The Effect of Using Drama in English Language Learning among Young Learners: A Case Study of 6th Grade Female Pupils in Sakaka City

Autor/inn/en	Alasmari, Nasser; Alshae'el, Amal
Titel	The Effect of Using Drama in English Language Learning among Young Learners: A Case Study of 6th Grade Female Pupils in Sakaka City
Quelle	In: International Journal of Education and Literacy Studies, 8 (2020) 1, S.61-73 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Drama; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Learning Processes; Language Proficiency; Language Tests; Communicative Competence (Languages); Native Language; Interference (Language); Barriers; Role Playing; Foreign Countries; Story Telling; Creative Activities; Elementary School Students; Grade 6; Case Studies; Saudi Arabia + Suchen Sie Ihr Suchwort? Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning process; Lernprozess; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Rollenspiel; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Case study; Fallstudie; Case Study; Saudi-Arabien
Abstract	English is now the most frequently used language worldwide. In academia, English has become "a hyper central language" millions of students are learning for various reasons. As such, pedagogists, academicians, and language teachers seek new tools and teaching methods to help English language learners reach high proficiency levels. The use of drama as a teaching/learning tool in English language classrooms is one proposed method, justifying this study to investigate the effects of teaching English language through drama, thus deciphering the advantages of this experience and possible challenges it may pose. Data was gathered via an English language test and classroom observations. Results showed that the use of drama develops participants' language skills, especially the communicative ones such as interactions and conversations, and yields higher proficiency levels as it motivates them to become more engaged in the learning process. These participants also displayed more responsibility and self-reliance; thus, much learning took place. These results confirmed the general claim that introducing drama activities in language classrooms positively supports language acquisition. However, introduction of such a tool presented a few challenges as well, such as the learners' problems of L1 interference, embarrassment, and inhibition, as well as issues related to the unpredictable and open-ended nature of drama. This paper presents more implications of the findings that necessitate further research to gain a more comprehensive account of drama use in language classrooms and thus overcome the challenges presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01