Using Readers Theater as a Facilitator in Elementary School English Training

Autor/in	Lin, Ya-Fen
Titel	Using Readers Theater as a Facilitator in Elementary School English Training
Quelle	In: Journal of Education and Learning, 4 (2015) 2, S.43-52 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Theater Arts; Elementary School Students; Instructional Effectiveness; Reading Comprehension; Cooperative Learning; Grade 6; Foreign Countries; Teaching Methods; Training; English (Second Language); Language Tests; Language Proficiency; Pretests Posttests; Questionnaires; Scripts; Directed Reading Activity; Second Language Instruction; Student Interests; Taiwan + Suchen Sie Ihr Suchwort? Theaterwissenschaft; Unterrichtserfolg; Leseverstehen; Kooperatives Lernen; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Fragebogen; Skript; Fremdsprachenunterricht; Studieninteresse
Abstract	The purpose of the study aimed to investigate the effect of the Readers Theater (RT) training on elementary school students. In particular, changes in the students' English reading comprehension before and after the RT show, comparison of the students' responses to English learning, especially English reading, the students' opinions on the RT activities, and the students' responses to English books were examined and analyzed. Additionally, the students' cooperative learning during the RT training was explored. The subjects of the study were 32 students in the sixth grade of a Taichung elementary school. Thirty-two students participated in RT training for almost forty-four days in order to perform in an RT show. Before the RT training, the subjects were requested to take the standardized English proficiency pretest and pre-study questionnaire. While participating in the RT training, the subjects needed to finish reading the selected English scripts. In the process of reading English scripts, the subjects were engaged in the reader's theater activities, including reading English scripts aloud, performing on the stage, and group work. After the RT training, the subjects were asked to take the standardized English proficiency posttests and post-study questionnaires. Considering the study findings, it was suggested that the teachers were able to utilize the RT activities in instructing students' English reading. With the stimulation of the RT activities, students could be motivated to be engaged in appreciating English books and obtained meaningful experiences from the characters in the plot. In addition, the teachers could foster students' cooperative learning through group work and enhanced the students' interest in learning English. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01