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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