This paper examines the effectiveness of leaning English through drama-based group projects in an EFL class. A whole language approach was adopted and students were required to accomplish their drama project by conducting a series of collaborative and skill- integrated activities throughout the semester. Thirty five EFL learners, aged from 20 to 52, with mixed English proficiency enrolled in this class. In groups, activities such as reading movie critics, writing feedbacks about the critics, introducing the movie plots, casts, etc., through presentations, choosing the plot, adapting and editing the script, and finally performing the plot were enacted in class. Reflection and evaluation sheets were provided for each group to observe and evaluate their peer's group work. Finally, questionnaires and semi-structured interviews were conducted to explore what students were able to learn from the drama-based language projects. The results revealed student's positive feedback not only on the part of their improved language ability, but on their enhanced awareness and understanding of the pragmatic aspect of the target language use. In addition, positive comments on boosted confidence and gains from collaborative learning were also reported. Other findings, suggestions, and pedagogical implications will be discussed in the paper.
Chia-Ti Heather Tseng, Ming Chuan University, Taiwan
Stream: Learning Strategies
This paper is part of the ACLL2015 Conference Proceedings (View)
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