Literaturnachweis - Detailanzeige
Autor/inn/en | Hismanoglu, Murat; Çolak, Rasit |
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Titel | A Study on Turkish EFL Teachers' Perspectives on Using Drama to Develop Students' Speaking Skills in the EFL Classroom |
Quelle | In: Novitas-ROYAL (Research on Youth and Language), 13 (2019) 2, S.187-205 (19 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1307-4733 |
Schlagwörter | Foreign Countries; Language Teachers; English Teachers; English (Second Language); Second Language Instruction; Drama; Teaching Methods; Teacher Attitudes; Instructional Effectiveness; Language Skills; Knowledge Base for Teaching; Speech Communication; Elementary Secondary Education; Turkey Ausland; Language teacher; Sprachunterricht; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Unterrichtserfolg; Language skill; Sprachkompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Türkei |
Abstract | The purpose of the present study was to investigate K-12 EFL teachers' perspectives and knowledge on the use and effectiveness of drama to develop students' speaking skills. To achieve this purpose, 42 EFL teachers from different state secondary schools of a city located in the west part of Turkey participated in this study. The questionnaire designed by Dal (2017) was used in this study by the researchers with some minor modifications to it. The findings of this study displayed that Turkish K-12 EFL teachers generally revealed high levels of cognizance of the impact of using drama to develop students' speaking skills. The findings also indicated that although EFL teachers generally had high levels of cognizance of the benefits of using drama to develop students' speaking skills, they generally had moderate levels of knowledge of using drama to develop students' speaking skills. Furthermore, as opposed to our expectations, the findings of this study indicated that EFL teachers generally exhibited low levels of cognizance of the prominence of drama in developing students' speaking skills. Lastly, the results of this study revealed that EFL teachers taking drama education in their department had higher levels of perspectives than those not taking drama education in their department with respect to the use of drama as a technique for improving students' speaking skills. (As Provided). |
Anmerkungen | Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: http://www.novitasroyal.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |