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Centro SurVI y VII Regin

UNIVERSIDAD DEL MAR SEDE CENTRO SUR

ESCUELA DE EDUCACIN

CARRERA DE PEDAGOGA EN INGLS

THE IMPLEMENTATION OF DRAMA COURSES IN THE ENGLISHTEACHING CAREER AT UNIVERSIDAD DEL MAR ZAPALLAR

CAMPUS, WOULD MAKE FUTURE TEACHERS MORE FLUENT INTHE COMMAND OF SPOKEN ENGLISH

TESIS DE GRADO PARA OPTAR AL TITULO DE PROFESOR DE INGLS

Students: Pamela Yuivar TorresDaniel Pardo OrellanaCarlos Morales Barrera

Supervisor: M Ivonne Orellana Escobar

Curic ChileDiciembre - 2010


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Acknowledgment

We would like to thank our beloved supervisor Miss Ivonne Orellana, for her

inspiration and words that always guide our project from the beginning to theend.

To our Faculty Dean Mr. Andrs Silva, for his commitment.

To our professor Mr. Esteban Nuez for his support and good disposition.


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Abstract

This study intends to share the researchers` concern about the level of

proficiency in spoken English students of this language reach at Universidad delMar. In-so-doing, they will suggest that two factors may impede the acquisition

of fluency and accuracy,

exposure to the target language and to appropriate role models,

the timing for the incorporation of grammar structures in the acquisition

process, and

students low self-esteem and self-confidence when the time for

performing comes.

It is in the light of the points presented above, that this study will explore the

implementation of Drama techniques in the lecture room with the intention to

suggest the English Faculty their incorporation in syllabus of the teaching

career.

The research is sustained on the collaborative mixed research method which

will.

It is the hope of this study that the information collected during the investigation

provides the researchers with solid arguments to conclude that a slightly

different and novel approach should be considered, as far as the language

acquisition process is concerned.


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Index

1. Introduction 1

1.1 Research Question 4

1.2 Hypotheses 4

1.3 Population 4

1.4 Sample 4

1.5 General Objectives 4

1.6 Specific Objectives 4

2. Literature review 5

2.1 Language acquisition 5

2.2 Self-esteem and self- confidence 8

2.3 Fluency and accurate use of language 10

3. Methodology 16

3.1. Rosenbergs Self-esteem Scale 17

3.2. Self assessment of Speaking Proficiency 18

3.3 Open Question Survey 19

3.4 Drama Workshop 19

4. Data Analysis 21

4.1 Rosenbergs Self Esteem-Scale 21

4.2 Self assessment of Speaking Proficiency 32


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4.2.1 Open Question Survey 38

5. Conclusion 41

6. Bibliography 44Appendixes 46


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strengthen this skill which is fundamental for teachers in their daily work

because the researchers consider that it is essential for a teacher of English to

show complete competence in the target language, and accordingly, the

purpose of this investigation is to find out if students do get ample opportunity inlecture time to practice their oral English. If they do, why are they not fluent

enough? And, if they do not, what is missing?

This investigation can think of two possible factors. The first one is a lack of

practice time, and the second low self-esteem. Along the same lines, the

incorporation of novel strategies in the lecture room, oriented towards the

spoken language, could make students feel more confident in their own linguisticpotential which will eventually enable them to perform in a more relaxed and

confident manner.

Studying a second language is not an easy task and the first years are the

hardest ones because it is during this period when one can notice if the person

is making progress in the acquisition of the target language. However, if they

lack the confidence to contribute actively and consistently in lecture time, how

will they gain fluency or enlarge the linguistic corpus they have? This is the

reason why this study will consider the element of self-confidence in the

production of spoken English.

The investigation will follow the guidelines of the collaborative mixed research

methodbecause of the need of this study to complement empirical information,

which the Quantitative Research Method can provide, with the interpretative

nature of the information provided by the Qualitative Research Method. Thisimplies that the data analysis will be done from two different perspectives. This

study believes that using this method can be very fruitful for novice researchers.

(Tashakkori, A. and Teddley, C., 2003) as it will give them a more ample view of

the subject matter of the investigation.


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The population of this research will be fifteen evening students in their first year

of studies at Universidad del Mar, Zapallar Campus, during the second semester

of two thousand and ten. Based on the experience of the researchers, it is in this

year when the oral production of the target language requires more attentionand the incorporation of drama courses in the English syllabus of the

Universidad del Mar could contribute to a better acquisition of this skill. This

investigation intends to introduce drama techniques for a period of two months

on the basis of two seventy-five-minute sessions a week. At the end of this

period, this study expects that students will have further developed their oral

performance whilst at the same time will have overcome self-confidence

difficulties if there are any which may be interfering with a full display of theirlinguistic potential.


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1.1 Research Question

How would the implementation of drama courses in the English teaching career

at Universidad del Mar Zapallar Campus, would make future teachers more

fluent in the command of spoken English?

1. 2 Hypotheses

The implementation of drama courses will contribute to make future

teachers more fluent in the command of spoken English.

The implementation of drama courses will not contribute to make future

teachers more fluent in the command of spoken English.

1.3 Population

First year evening students of English at Universidad del Mar Zapallar Campus

in Curic.

1.4 Sample

Fifteen evening students of English at Universidad del Mar Zapallar Campus in

Curic

1.5 General Objectives

To find out if the implementation of drama courses will help students gain

fluency.

To find out if low self-esteem has a negative impact on the acquisition of

spoken English.

1.6 Specific Objectives

To incorporate drama activities, in the lecture room in order to:

a) Strengthen productive oral skills.

b) Increase self-confidence


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2. Literature review

This study is based on the following theoretical pillars which the researchers

have examined exhaustively

2.1. Language acquisition

According to some researchers, the main distinction between the acquisition of a

first language (L1) and a second language (L2) is the age at what the person

learns the language. This explains why the process of acquiring ones native

language is studied mainly by developmental psychologists whose work covers

the cognitive processes that make it possible to produce grammatical and

meaningful sentences out of grammatical structures, and by psycholinguisticswho study children's ability to learn languages, which makes it possible for

people to acquire, produce, and comprehend the language.

Noam Chomsky believes that children are born with an inherited ability to learn

any human language. He claims that certain linguistic structures which children

use so accurately must be already imprinted on the childs mind. Chomsky also

believes that every child has a language acquisition device or LAD which

encodes the majorprinciples of a language and itsgrammatical structures into

the childs brain. Children have then only to learn new vocabulary and apply the

syntactic structures from the LAD to form sentences. Chomsky points out that a

child could not possibly learn a language through imitation alone because the

language spoken around them is highly irregular adults speech is often

broken up and even sometimes ungrammatical. Chomskys theory applies to all

languages as they all contain nouns, verbs, consonants and vowels and children

appear to be hard-wired to acquire the grammar. Every language is extremely

complex, often with subtle distinctions which even native speakers are unaware

of. However, all children, regardless of their intellectual ability, become fluent in

their native language within five or six years.


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It is a fact that children learn more easily than young people. Learning a second

language has a considerable impact on students starting their tertiary education

because first year students are presented with rules and grammar patterns that

tend to confuse them thus making effective communication in the targetlanguage a much longer process.

Over-generalization in grammar rules is one of the most common errors made

bystudents. It is for this same reason that they do not know the collocation or a

given word thus limiting their ability to express an idea. Chomsky says that the

learning process should evolve as naturally as possible and that it is the

tutor/teacher`s responsibility to make it so. Accordingly, he claims that thetutor/teacher must avoid a structural approach to second language teaching at

an early stage in the acquisition process. Rules and structures are not the basis

to make meaning in communication nor is word order essential to be

understood. The tutor/teacher is there to teach the language, not about the

language.

The researchers first contact with English at university was quite complex as

they lacked the competence to communicate fluently in the target language.

They could only express some ideas but without elaborating on them, without

thinking of rules or patterns. However, and despite their notorious weakness in

terms of good command of the language, they still think that they could manage

to make meaning and were understood by the professor. Having said this, this

obvious lack of competence remains as a profound concern for this study and it

is in this light that it believes that the implementation of Drama courses in the

syllabus of the teaching career would be helpful for students at this university.

Courses of this nature will give them the freedom to express ideas and feelings

in a more pleasant and in a more natural environment without the fear of ridicule

thus empowering them with the confidence they need to speak in a second


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language. In this manner, the lecture room will replicate the context in which a

child learns his/her mother tongue. Eventually, they will realize that grammar is

not the first thing they need to master in order to make meaning. At the same

time, a Drama course will help students realize their own learning strategies andto further develop them to better their linguistic competence in the language.

"Acquisition requires meaningful interactions in the target language - natural

communication - in which speakers are concerned not with the form of their

utterances but with the messages they are conveying and understanding.

(Stephen Krashen)

In the process of acquiring a second language, a special emphasis must be

given on setting a balance amongst the four skills and for the purpose of this

study, special attention will be given to oral production.

Listening is considered as the starting point towards the acquisition of oral

competence. However, in order to exploit listening sessions to its maximum,

authentic and motivating topics should be introduced in the sessions. If the

learner`s attention is engaged, he/she will tend to get involved in the activity.

This crucial factor will aid comprehension and will make it easier for him/her to

move from listening comprehension to oral production. The use of authentic

listening pieces will decidedly encourage students to imitate the pronunciation

and intonation they hear which will unconsciously develop accuracy.

Along the same lines, in order to improve students` performance in spoken

English, engaging topics should be discussed in lecture time. This requires thetutor/teacher awareness of students` interests. This will create a pleasant and

natural environment in the lecture room which will obviously invite students to

participate actively thus contributing to better their spoken performance and

provide the tutor/teacher information on what linguistic areas need modification.


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It is important that the correction of mistakes should not interrupt the natural flow

of the discussion. If the learner is interrupted on their early attempts, frustration

will take over him/her. It is far better to respond positively to students`

contribution. The emphasis must be put on making meaning rather than ongrammatical consistency. If the learner realizes that what he/she says is

understood by his/her fellow mates, he/she will feel empowered to carry on. The

impact on his/her self-confidence will undoubtedly be most positive. The

recommendation is that the tutor/teacher gives a detailed account of mistakes

after the discussion is over and without pointing at specific individuals, but as

general feedback to all students who took part in it.

There is no doubt that reading is the main tool to enlarge a learner`s linguistic

corpus. However, the text selection process is crucial to make students aware

that systematic reading in the target language will add to the process of

acquiring a second language.

2.2. Self-esteem and self- confidence

One essential characteristics of an articulate speaker of a second language is to

feel confident about what he/she is saying in front on an audience. Accordingly,

a lack of self-esteem and self- confidence will certainly affect the performance of

the speakers in many ways, such as nervousness, poor voice projection or

unconscious language mistakes. There will also be a tendency to negative

thinking thus increasing the level of anxiety which may result in a poor

performance. For this reason, future teachers of English must show command of

the audio-lingual skills and in order to attain it, teachers` solid self- esteem and

confidence are fundamental.

It is important to state that low-self esteem is the result of a poor self image

which implies on how we feel and perceive ourselves. Another point this study

would like to mention is that low self-esteem goes hand in hand with poor self-


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confidence. The combination of both will lead to negative thoughts which may

take a person to give up easily instead of facing challenges. In our faculty, and

in the case of students in first year, the main challenge is to learn and to perform

accurately in the target language, Self-esteem is crucial and it is acornerstoneof a positive attitude towards living said the actor Robert Wagner, on one of

Larry Kings interviews 2002.

According to Fitzgibbons, G., Confidence is within all of us, but whether it

shines through or whether it remains hidden can depend on how we are treated

as children and young adults. It is important to point out that Self-confident

people inspire confidence in others: their audience, their colleagues, their peers,their bosses, their friends. And gaining the confidence of others is one of the key

ways in which a self confident person finds success1. At this point, we can see

how important self-confidence is to become an articulate English speaker.

The definitions of self-esteem vary in their breadth and sophistication. But all

agree that high self-esteem means that we appreciate ourselves and our

personal worth. More specifically, it means: we have a positive attitude, we

value ourselves highly, we are convinced of our own abilities and we see

ourselves as competent, in control of our lives and able to do what we want2.

However, what we feel about ourselves is not based solely on what we do. It

usually involves our relationships with others and whether we feel worthwhile as

people. We have a basic human need to be wanted, noticed and influenced. Our

self-esteem will continually fluctuate and is affected by events and encounters

with other people. The reality is we are all different, we are unique, each of us

has strengths and limitations which we need to learn about and learn to livewith.3

1http://www.mindtools.com/selfconf.html

2www.bbc.com/health/self-esteem.html

3http://www.counselling.cam.ac.uk/booklist.html.
http://www.mindtools.com/selfconf.htmlhttp://www.mindtools.com/selfconf.htmlhttp://www.mindtools.com/selfconf.htmlhttp://www.bbc.com/health/self-esteem.htmhttp://www.bbc.com/health/self-esteem.htmhttp://www.counselling.cam.ac.uk/booklist.htmlhttp://www.counselling.cam.ac.uk/booklist.htmlhttp://www.counselling.cam.ac.uk/booklist.htmlhttp://www.bbc.com/health/self-esteem.htmhttp://www.mindtools.com/selfconf.html


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Self-confidence and self-esteem are closely related both take an important place

in our lives and its contribution is needed for our existence, its clear that there is

a slight variation on them and the distinction is that self-confidence is perceptible

by our colleagues, students, friends, etc and have an immediate impact in ouraudience. In other words, it is an external matter of our personality and behavior.

On the other hand, self-esteem is our inner voice; it is something that our peers

cannot perceive.

2.3 Fluency and accurate use of language

This study strongly believes that students of English at Universidad del Mar

need good role-models toimitate.In this manner,future teachers of English willacquiremore competence and bettercommand of the language they will teach.

Accordingly, accuracy in the target language is most important for a teacher of

English.

To support the argument above, the researchers would like to cite the ONG,

Office for Standards in Education, Children`s Services and Skills (OFSTEAD):

It is generally accepted that if pupils are to master and use a foreign language

for effective communication, the language needs to be used extensively by

teachers and pupils in the teaching/learning process. They also emphasize the

need for greater consistency of practice within some Modern Foreign Languages

departments, pointing out that good teachers are able to provide a consistently

fluent and accurate model of the foreign language for pupils to emulate and use

effectively to rephrase statements and support pupils understanding.

The use and usage of the target language is a crucial means to a

communicative end. A key challenge lies in the need for teachers to makepermanent judgment about the content, complexity, range and speed of delivery


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of what they say in the language at any given time, as well as any support they

need to provide.

OFSTED also claim that good teachers tend to have a clear rationale as far asan accurate use and usage of the language is concerned. In other words, they

are capable of explaining a particular point of grammar, if they are trained to

use the right techniques and are given the resources to do so.

The active use of the target language by teachers and pupils needs to be

systematic in the language classroom scene so that pupils benefit, on the one

hand, from sustained exposure to the foreign language and, on the other, fromclear understanding of structures and the way language works (ibid) The two

areas are not mutually exclusive and indeed will support each other. According

to the KEY Stage 34 of the English Syllabus in the National Curriculum of New

Zealand requires some refocusing of the objectives relating to pupils use of the

language in a range of contexts: practice, rehearsal, prepared, supported, and

spontaneous. Pupils do need to acquire knowledge about the language which

will enable them to re-apply what they learn, on a basis of linguistic

understanding which is regarded by OFSTED as a prerequisite for functioning

at the high levels.

For this research, it is important to provide a definition of what being accurate in

the use of the target language is. In order to do so, it is important to examine

some aspects which are implicit in the question itself. According to the Ministry

of Education of New Zealand, a proficient teacher in the use of a target

language must be able to apply the following concepts:

4English is vital for communicating with others in a school and in the wider world, and is fundamental to

learning in all curriculum subjects. In studying English, pupils develop skills in speaking, listening,

reading and writing that they will need to participate in society and employment. Pupils learn to express

themselves creatively and imaginatively to communicate with others confidently and effectively.


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Accuracy: relates to the number of mistakes a speaker (or writer) makes, and to

whether they use the forms that are expected for the type of text being

produced. For example, it would be inaccurate to use very formal language in a

personal note to a friend, just as it is inaccurate to write *he was falled down

Fluency: the performance in a second language can measured by the number

of connected words a person can say or write in a given time. Fluency may also

take into account the number of hesitations, self-corrections, repetitions, and

space fillers like um, in a conversational exchange. On another front, a person

may speak quite slowly but be very fluent because none of these interruptions

occur.

Fluency is often associated with speed, but speed in itself has no value. What is

important is the ability to work with the rhythm, pace, and accuracy that is

appropriate to the purpose for reading or writing. Being measured and deliberate

may be right for one purpose, and reading or writing quickly, or expressively,

may be best for another. Whatever the purpose, fluency should not be thought

of as separate from comprehension(2006)

Complexity: This relates to aspects such as the number of different words a

person uses (which reflects the size of their vocabulary), the variety and

complexity of grammatical structures they use, and the complexity of their

sentences.

It is important to emphasize how important it is that future teachers of English

show an accurate use of the target language. For this reason, this study would

suggest that by including specific new courses in the syllabus of the career,

students will feel encouraged to speak as much as possible in order to become

a proficient speaker of English thus providing the labor market with

professionals of high academic standards


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A proficient user of English is considered as someone who can produce

accurately in the four skills - reading, listening, writing and speaking. This study

aims to suggest classroom strategies to improve the performance of the

students who study English Pedagogy at Universidad del Mar. These newstrategies will be introduced in the form of Drama techniques as it is certain that

when implemented in a systematic and planned manner, they imply an upturn of

productive skills which appear to be a weakness in students` performance in

English.

It is important to mention the fact that the English Faculty at Universidad del Mar

has already implemented FCE courses in order to offer students the opportunity

to obtain international accreditation of the level of English they have reached.

The First Certificate Examination (FCE) provides the descriptors below to

measure students competence and performance in the target language:


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General Mark Scheme

5Full realization of task set shown by:

All content points included

Wide range of structure and vocabulary within the task set.Minimal errors, perhaps due to ambition; well developmentcontrol of languageIdeas effectively organized and paragraphed, with a variety oflinking devicesRegister and format consistently appropriate to purpose andaudience. Fully achieves the desired effect on the target reader

4Good realization of the task set.

All major content points included: possibly one or two minoromissions.Good range of structure and vocabulary within the task.

Generally accurate, errors occur mainly when attempting morecomplex language.Ideas clearly organized and paragraphed, with simple linkingdevices.Register and format on the whole appropriate to purpose and theaudience. Achieves the desired effect on the target reader.

3 Reasonable of the task set.All major content points included; some minor omissions.Adequate range of structure and vocabulary, which fulfils therequirement of the task.A number of errors may be present, but they do not impedecommunication.Ideas adequate organized and paragraphed, with simple linkingdevices.Reasonable, if not always successful attempt at register andformat appropriate to purpose and audience. Achieves, on thewhole, the desired effect on the target reader.

2 Task Attempted but not adequately achieved.Some major content points inadequately covered or omitted,and/or some irrelevant material.Limited range of structure and vocabulary.

A number of errors, which distract the reader and obscurecommunication at times.Ideas inadequately organized and paragraphed; linking devicesrarely used.Unsuccessful/inconsistent attempts at appropriate register andformat. Message not clearly communicated to the target reader.


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1 Poor attempt at task set.Notable content omissions and/or considerable irrelevance,possibly due to misinterpretation of the task set.Narrow range of vocabulary and structure.

Frequent errors which obscure communication; little evidence oflanguage control.Lack of organization, paragraphed or linking devices.Little or no awareness of appropriate register and format. Verynegative effect on the target reader

0 Achieves nothing; too little language for assessment (fewer than 50words) or totally illegible.

The decision of implementing FCE courses in the English syllabus at

Universidad is considered, by this study, as a need to certify the level of

accuracy and fluency acquired by students graduating from its English Faculty

which, in some degree, coincides with the concern of the researchers regarding

the same matter, concern that led them to embark on this investigation process.


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3. Methodology

Based on what the researchers wanted to find out, three instruments wereapplied. The first, The Rosenberg Self-esteem Scale (Rosenberg, M., 1989),

which is a ten statement questionnaire, was given to the subjects of this study at

the beginning and at the end of the investigation. The second, The Self-

assessment of Foreign Language Speaking Proficiency, (IALRT5, 2010),

which consisted of thirty-nine yes/no statements was also given to students at

the beginning and at the end of the investigation process. The purpose of

applying these two instruments was to gather empirical information as far as

students level of self-esteem and the perceptions they have about their

performance in the target language. The reason to give students the same

instrument twice during the research process was to find out if the Drama

Workshop (teaching/learning strategy) has had a positive impact on

independent and dependent variables, self-esteem and spoken proficiency in

English.

The third instrument was a six open-question survey, designed by theresearchers, with the purpose of collecting information on students opinions,

feelings and thoughts about the workshop, in order to see if there was a

correlation between their comments and their answers to the previous

5Inter Agency Language Round Table

The field of mixed methodology which we call

the third methodological movement, has evolved

as a result of discussions and controversies and

as a pragmatic way of using the strength of both

approaches (qualitative and quantitative),

(Tashakkori, A. and Teddley, C., 2003)


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instruments. This exercise would allow this study to compare and interpret data

from a qualitative point of view.

3.1 The Rosenberg Self-esteem Scale

As it has been mentioned above, this instrument is made up of ten statements to

which students had to answer by choosing: strongly agree, agree, disagree, or

strongly disagree. The score allotted to each alternative was differentiated

from three to zero marks, or vice versa which Rosenberg calls, reverse

imbalance. Table 1 shows the score allotment depending for the two groups of

statements the scale is divided into,

Table 1

Strongly agree Agree Disagree Strongly

disagree

Statements

1,2,4,6,7

3 2 1 0

Statements

3,5,8,9,10

0 1 2 3

It took students ten minutes to answer all statements the first time the

questionnaire was given to them, whereas it only took them seven minutes to

answer, the second time.


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3.2 The Self-assessment of Foreign Language Speaking Proficiency

Thirty-nine yes/no statements make up this instrument. The questions are

divided into five stages. Each stage stands for a specific level of speaking

proficiency in the target language. Table 2 shows the specification of thisinstrument.

Table 2

Stage 1 Elementary proficiency Statements one to six

Stage 2 Limited working proficiency Statements seven to seventeen

Stage 3 General professional proficiency Statements eighteen to twenty-

seven

Stage 4 Advanced professionalproficiency

Statements twenty-eight tothirty-five

Stage 5 Functionally native proficiency Statements thirty-six to thirty

nine.

The first time this instrument was given to students, it took them twenty minutes

to answer it. On the second occasion they answered it, they only needed fifteen

minutes, approximately.

Finally, this study would like to point out that as this is questionnaire in which

students will record their personal opinions on how they see themselves as far

as their proficiency in English is concerned, their answers will tend to be biased

due to the subjective nature of the questionnaire itself. This fact supports the

decision of this research to apply the collaborative mixed method approach to

carry out its investigation.


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3.3 The open-question survey

This was a six-open question survey which was given to students after the

workshop had finished. The main purpose of applying this qualitative instrument

was to collect data regarding students feelings, impressions and opinions onthe workshop itself, its possible contribution to them, in terms of their spoken

performance and self-esteem, in order to cross tabulate this information with

that gathered with instruments one and two.

3.4 The Drama WorkshopThe purpose of this workshop was to improve students oral performance and to

strengthen self-esteem. The researches decided to use this teaching/learning

strategy as there is evidence to say that Drama courses contribute in the

process of acquiring a second language. The fact that Drama is part of the

syllabus at various English Faculties and English Departments both, at

universities and schools, in Chile and abroad speak by itself.

The workshop consisted of seventy-five minutes sessions twice a week which

would be delivered over a period of eight weeks. However, due to external

factors, the researchers could only work with the students once a week which

implied leaving aside activities such as, ice-breaking and voice projection

exercises, and specific group work activities, all of which were essential part of

the workshop as their focus was to exploit students linguistic potential. This

study has to admit that at the time, this constraint posed a difficulty to the

investigation; however, adjustments to the session design were made and the

workshop was delivered on the basis of these modifications.The sessions started on August 30th and finished on November 15th. They were

held on Mondays from nine-fifty p.m. to eleven p.m. From the very beginning,

the researchers pointed out to the students that the workshop would be

evaluated, and that the final product would be the performance of an original


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short play created by them. Even though practice time was not sufficient, the

outcome was most positive. This fact is supported by the students answers to

the Open-question Survey whose results are discussed in the following chapter

of this study.

Lesson PlanThe Drama sessions were designed as an innovative and motivating way of

practicing the target language in a natural and relaxed lecture room atmosphere.

The workshop was presented to the students in a rather informal manner so as

to gain students trust in the workshop leaders, thus creating appropriate

rapport. (See Appendix one for detailed information on lesson plan).

Students attitude

This study has to admit that the time at which the sessions were held was not

the best for students; however towards the end of the workshop, it was evident

that despite this limitation, students were openly enthusiastic about them which

resulted in a most active participation on their part. The students positive

attitude towards the course of the sessions made the researchers feel that they

had somewhat fulfilled the aims of the workshop.


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4. Data analysis

4.1 Rossenbergs Self-Esteem Scale.

Statement 1

I feel that I am a person of worth, at least on a equal plane with others.

Before the drama workshop started, the replies to this statement showed that

sixty percent of students have a strong feeling that they are a person of worth.

This percentage increased in ten percent at the end of the workshop. Detailed

information is shown in the graph below

Graph 1


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Statement 3

All in all, I am inclined to feel that I am a failure

This statement has an underlying negative connotation. The replies of the

students are described in the graph below

Graph 3


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Statement 4

I am able to do things as well as most other people

This is one of the statements that the researchers considered very important forthis study as it is related to the feeling of being capable of facing new

challenges. Once again the results highly positive as eighty and ninety percent

of the sample strongly agreed, with the statement the first and second time,


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respectively, the questionnaire was given to them. Below, the gathered

information is shown.

Graph 4

Statement 5

I feel I do not have much to be proud of.

This is the second statement with an underlying negative connotation. The

graph below shows that a fifty percent of the students strongly disagreed with

the statement, the first time they took the questionnaire. This percentage

increased in thirty percent. The information of the graph is shown below


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Graph 5

Statement 6

I take a positive attitude toward myself.

It is quite important to have a positive attitude, especially when students are

facing a new challenge like learning a foreign language. Students replies the

same percentage of the ones that agreed in both administrations; the results are

shown in the graph below.


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Graph 6

Statement 7

On the whole, I am satisfied with myself.

There is a significant increase between the first and second time students

answered the questionnaire. The graph below shows that a large percentage of

the students strongly agreed with the statement.


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Statement 8

I wish I could have more respect for myself

This is the statement with most diverse answers. And once again it has an

underlying negative connotation. The answers vary from the first to the


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second administration in the percentages related to strongly disagree

increased in a thirty percent. The graph below shows this information.

Graph 8

Statement 9

I certainly feel useless at times.

It is important for this study to know the answers of this kind of statements

because they are strongly related with the purpose of the workshop. The


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percentage of the students strongly disagreed increased in a forty percent. The

following graph shows the information above.

Statement 10

At times I think I am no good at all.

Once again students were presented with a statement of negative underlying

connotation statement. On both occasions the questionnaire was given to them,


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a large percentage of the sample tended to disagree with the statement. The

graph below gives a detailed description of the data collected with this

statement.

Graph 10

0%

30%

40%

30%


Strongly Agree

Agree

Disagree

Strongly Disagree

0% 0%

10%

90%


Strongly AgreeAgree

Disagree

Strongly Disagree

Based on the information presented above, before the implementation of the

Drama Workshop, students seemed to have an average level of self-esteem

which increased considerably towards the end of the workshop. The graph


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below shows the level of self-esteem in the sample for this study according to

Rossenbergs Self-Esteem Scale

Graph 11

24

29

2022 21

2421 22

2623

Rossenberg Self - Steeme Scale Student's total score.

2nd application

Score

23 2219

22 21 21 20 19 2021

Rossenberg Self - Steem Scale, Students total Score. 1st

application

Score

Consequently, this study is in a position to say that the strategy used to

manipulate the independent variable had a positive impact. It is important

to mention that despite these results, this study wonders whether the fact

that the subjects for this study appeared to be individuals with an

appropriate level of self-esteem, made the increase so significant.

4.2 Self Assessment of Foreign Language Speaking Proficiency

The information provided by the results of this instrument is presented on the

graphs that follow. The information has been classified in the same five stages


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the test is designed. There are two graphs per stage; one showing the results of

the first time students answered the test, and the other those of the second time

they did it.

Stage 1

Stage 2


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Stage 3


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.

IfeelthatIhave..

Therearefew...

Irarelyfindmys...

Ifinditeasyto...

Icanspeaktoa...

Ican,onasocia...

Icancopewithd...

Icanusethela...

Inprofessional...

Iamabletoadj...

YES

0%

100%

YES

NO

Stage 4


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Iconsis

tentlyus...

Ipracticallynev..

Icancarryouta..

Icanpersuade...

Icanpreparean...

Inaturallyin

teg...

Icaneloquently...

Icanleadthedi...

YES

0%

100%

YES

NO

Stage 5


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Mylanguagepro...

Icanusethela...

Mypronunciatio...

Myvocabularyi...

0%

50%

100%

YES

NO

Mylanguagepro...

Icanusethela...

Mypronunciatio...

Myvocabularyi...

0%

50%

100%

YES

NO

On the basis of the information collected with the Self-assessment Speaking

Proficiency Test on the two occasions students took it, this study can state that,

according to the opinion of the students in the sample for this research, their

level of proficiency appears to be that of Elementary Proficiency (Stage 1)


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and/or Limited Working Proficiency (Stage 2). However, it is important to

mention that there is one student who believes to have the proficiency of a

native speaker of English.

Finally, this study must admit a certain degree of concern about the informationcollected as the answers seemed to be biased by a marked subjective

disposition in answering the questions.

4.2.1 Open-question Survey

Question 1

According to your opinion, what is the impact of low self-esteem in the

process of acquiring a second language?

Strong impact


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Confidence Low self-esteem implies little commitment It is crucial Fear and insecurity of ridicule

In general, all students referred to the crucial role self-esteem in the acquisitionof a second language. They added that it is crucial to feel secure at the momentof speaking.

Question 2

According to your experience, what skill did you improve the most during

the course of the Drama Workshop? How can you tell this happened?

Speaking spontaneously Understanding what is being said, memorizing texts, improvising. Fear to speak English in front of an audience

Games appeared to be one of the activities which most they most enjoyedbecause it gave them the opportunity to speak freely thus improving their fluencyand understanding what is being said/heard.

Question 3

How would you describe the progress you made during the course of theWorkshops?

Positive progress New vocabulary More confidence A new way of practicing English

Students emphasized the fact that the workshop gave them an opportunity tolearning can also happen through Drama activities. They felt they had enlargedtheir vocabulary and gain more confidence

Question 4

How do you think a Drama workshop would benefit students in the English

Faculty?

An opportunity to apply what has been learnt Speaking freely and spontaneously


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Speaking in front of an audience Enlarge vocabulary Improve self-confidence Ice-breaking amongst fellow mates

Forget fear of making mistakes

Students described the workshop as absolutely beneficial to them because theyfelt part of a friendly atmosphere during the sessions thus allowing them to applywhat they knew.

Question 5

How did feel after performing in front of your professors and fellow-

mates?

Facing a challenge Relieved, happy, satisfied and proud More self-confidence

Students described the workshop as a most positive experience which helpedthem to overcome the fear of facing new challenges

Question 6

Finally, what aspects of the workshop would you consider most relevant

and why? The commitment and positive disposition of the three leaders of the

workshop The interest of the three leaders of the workshop in our learning process The creativity of the activities The realization of knowing more that what one thinks. Self- confidence, embarrassment, vocabulary.

Commitment, responsibility, concern, interest were some of the aspects thestudents referred to as most relevant.

The information collected with the survey described above allows this study to

say that the students in the sample for this research show an awareness of the

importance self-esteem has in the process of acquiring a second language.


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They also valued the way which the target language was practiced which was

very new for students in first year.

All in all, it appears that implementing a Drama Workshop would have a most

positive impact on students self-esteem as the atmosphere during the sessionsinvited them to take an active part in them.

To close this chapter and on the basis of the information gathered, this study is

in a position to say,

That the subjects for this study had an average level of self-esteem

which appeared to have improved after the Drama Workshop came to an

end,That the workshop did not seem to have an impact on the level of

proficiency of these subjects, and

That it appears that the initiative of implementing a Drama Workshop in lecture

time would be most welcome by students in the English Faculty

5. Conclusion

This idea for this study emerged from a certain degree of concern on the part of

the researchers as to the difficulties they encountered to acquire confidence in


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speaking English, during the course of their studies The researchers believed

that for a Teacher of English it is essential to have a solid speaking command of

the target language as they will become role models for other learners of the

same language. The researchers had a strong feeling that there has possiblybeen a lack of innovative strategies in the process of acquiring English and

particularly in showing fluent spoken domain of the language. OFSTED, an

ONG, claims that It is generally accepted that if pupils are to master and use a

foreign language for effective communication, the language needs to be used

extensively by teachers and pupils in the teaching/learning process This study

is based on the idea that teachers of English must be accurate in the use of the

target language and this implies that they must be fluent in order tocommunicate effectively.

The first year of the career is also the first time when most students are exposed

to English. They are expected to internalize new grammatical rules and patterns,

and a completely different phonetic system. This experience may sometimes be

confusing and difficult to manage which, in the long run, may deter students

from make progress in the language acquisition process.

This research was sustained on three theoretical framework: Language

Acquisition, Self- Esteem and Self-Confidence, Fluency and accurate use

ofthe Target Language. This study examined related literature thoroughly and

exhaustively and this fact provided solid back up in order to answer the main

questions of this study. According to Chomsky, Children are born with an

inherited ability to learn any human language. He also claims that certain

linguistic structure which children use so accurately must be already imprintedon the childs mind. This study agrees this Chomskys argument because, based

on what the researchers could observe during the course of their investigation, it

is quite possible to imprint the target language on young peoples mind, if this is

done using innovative teaching/learning strategies.


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Along the same lines, Stephen Krashen states that Acquisition requires

meaningful interaction in the target language natural communication in which

speakers are concerned not with the form of their utterances but with the

messages they are conveying and understanding This argument has an strongconnection with what the researchers suggest to implementing in the English

Faculty at Universidad del Mar, Zapallar Campus - a new lecture room strategy

in the form of a drama workshop. Actually, all activities for the Drama Workshop

were designed in the light of the argument above.

In terms of Self Esteem and Self Confidence, this study use the following

quotation as their main reference, We have a positive attitude, we value ourselves highly, we are convinced of our own abilities and we see our selves as

competent, in control of our lives and able to do what we want Researchers

gathered empirical an subjective information which support what this research

wished to probe from the very beginning of the study. The information provided

by instruments used during the investigation says that self-esteem is most

important What is more, seem to be completely aware that self-esteem plays an

important role in the acquisition process of the target language.

This Research opted to use the collaborative mixed research method to

sustain the research investigation in order to find a possible correlation between

the quantitative and qualitative information collected. The instruments applied in

this investigation were three, two of them based on the quantitative approach,

the first was The Rosenbergs self-esteem scale, and the second, TheSelf

assessment Speaking Proficiency. It is important to mention that these two

instruments given to students in the form of pre and post test.TheOpen- question Survey served the purpose of collecting qualitative data

which was later cross-tabulated with that provided by instruments one and two.


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This study aimed to demonstrate How the implementation of drama course in

the English teaching career at Universidad del Mar, Zapallar Campus,

would make future teachers more fluent in the command of spoken

English. Taking into account the data collected with the instruments used forthis purpose, this study is in a position to say that it is a fact that the

incorporation of a workshop of this nature would contribute to make future

teachers more fluent in the target language. This validates the hypothesis of this

study.

It is important for this research to consider the role that Self-Esteem plays in

this investigation that of an specific objective and of an independent variable.The researchers have to mention that before the workshop started, they thought

the subjects for their study would present a low level of self-esteem. However,

after the first administration of The Rosenberg Self-esteem Scale, they realized

they were quite wrong as the results showed a high level of self-esteem

amongst the sample which showed a tendency to increase during the course of

the workshop.

To conclude this study, the research group would like to say that going through

this experience, and despite the difficulties they encountered this during the

course of this study, it has been a most productive and enriching learning

process for each and every-one of them. The research group is convinced that

they were able to provide answers to all questions they posed and it hopes that

the English Faculty at Universidad del Mar, Zapallar Campus considers the

implementation of a Drama Workshop in lecture time, in the near future.

6. Bibliography


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Chomsky, N (2010). I love English language, child language acquisitiontheory, Chomsky, Crystal, Aitchison & Piaget.http://aggslanguage.wordpress.com/chomsky/

Krashen, S (Last revision: July 2, 2007) Stephen Krashens Theory of

Second Language Acquisition.http://www.sk.com.br/sk-krash.html

Mind tools Lts, (2010) Building Self-confidence, Believe in Yourself, andfind Success.http://www.mindtools.com/selfconf.html

www.bbc.com, (2010)

www.bbc.com/health/self-esteem.html

University Counselling Service, Student & Staff Counselling , (2008),http://www.counselling.cam.ac.uk/selfhelp/books/booklists

National Curriculum of England, (2010)http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/subjectcomparison/index.aspx

OFSTED, Ministry of Education of New Zealand, (2010).

Cambridge First Certificate in English, 6, Teachers Book (2003)http://assets.cambridge.org/97805217/54460/sample/9780521754460ws.pdf

Appendix 1
http://aggslanguage.wordpress.com/chomsky/http://www.sk.com.br/sk-krash.htmlhttp://www.mindtools.com/selfconf.htmlhttp://www.bbc.com/http://www.bbc.com/health/self-esteem.htmlhttp://www.counselling.cam.ac.uk/selfhelp/books/booklistshttp://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/subjectcomparison/index.aspxhttp://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/subjectcomparison/index.aspxhttp://assets.cambridge.org/97805217/54460/sample/9780521754460ws.pdfhttp://assets.cambridge.org/97805217/54460/sample/9780521754460ws.pdfhttp://assets.cambridge.org/97805217/54460/sample/9780521754460ws.pdfhttp://assets.cambridge.org/97805217/54460/sample/9780521754460ws.pdfhttp://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/subjectcomparison/index.aspxhttp://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/subjectcomparison/index.aspxhttp://www.counselling.cam.ac.uk/selfhelp/books/booklistshttp://www.bbc.com/health/self-esteem.htmlhttp://www.bbc.com/http://www.mindtools.com/selfconf.htmlhttp://www.sk.com.br/sk-krash.htmlhttp://aggslanguage.wordpress.com/chomsky/


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DRAMA WORKSHOP CLASS PLAN

Class: 1st

Monitors: Pamela Yuivar

Daniel Pardo

Carlos Morales

Contents Method/ Procedure/ Resource

1. Introduction to the

class

2. Icebreaking activity3. Mime

4. Self-esteem activity

Monitor introduce the class

put in order (activity related with

dialogues, poems, stories and role plays)Guess who

If I were

Abilities to develop Value/ Attitude

Reading and

speaking skill

Personality

Self-esteem

Creativity

Respect

Personality

Sense of humor

Appendix 2


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Rosenbergs Self-esteem Scale

Name: ___________________________________________

Date :____________________________________________

STATEMENT Strongly Agree Agree Disagree Strongly Disagree

1.I feel that I am a person of worth, at least on anequal plane with others.

2.I feel that I have a number of good qualities..

3.All in all, I am inclined to feel t hat I am a failure.

4.I am able to do things as well as most otherpeople.

5.I feel I do not have much to be proud of.

6.I take a positive attitude toward myself.

7.On the whole, I am satisfied with myself.

8.

I wish I could have more respect for myself.

9.I certainly feel useless at times.

10.


Appendix 3


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SELF-ASSESSMENT OF SPEAKING PROFICIENCY YES NO

S-1 I can tell/ask someone how to get from here to a nearbyhotel, restaurant, or post office.

S-1 I can order a simple meal.

S-1 I can arrange for a hotel room or taxi ride.

S-1 I can buy a needed item such as bus or train ticket, groceries,or clothing.

S-1 I can ask and answer simple questions about date and place of

birth status, occupation, etc.

S-1 I can make social introductions and use greeting and leave-

taking expressions.

S-2 I can handle conversations about familiar topics in anorganized way.

S-2 I can produce speech with some organization on familiartopics that extend beyond my daily routine.

S-2 I can describe my present or most recent job or activity insome detail.

S-2 I can give detailed information about my family, my house,and my community.

S-2 I Can interview an employee, or arrange for special services

(taking care of details such as Salary, qualifications, hours,

specific duties).S-2 I can give a brief autobiography including immediate plans

and hopes.

S-2 I feel confident that when I talk with native speaker ontopics such as those mentioned above, they understand me

most of the time.

S-2 I can take and give simple messages over the telephone, or

leave a message on voice mail.

S-2 I can describe in detail a person or place that is very familiar tome.


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S-2 I can report the facts of what I have seen recently on television

news or read in the newspaper.

S-2 I can talk about a trip or some other every day event that

happened in the recent past or that will happen soon.S-3 I feel that I have a professional command, rather than just a

practical one, of the language.

S-3 There are few grammatical features of the language that I try

to avoid.

S-3 I rarely find myself unable to finish a sentence because oflinguistic limitations (grammar or vocabulary).

S-3 I find it easy to follow and contribute to a conversation among

native speakers.

S-3 I can speak to a group of educated native speakers onprofessional subject and be sure I am communicating what I

want to, without obviously irritating them linguistically.

S-3 I can, on a social occasion, defend personal opinions about

social and cultural topics.

S-3 I can cope with difficult situations such as broken-downplumbing, and undeserved traffic ticket, or a serious social ordiplomatic blunder made by a colleague or me.

S-3 I can use the language to speculate at length about abstract

topics such as how some change in history or the course of

human events would have affected my life or civilization.

S-3 In professional discussions, my vocabulary is extensive andprecise enough to enable me to convey my exact meaning.

S-3 I am able to adjust my speech to suit my audience, whether Iam talking to university professors, close friends, employees,

or others.

S-4 I consistently use the language in a sophisticated and nuancedway to effectively communicate with great precision.

S-4 I practically never make a grammatical mistake.

S-4 I can carry out any job assignment as effectively as if in mynative language.

S-4 I can persuade someone effectively to take a course of action

in a sensitive situation such as to improve his/her health,reverse a decision or establish a policy.


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S-4 I can prepare and give a lecture at a professional meeting about

my area of specialization and debate complex aspects with

others.

S-4 I naturally integrate appropriate cultural and historical

references in my speech.

3

S-4 I can eloquently represent a point of view other than my own.

S-4 I can lead the direction of the discussion (friendly,controversial, collaborative).

S-4 My language proficiency is functionally equivalent to that of ahighly articulate well-educated native speaker and reflects the

cultural standards of a country where the language is natively

spoken.

S-4 I can use the language with complete flexibility and intuition,so that speech on all levels is fully accepted by well-educated

native speakers in all of its features, including breadth ofvocabulary and idiom, colloquialisms, and pertinent culturalreferences.

S-4 My pronunciation is typically consistent with that of well-

educated, highly articulate native speakers of a standarddialect.

S-4 My vocabulary is extensive and precise, allowing me to

consistently convey ideas and details.


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Appendix 4

Open Question Survey

Student: Date:

Question 1

According to your opinion, what is the impact of low self-esteem in the process of

acquiring a second language?

Question 2

According to your experience, what skill did you improve the most during the course of the

drama Workshops? How can you tell this happened?

Question 3

How would you describe the progress you made during the course of the Workshops?


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Question 4

How do you think a Drama workshop would benefit students in the English Faculty?

Question 5

How did feel after performing in front of your professors and fellow-mates?

Question 6

Finally, what aspects of the workshop would you consider most relevant and why?

pacada[1]_vcon numero final

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