Drama techniques to enhance speaking skills and motivation in the EFL secondary classroom
Students’ motivation seems to be one of the key issues in the teaching-learning process nowadays. Students´ active participation in the classroom activities is a troublesome question for many teachers, especially those ones who rely on more learner-centred methodology. The current paper aims to inve...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universidad Complutense de Madrid (UCM) |
| Repositorio: | Docta Complutense |
| Idioma: | inglés |
| OAI Identifier: | oai:docta.ucm.es:20.500.14352/25051 |
| Acceso en línea: | https://hdl.handle.net/20.500.14352/25051 |
| Access Level: | acceso abierto |
| Palabra clave: | 371.214 37.012 drama techniques speaking skills motivation 2nd year Bachillerato students técnicas dramáticas habilidades orales motivación estudiantes de 2° de Bachillerato Pedagogía Enseñanza secundaria 58 Pedagogía 5801.08 Enseñanza Programada |
| Sumario: | Students’ motivation seems to be one of the key issues in the teaching-learning process nowadays. Students´ active participation in the classroom activities is a troublesome question for many teachers, especially those ones who rely on more learner-centred methodology. The current paper aims to investigate about how students’ speaking skills may be enhanced through the employment of drama techniques. Indeed, drama activities are believed to foster students’ interest in the subject and, consequently to improve their speaking abilities. In order to achieve these goals two groups of participants have been selected to conduct the study: a control group, and the research group, both of them composed by the second year Bachillerato students. Before starting the investigation the experimental group students have been administered pre-questionnaires to measure their initial level of motivation. Both groups were also tested to evaluate their speaking skills level. In continuation, the research group followed the learner-centred teaching syllabus based on drama activities, meanwhile the control group continued with their daily routine. At the end of the experiment the research group was administered a post-questionnaire to check their level of motivation and both groups were tested again to measure the development of their speaking skills. The results of the data analysis reveal that the investigation group’s motivation has been enhanced, as well as their speaking level: despite the limited time of research, the respondents recorded higher outcomes compared to the control group. |
|---|