Dramatic Performance in Teaching Drama in EFL Contexts

Presenter: Heng Mindy Jen

Instructor: Dr. Pi-Ying Teresa Hsu

Date: January 5, 20111/5/2011 1

CitationGorjian, B., Moosavinia, R. S. & Jabripour, A. (March 2010), Dramatic Performance in Teaching Drama in EFL Contexts. The Electronic Journal for English as a Second Language, 13(4), Retrieved November 20, 2010, from http://www.eric.ed.gov/PDFS/EJ898206.pdf

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ContentsIntroduction

Methodology

Results

Conclusions

Reflections1/5/2011 3

Purpose of Study

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Teaching English drama through

dramatic performance could

enhance English literature students’

knowledge of drama at university

level.

Research Question

Will EFL students acquire a higher

understanding of a play through

traditional or performance-based

approach to teaching drama?

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Introduction

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Traditional

Teaching

Talking about the author

Talking about characters

Talking about the plot

WITHOU

T bringing

characters life to the real world

Introduction

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The study

Talking about the author

Talking about characters

Talking about the plot

Performance

the play on

stage

Treatment

Methodology

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Participants 90

Sample 60

Age 18-24

Country Iran

Background Major in English language and literature in Drama II

Education Islamic Azad University of Shiraz

English Level Intermediate IELTS

Time The whole semester

Methodology

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Experimental Group

15 session of the two

plays

Choose the roles for each

episode

Memorize the scripts

Perform the scenes

Post-test

Control

Group

15 session of the two

playsSurvey the contents of the two plays Post-

test

Post-test

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30 multiple-choice

2 points

The reliability was 0.90 by KR21

Think-Aloud protocol

Classroom environment

Motivation in class participants

Activities in classroom

Materials

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First edition cover page

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Materials

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Results

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Groups N Max. Min. MeanStd.

Deviation

Control 30 47.60 5.60 28.5600 10.2912

Experimental 30 56.00 3.80 37.0267 12.3657

Table 1. Descriptive Statistics of the Groups on the Post-test

Results

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GroupsConfidence level

dfSig.(2-tailed)

tUpper Lower

Control-10.9988 -5.9345 29 .000 6.839

Experimental

Table 2. Independent Samples T-Test

P<.05 The null-hypothesis was REJECTED !!

Ho: There will be no significant difference between EFL students’ knowledge of drama scores in traditional versus performance-based approaches

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Classroom Environment

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Motivation in Class Participation

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Activities in the Classroom

Conclusions

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Performance-based approach

encourages group practice.

Learners’ self-confidence

was increased.

Learners’ motivation was increased.

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Reflections

Teachers should realize students are the most important roles in classroom.

This research is beneficial to EFL learners.

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ReflectionsThis study only relied on multiple-choice items to be the post-test.

The effect of dramatic performance on teaching L2 culture could also be considered in future investigation.

IELTS score was not described clearly.

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Thanks for your listening!!

KR-21 Formula• 庫李法(Kuder-Richardson method): 庫-李二氏於 1937年提出一些評估信度的公式，其中比較常用者有兩個公式，稱為 KR20 和 KR21

• 當評量工具的難度指數大體上均在 50%左右時，用 KR21來計算信度比較簡便，不過當試題之難度不一，且變化很大時，使用 KR21

往往會低估信度。Sorce: http://webcache.googleusercontent.com/search?q=cache:HbEK5Cj4-

LYJ:140.122.143.143/doc/evaluate3.htm+KR-21+formula&cd=7&hl=zh-TW&ct=clnk&gl=tw

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Think Aloud Report

Source: http://en.wikipedia.org/wiki/Think_aloud_protocol

Think-aloud protocol (or think-aloud

protocols, or TAP) is a method used to gather

data in usability testing in product design and

development, in psychology and a range of

social sciences (e.g., reading, writing and

translation process research).

Think aloud protocols involve participants

thinking aloud as they are performing a set of

specified tasks.

Users are asked to say whatever they are

looking at, thinking, doing, and feeling, as they

go about their task.

This enables observers to see first-hand the

process of task completion (rather than only its

final product).

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