9 publications

References 44 publications

Effects of Drama Method on Social Communication Skills: A Comparative Analysis

Effects of Drama Method on Social Communication Skills: A Comparative Analysis

A Descriptive Analysis and Classification of Drama Techniques for Language Teaching

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

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