e-journal

Student perceptions of the benefits of drama projects in university EFL

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Purpose – The purpose of this study is to address the situation that although the theoretical benefits of using drama projects in the Teaching of English as a Foreign Language (TEFL) have been described in a number of studies, researchers have identified a lack of literature on their practical use, particularly in terms of different institutional settings, teaching styles, learning styles and proficiency levels. This paper therefore describes three case studies in universities in Korea, showing that the use of drama projects can be successfully used in different teaching situations and is an effective means of promoting meaningful language learning in students often demotivated by traditional methods and the test-driven classroom.
Design/methodology/approach – In these adult-learner EFL settings, a process approach to drama projects aimed to promote meaningful language acquisition and holistic learning in students of different proficiencies and majors. Drama projects were used as: syllabus supplementation by an individual teacher in a Korean-mediated English program (Case Study 1); core content on an English-mediated pre-service teacher training course (Case Study 2); and syllabus content on a Freshman English program taught by 25 native-speaking instructors (Case Study 3). Data were collected from pre/post-course questionnaires, semi-structured interviews and students’ evaluations. These were then
triangulated to identify trends in participant perceptions.
Findings – Results indicated positive attitude change and promotion of cognition, positive affect and social skills in all three case studies, confirming earlier research findings and showing that the drama project is a viable and effective educational tool for the foreign language teacher, from individual syllabus supplementation to incorporation into a language program curriculum. Rather than resisting the innovation presented by drama projects, the adult learners involved welcomed the opportunities for creativity, autonomy, group work and performance.
Originality/value – The practical confirmation of the theoretical benefits of EFL drama projects across individual and institutional settings indicates the potential value of including them in university language programs and teacher-training EFL curricula, enabling and encouraging language teachers to promote holistic, meaningful language learning.

Keywords English teaching, Attitude change, Drama projects, Holistic learning, Process drama,University EFL

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Informasi Detail

Judul Seri

English Teaching: Practice & Critique

No. Panggil

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Penerbit

: Emerald., 2015

Deskripsi Fisik

English Teaching: Practice & Critique Vol. 14 No. 3, 2015 pp. 314-334

Bahasa

English

ISBN/ISSN

DOI 10.1108/ETPC-06-

Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

KIMIA

Info Detail Spesifik

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Pernyataan Tanggungjawab

Wati/Agus

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