(LUẬN VĂN THẠC SĨ) Using drama to reduce anxiety in speaking English for sixth graders An action research project at a lower secondary school in Thanh Oai district

INTRODUCTION

Rationale

The Teaching of English as a Foreign Language has increasingly focused on the "Communicative Approach," which is often equated with Communicative Language Teaching Recognizing that language learning is deeply intertwined with the social context of learners, drama emerges as a powerful tool to engage students in a collaborative environment, making language acquisition both effective and enjoyable Utilizing drama in English as a second language instruction enhances learners' communicative competence, a benefit supported by numerous educators and linguistics researchers In this context, drama refers to informal activities conducted within the classroom rather than formal stage performances, with the learners participating as active contributors rather than actors.

In Vietnam, despite English being a compulsory subject in secondary schools for years, many learners experience anxiety and lack confidence in using the language both in and outside the classroom In rural secondary schools, traditional English classes often neglect to foster essential communication skills, particularly speaking The researcher’s school exemplifies this issue, prompting the exploration of integrating drama techniques into the language classroom as an engaging solution to enhance language learning.

Despite being recognized as a high-quality lower secondary school in Thanh Oai district, students at this institution struggle with the four communicative skills in English, with only about 25% demonstrating proficiency in grammar and vocabulary exercises Since the start of the school year, the researcher has been tasked with teaching English to one sixth-grade class and two seventh-grade classes.

In the past, class 6A2 was regarded as having comparable English proficiency to other standard sixth-grade classes, excluding the two advanced classes, 6A1 and 6A7 However, upon becoming the English teacher for 6A2, the researcher noticed a lack of enthusiasm among students for participating in oral English activities This observation motivated the teacher to undertake an action research study aimed at addressing this issue and enhancing student engagement in language learning.

The aim of the study is to lower the sixth graders‘ speaking anxiety in L2 in the language classroom context

This study investigates the factors contributing to students' nervousness when speaking English in the classroom and examines how drama can alleviate sixth graders' anxiety during L2 oral production.

This study addresses two questions as follows:

(1) What factors contribute to the students‘ anxiety in speaking English in their EFL classroom?

(2) How do drama activities help to lower the students‘ anxiety level in speaking English in their EFL classroom?

This study focuses on alleviating students' anxiety during their second language (L2) oral performances Utilizing dramatic techniques in the classroom is recognized for its numerous benefits, as drama not only makes learning entertaining and enjoyable but also effectively engages language learners in oral communication.

This study highlights the use of various drama techniques, including role-playing and drama games, for teaching a target language, emphasizing the need for practical applications that align with course content Despite their potential benefits, drama-based activities are often underrepresented in current English Language Teaching (ELT) course books, resource materials, and teacher training programs Therefore, there is a clear necessity for teachers to receive comprehensive guidance on effectively integrating drama into their teaching practices.

This study addresses the specific challenges faced by a small group of sixth graders in a language classroom Due to time constraints, only Cycle I of this action research project is presented, with insights gained from this cycle guiding the design of future cycles, which will be conducted but not included in this report.

This action research study employed both qualitative and quantitative approaches The study was carried out by some steps as follows:

The pre-intervention questionnaire was utilized to identify L2 speaking anxiety issues among sixth graders, revealing key factors that contribute to their nervousness when speaking in the classroom.

During the intervention, data was gathered through teacher observations and student reflections, significantly contributing to addressing the two research questions.

In conclusion, the post-intervention questionnaire was administered to participating students to gather data, which was then compared with pre-intervention responses This comparison aimed to reaffirm the factors negatively impacting students' L2 oral production and to assess how drama applications contributed to reducing their English language speaking anxiety in the classroom.

6 Significance of the research From reading different drama-related academic documents in English teaching, the teacher has learned that drama is a vital tool for language development as it simulates reality and develops self expression Additionally, drama activities are considered to provide various interactions in English teaching and learning process From the teacher‘s experience of teaching English for students aged between eleven and thirteen, she sees that this age group usually enjoys interactive activities and movement in the EFL classroom context As a result, this research is an attempt to raise the awareness of the importance in lowering young students‘ anxiety level toward speaking English by using dramatic techniques

7 Structural organization of the thesis

The thesis is structured into three main sections: an Introduction, a Development section comprising four chapters, and a Conclusion Each part and chapter is briefly summarized to provide an overview of the thesis's content.

This research article introduces the rationale behind the study, outlining its aims and objectives, along with key research questions It defines the scope of the study and discusses the methods employed, highlighting the significance of the research Additionally, the article provides a clear structural organization to guide the reader through the findings.

Part 2– Development – is organized in four chapters as follows:

Chapter 1 - Literature review provides an overview of the theoretical background and the previous studies relating to this research problem under investigation in order to conceptualize the framework of the study

Chapter 2 – Methodology restates the research questions, and describes the setting, the participants, the research design, the research instruments used in this study, and the research procedures

Chapter 3 – Data analysis and the findings are shown

Chapter 4 – Discussion discusses about the findings which answer the two research questions

Part 3 – Conclusion – offers a summary of the study, states limitations, and provides some recommendations for further studies.

Research questions

This study addresses two questions as follows:

(1) What factors contribute to the students‘ anxiety in speaking English in their EFL classroom?

(2) How do drama activities help to lower the students‘ anxiety level in speaking English in their EFL classroom?

Scope of the study

This study focuses on alleviating students' anxiety during their second language (L2) oral performances Utilizing dramatic techniques in the classroom is recognized for its numerous benefits, as drama is not only entertaining and enjoyable but also effective in engaging language learners in oral communication.

This study highlights the use of specific drama techniques, such as role-playing and drama games, to enhance language learning by designing activities aligned with course content Despite their potential benefits, drama-based activities are often underrepresented in current English Language Teaching (ELT) resources, including course books and teacher training programs Therefore, there is a clear need for practical, step-by-step guidance on effectively integrating drama into language instruction.

This study addresses the challenges faced by a small group of sixth graders in a language classroom Due to time constraints, only Cycle I of the action research project is presented, which will guide the design of future cycles that will be conducted but not detailed in this report.

Methods of the study

This action research study employed both qualitative and quantitative approaches The study was carried out by some steps as follows:

The pre-intervention questionnaire was utilized to identify the issue of L2 speaking anxiety among sixth graders, uncovering various factors that contribute to their nervousness when speaking a second language in the classroom setting.

During the intervention process, data was collected through teacher observations and student reflections, significantly contributing to addressing the two research questions.

The post-intervention questionnaire was administered to participating students to gather data, which was then compared to the pre-intervention responses This comparison aimed to reconfirm the factors negatively impacting students' L2 oral production in the classroom and to assess how the drama application contributed to reducing their English language speaking anxiety.

Significance of the research

Drama is an essential tool for language development, as it simulates real-life situations and enhances self-expression It fosters various interactions in the English teaching and learning process, particularly for students aged eleven to thirteen, who typically enjoy interactive and movement-based activities in the EFL classroom This research aims to highlight the significance of using dramatic techniques to reduce young learners' anxiety levels when speaking English.

Structural organization of the thesis

The thesis is structured into three main sections: an Introduction, a Development section comprising four chapters, and a Conclusion Each part plays a crucial role in presenting the research, with the Development section elaborating on key themes and findings across its four chapters.

This article begins with an introduction that outlines the rationale behind the research, detailing its aims and objectives It presents the key research questions and defines the scope of the study, while also describing the methods employed Additionally, the introduction highlights the significance of the research and provides an overview of the structural organization of the study.

Part 2– Development – is organized in four chapters as follows:

Chapter 1 - Literature review provides an overview of the theoretical background and the previous studies relating to this research problem under investigation in order to conceptualize the framework of the study

Chapter 2 – Methodology restates the research questions, and describes the setting, the participants, the research design, the research instruments used in this study, and the research procedures

Chapter 3 – Data analysis and the findings are shown

Chapter 4 – Discussion discusses about the findings which answer the two research questions

Part 3 – Conclusion – offers a summary of the study, states limitations, and provides some recommendations for further studies.

DEVELOPMENT

1.1.1 The Communicative Language Teaching (CLT)

Communicative Language Teaching (CLT) emerged in the 1970s and 1980s as a response to the limitations of traditional language teaching methods, such as Grammar Translation and Audiolingualism This innovative approach focused on enhancing communication skills, marking the 1970s and 1980s as a significant era for CLT, as noted by Brindley (1986).

Communicative Language Teaching (CLT) is grounded in the theory of language as a means of communication, as noted by Wilkins (1976) It aims to create realistic contexts for language acquisition within the classroom, fostering communicative competence According to Hymes (1972), this competence entails not only using language correctly but also appropriately In CLT, learners are encouraged to engage with the language for communication purposes, reflecting Larsen-Freeman's (2000) assertion that all tasks should be performed with a communicative intent Thus, the focus is on using language effectively in various real-life situations, as emphasized by Wilkins and Widdowson.

In 1978, it was emphasized that the focus of language education should be on effective communication rather than solely on grammar, structures, and vocabulary While grammar remains important, it should be taught in context and through communicative tasks Teachers are encouraged to create materials tailored to the specific needs of their students, fostering a secure and supportive environment This approach enhances students' opportunities for interaction and collaboration in the language classroom, ultimately leading to more meaningful learning experiences.

LITERATURE REVIEW

Theoretical background

1.1.1 The Communicative Language Teaching (CLT)

Communicative Language Teaching (CLT) emerged in the 1970s and 1980s as a response to the limitations of traditional methods like Grammar Translation and Audiolingualism This approach focuses on effective communication and practical use of language, marking a significant shift in language education during this period, as noted by Brindley (1986).

Communicative Language Teaching (CLT) is grounded in the theory of language as a means of communication, as highlighted by Wilkins (1976), who emphasizes the creation of realistic contexts for language acquisition in the classroom to foster communicative competence According to Hymes (1972), communicative competence requires language users to communicate both accurately and appropriately In CLT, learners are encouraged to utilize the language for communication purposes, reflecting Larsen-Freeman's (2000) assertion that all tasks should be approached with communicative intent This approach underscores the importance of using language effectively in various life functions, as noted by both Wilkins and Widdowson.

In 1978, it was emphasized that the primary focus of language education should be on effective communication rather than solely on grammar, structures, and vocabulary While grammar remains important, it should be taught within meaningful contexts and through communicative tasks Teachers are encouraged to develop materials tailored to the specific needs of their students, fostering a secure and supportive classroom environment This approach enhances opportunities for student interaction, ultimately enriching the language learning experience.

Communicative Language Teaching (CLT) is a versatile approach to language instruction, interpreted in various ways by educators Howatt (1984) identifies two versions of CLT: the "strong" version, which asserts that language acquisition occurs through communication, and the "weak" version, which emphasizes the necessity of using language for communicative purposes within a broader teaching framework Canh (2004) notes that most definitions of CLT align with the weak version, promoting interaction among small groups of learners to enhance their speaking opportunities.

Despite ongoing debates about Communicative Language Teaching (CLT), Hiep (2007) highlights its potential benefits in the Vietnamese context, where teachers are encouraged to make reasonable adjustments for effective implementation As Vietnam transitions from a teacher-centered to a learner-centered approach, CLT is increasingly favored over other methodologies This shift allows teachers to design purposeful communicative activities that enhance students' language skills while integrating valuable elements from various teaching methods Proper organization of these activities is essential for fostering effective communication in the target language.

To learn a second language (L2) effectively, it is essential to practice the four key skills: writing, speaking, listening, and reading, with a particular emphasis on speaking in this study Speaking is interconnected with the other skills, and its enhancement positively impacts their development As Widdowson (1978) notes, effective communication relies on understanding previous interactions, making speaking an inherently interactive skill For L2 learners, mastering oral communication can be challenging, as it necessitates the appropriate use of the target language in social contexts, alongside the significant role of nonverbal communication Additionally, various factors influence the interactive behavior of EFL/ESL learners, with anxiety being a notable concern in L2 speaking.

Second language anxiety significantly hinders the oral performance of English as a second language speakers, making it a crucial area of research in language acquisition Following Krashen's (1985) affective filter hypothesis, which emphasizes the role of affective variables such as motivation, confidence, and anxiety, numerous studies have explored this phenomenon Krashen posits that learners can only acquire a second language when they receive comprehensible input and maintain low affective filters Similarly, Du (2009) suggests that a learner's lack of motivation, confidence, or fear of failure creates a barrier to language acquisition, while reduced anxiety and active engagement lower this filter, facilitating better learning outcomes.

Anxiety significantly impacts second language (L2) performance, particularly during oral tasks, as highlighted by Dửrnyei (2005) and Zheng (2008) Research by Chiu et al (2010) reveals that language output abilities, such as speaking and writing, provoke more anxiety than input skills, with many students reporting heightened anxiety when speaking English MacIntyre and Gardner (1991) concluded that speaking is the most anxiety-inducing activity in second language acquisition, while their findings suggest that reducing anxiety can boost students' self-confidence in using a foreign language Additionally, Park and Lee (2005) found that low self-confidence and high anxiety negatively impact students' oral performance, as English language learners often experience stress and a "mental block" when attempting to speak English.

Language anxiety, specifically Foreign Language Anxiety (FLA), significantly impacts learners' psychology, affecting their feelings, self-esteem, and self-confidence Clement (1980) describes FLA as a complex construct, while Young (1992) characterizes it as a unique psychological phenomenon inherent to language learning MacIntyre (1999) further elaborates that FLA involves worry and negative emotional reactions when learning or using a second or foreign language Additionally, MacIntyre and Gardner (1994b) highlight that FLA encompasses feelings of tension and apprehension related to various language contexts, including speaking, listening, and overall language acquisition.

(1986) define FLA as ―a distinct complex construct of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of language learning process‖ (p 128)

Foreign language study uniquely impacts self-concept and self-expression, leading to distinct anxiety levels compared to other academic fields, as noted by Horwitz et al This perspective is reinforced by MacIntyre and Gardner (1989) and Chen and Chang (2004), who highlight a strong link between foreign language anxiety (FLA) and language proficiency Students experiencing general anxiety are more prone to FLA, which was first identified by Horwitz, Horwitz, and Cope (1986) through the development of the Foreign Language Classroom Anxiety Scale (FLCAS) This scale, comprising 33 items, evaluates communication apprehension, test anxiety, and fear of negative evaluation, all of which are critical components of FLA These anxiety forms collectively contribute to the challenges faced by language learners.

The Foreign Language Classroom Anxiety Scale (FLCAS) includes various categories of anxiety, such as fear of feedback from peers and teachers, which encompasses items 2, 7, 13, 19, 23, 31, and 33, as well as fear of language tests, comprising items 3, 5, 6, 8, 10, 11, 12, 16, 17, 20, 21, 22, 25, 26, 28 Each item is assessed using a five-point Likert scale, where 1 indicates strong agreement and 5 indicates strong disagreement The total score ranges from 33 to 165, with lower scores reflecting higher anxiety levels Notably, 24 items are positively worded, while 9 items are negatively worded.

Horwitz et al.'s theory on Foreign Language Anxiety (FLA) has sparked significant debate, particularly regarding four main points: (1) the bidirectional causal relationship between FLA and language learning difficulties; (2) the perceived limited influence of FLA on foreign language achievement; (3) the inclusion of test anxiety as a component of FLA; and (4) the validity of the Foreign Language Classroom Anxiety Scale (FLCAS) in measuring anxiety levels rather than language skills Despite these criticisms, the theory remains foundational in language anxiety research, with numerous studies supporting the FLCAS Researchers like MacIntyre (1999), Young (1994), and Horwitz (2010) advocate for the specificity of anxiety types in language learning, as emphasized by Scovel (1978) and Gardner (1985) Gardner also notes that only anxiety specifically related to the language acquisition context affects second language achievement Given its complexity and ongoing debates, FLA is poised to remain a critical area of research.

In an effort to enhance research in Foreign Language Anxiety (FLA), the researcher implemented Horwitz et al.'s theoretical model in a recent study The findings indicate that utilizing drama techniques is an effective method for fostering a low-anxiety environment in ESL/EFL speaking contexts.

Most language teachers nowadays advocate some elements of a

The communicative approach highlights the significance of drama in language teaching, which has been defined in various ways According to Holden (1981), drama involves activities where students portray themselves or others in imaginary scenarios, allowing for self-expression through verbal and non-verbal communication Riggenbach and Lazarton (1991) further define drama as a performance activity, where students prepare and deliver messages to an audience, enhancing their language skills through engagement and creativity.

Drama in language teaching focuses on active participation within the classroom, differentiating it from traditional theatre, which emphasizes performance for an audience While theatre is centered on the interaction between actors and spectators, drama in a second language (L2) context prioritizes the experiential engagement of learners According to Holden (1981), dramatic action is crafted with an audience in mind, whereas Malley (1983) highlights that drama is about the dynamics occurring among group members in a dramatic setting Importantly, classroom drama is not intended for performance and is typically spontaneous, relying on the immediate responses and creativity of the participants.

The matter is that whether drama plays important roles or not in language teaching Take a look at some views on this issue

1.1.4 Roles of drama in language teaching

Many educators and researchers in linguistics have explored the positive roles of drama in language teaching The following are a very small number of illustrations

Review of previous related studies

In recent years, the field of Teaching English as a Foreign Language (TEFL) has significantly been influenced by Communicative Approach (CA), leading to a growing focus on enhancing language learners' speaking skills in a second language (L2) through drama This topic has garnered considerable attention from researchers, with several recent studies conducted both in Vietnam and internationally.

This section reviews studies focused on countries where English is taught and learned as a foreign language, highlighting research conducted by Atas (2014), Sağlamel & Kayaoğlu (2013), Li (2016), and Megat Khalid (2014).

A study by Atas (2014) demonstrated that incorporating drama in English as a Foreign Language (EFL) classes significantly reduced speaking anxiety among twelfth graders at Kozan Anatolian Medical Vocational High School, with participants having an A2 language level Utilizing a combination of pre- and post-tests based on the Foreign Language Classroom Anxiety Scale (FLCAS), semi-structured interviews, student diaries, and teacher reflections, the research revealed that drama positively impacted students' anxiety, fear, and embarrassment related to speaking English Most participants reported increased confidence in their speaking abilities, overcoming feelings of inadequacy and fear of being ridiculed, even when unprepared The qualitative findings aligned closely with the quantitative results, leading Atas (2014) to recommend that language teachers be made aware of the beneficial effects of drama on reducing anxiety in foreign language learners.

A study by Sağlamel & Kayaoğlu (2013) found a significant reduction in language anxiety among students participating in a six-week creative drama program The research involved 565 students from a Turkish state university, utilizing an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) A one-group pre-test/post-test design was employed with 22 randomly selected students, assessing anxiety levels before and after the program The findings highlighted sources of language anxiety and their correlation with students' proficiency and classroom performance The researchers emphasized the need for further studies with larger sample sizes and diverse techniques in creative drama to validate their results.

A study by Li (2016) at a Chinese university found that a drama course significantly reduced participants' anxiety levels, with changes categorized as drastic, fluctuating, and mild decreases Conducted over three months, this action research utilized a mixed-method approach, combining qualitative and quantitative data collection The researcher, who also taught a random group of thirteen students, used modified questionnaires based on the FLCAS to assess anxiety levels, while qualitative insights were gathered from teacher journals, class observations, and participant interviews The findings highlighted the complementary nature of quantitative and qualitative data, leading Li (2016) to suggest further research on creating supportive language environments for anxious learners through drama-based oral English practice.

A study by Megat Khalid (2014) found that using drama effectively reduced English-speaking anxiety among non-native speakers in Malaysia Involving eighty students from marine-related diploma programs, the research utilized a 23-item survey, adapted from Horwitz et al.'s FLCAS, to assess attitudes towards drama after its implementation Results indicated that participants viewed drama as enjoyable and experienced a decrease in nervousness, leading to increased relaxation during public speaking Khalid emphasized the importance of teachers creating engaging and effective learning activities to support language acquisition.

Recent studies in Vietnam have shown that incorporating drama in language learning significantly reduces anxiety among English learners Researchers agree that drama fosters a friendly and enjoyable classroom atmosphere, enhancing the overall learning experience.

1.2.2 Previous studies in Viet Nam

Recent research in our country has focused on enhancing L2 oral communication skills, with notable studies conducted by Nguyễn Thị Bích Hiền (2005), Nguyễn Thu Thủy (2007), and Vũ Thị Thanh Tâm (2012) highlighting key findings in this area.

A study by Nguyễn Thị Bích Hiền (2005) explored the effectiveness of using drama to enhance students' interest in speaking activities, involving twelve teachers and 112 second and third-year English major students at Vinh University Data was collected through classroom observations, interviews with seven teachers and twenty randomly selected students, and three questionnaires (one for teachers and two for students) The researcher also provided valuable resources for implementing drama techniques in the classroom.

A study by Nguyễn Thu Thủy (2007) confirmed that drama enhances learners' speaking and overall oral communication skills In this action research, thirty-one second-year students participated, with data collected through two questionnaires, student portfolios, discussions, and teacher observations Nguyễn Thu Thủy suggested that teachers expand their resources by incorporating various drama materials from the internet, newspapers, and real-life situations.

A study conducted by Vũ Thị Thanh Tâm (2012) demonstrated a positive impact on language learning among primary students at Quan Tru Primary School The research involved eighty students from three classes, revealing that most participants had a favorable attitude towards incorporating stories and drama into their English lessons, which enhanced their speaking and listening skills Utilizing mixed methods for data collection, including questionnaire surveys, class observations, and teacher journals, the study emphasized the importance of factors such as lesson topics, teacher-prepared task worksheets, classroom atmosphere, and student participation in the speaking and listening teaching process.

Research conducted in Vietnam by three Vietnamese scholars supports the use of drama in classroom settings to enhance L2 skills, particularly focusing on improving speaking abilities for L2 learners.

Research conducted in Vietnam and internationally highlights the benefits of using drama to alleviate anxiety and boost confidence and interest among L2 learners in speaking English These encouraging outcomes of drama integration have inspired me to undertake this action research, which is detailed in my thesis.

Summary

This chapter presents various theories and discussions on drama, which informed the development of the questionnaire, observation checklist, and student reflection form for an action study aimed at reducing sixth graders' anxiety in English speaking through drama The subsequent chapters will provide a detailed description of the methodology, procedures, and results of the study.

METHODOLOGY

Restatement of the research questions

To understand the factors contributing to sixth-grade students' anxiety when speaking English in their EFL classroom and to explore how drama techniques can alleviate their nervousness in L2 speaking, it is essential to address two key questions.

(1) What factors contribute to the students‘ anxiety in speaking English in their EFL classroom?

(2) How do dramatic activities help lower the students‘ anxiety level in speaking English in their EFL classroom?

The setting of the study

This action research study was conducted at a lower secondary school in Thanh Oai district, which serves over one thousand students across twenty-eight classes for Grades 6 to 9 The researcher, an English teacher at the school, notes that it is the most crowded among the district's twenty-one lower secondary schools Each year, about one third of the students, who excel in subjects like Math, Literature, and English, are selected for advanced classes of 43-45 students, while normal classes have 33-35 students English is a compulsory subject, with curriculum materials following the outdated Ministry of Education and Training's guidelines Language lessons for sixth graders are primarily integrated, and assessment relies on written tests and oral homework checks Unfortunately, the development of EFL speaking skills has been neglected, as students lack opportunities for actual L2 speaking tests and primarily engage in classroom practice Although good performance in speaking tasks can lead to rewarding marks, very few students achieve this recognition.

The researcher’s school comprised twenty standard classrooms, each featuring a similar physical layout, as illustrated in the accompanying drawing.

Above is an overall look at the setting, in which the researcher (teacher) carried out this study Below are the details of the participants

- Six desks in each row

- Usually two students at each desk

Participants

This study involved 35 sixth-grade students from class 6A2, comprising 12 females and 23 males, all born in 2006 and hailing from the same commune in Thanh Oai district Overall, the girls demonstrated greater diligence compared to the boys In terms of English proficiency, ten girls were slightly above average, while two struggled significantly Among the boys, twenty were at an average level, but three had minimal English vocabulary Most students scored between five and eight on their initial written tests, which included a 45-minute and a 15-minute assessment Notably, the entire class exhibited a lack of interest in speaking English in the classroom, largely due to the absence of opportunities to engage in English-speaking environments outside of school.

The study involved the researcher, an English language teacher with over fifteen years of experience, who actively participated in various drama activities as both a model and facilitator for class 6A2.

Research design and research instruments

This action research study focuses on addressing classroom challenges through a structured approach According to J Bell (2005), action research involves a series of self-reflective cycles where teacher-researchers engage in four key steps: planning for change, implementing actions, observing the process, and reflecting on the outcomes (Kemmis, McTaggart, & Nixon, 2014) Adhering to the action research model proposed by Kemmis, McTaggart, and Nixon (2014), the researcher aims to explore effective solutions within the educational setting.

(1) made a plan to solve the problem; (2) acted by designing and implementing a pedagogical intervention; (3) observed how the learners responded to the project‘s development and completion through data collection instruments; and

This action research examined factors contributing to sixth graders' anxiety about speaking a second language (L2) and assessed how drama applications alleviated their nervousness during L2 oral production The study's objectives were met through a combination of quantitative and qualitative data, primarily gathered from pre- and post-intervention questionnaires Additionally, qualitative insights and further quantitative data collected from teacher observations and student reflections during the drama activities provided a comprehensive understanding of the research outcomes.

Research procedures

This action research was developed during six months of the academic year (2017-2018) in the following steps:

After several lessons with class 6A2, the English language teacher observed that while many students were unconcerned about written tests and a third performed well in vocabulary and grammar tasks, they showed reluctance to engage in oral activities Most students participated minimally in pair and group work, often speaking only a few words or conversing in Vietnamese instead of English Additionally, when asked to volunteer for speaking activities, such as introducing themselves or discussing their families, the class remained silent Even the more proficient students exhibited nervousness, often delivering only one or two simple sentences when called upon.

―My name is (Ngan) / I am 11 (years old)‖, and then rushed to their seats

The teacher observed students' behaviors and feelings during oral performances in the classroom, noting their lack of enthusiasm for participation She found that none of the students actively engaged in speaking the target language and that they often appeared reluctant and forced to communicate in English This lack of enthusiasm highlighted a significant issue in their oral production activities.

The classroom L2 speaking issue was clearly identified through students' responses to the pre-intervention questionnaire, which was partially based on the original Foreign Language Classroom Anxiety Scale (FLCAS) created by Horwitz, Horwitz, and Cope.

In 1986, a questionnaire was piloted on ten randomly selected students from class 6A4 to ensure clarity and understanding before its official distribution Each item was translated into Vietnamese, the students' mother tongue, to enhance comprehension and ensure consistent responses The pre-intervention questionnaire was specifically adapted to align with the study's focus on using drama to alleviate anxiety during English speaking performances in the classroom This tool aimed to identify key factors contributing to students' nervousness in L2 oral performances, which would be compared to results from a post-intervention questionnaire to assess the impact of the drama application Following approval from the headmistress, the researcher conducted the questionnaire during an English language lesson with the participating students.

This questionnaire should be described in detail as follows:

This questionnaire is structured into two parts: the first part gathers general information about students, including their full names and feelings towards learning the target language, particularly in speaking The second part features twelve five-point Likert-type items that assess communication apprehension, fear of negative feedback, anxiety related to being called to speak, and comfort during oral performances in the classroom This tool aims to identify issues related to L2 speaking in the classroom and uncover factors contributing to students' nervousness when speaking English The concept of 'test anxiety' from the original FLCAS is adapted here to reflect the fear of being called to speak, as participants have not yet taken formal speaking exams In this study, 'testing' refers to instances when students are called upon by their teacher to complete oral tasks or check homework during lessons Each item, except those in the first part, is rated on a scale from 1 (strongly disagree) to 5 (strongly agree), with a neutral option in the middle The twelve items are divided into three categories: 'communication apprehension' includes items 5-9, while the fear of being called to speak encompasses items 10.

11, 12 And, the category of fear for feedback contains items 13, 14, 15, 16 This questionnaire is put in Appendix 1 in this thesis

This questionnaire is a modified version of the original FLCAS, featuring selected items specifically tailored to assess anxiety related to speaking English The revised items include numbers 5, 6, 7, 8, 10, 11, 12, 13, 14, 15, and 16, with changes detailed in Table A (see Appendix 4) Additionally, item 9 was self-designed by the researcher based on teaching experience The questionnaire's reliability was confirmed with a Cronbach's alpha score greater than 0.6, and negatively worded items (6 and 14) were calculated in reverse.

The results gained from the analysis of the data collected from the pre-

Chapter 3) revealed that the students were afraid of speaking English in their EFL classroom, and such factors as the L2 speaking atmosphere covered by the teacher‘s strictness and explicit mistake/error correction, the students‘ L2 proficiency, their communication apprehension, fear of being called to speak L2 and fear of being negatively assessed made a great contribution to their L2 speaking anxiety

Before planning the drama intervention, the teacher engaged students in various drama activities, including mime, role-play, and drama games, over a two-week period These activities were incorporated into six lessons After each session, students received handouts to reflect on their experiences, answering questions about their prior participation and enjoyment levels, such as "Have you taken part in such an activity before?" and "Do you enjoy it?"

C Little D Very little‖ Accordingly, the teacher found out the fact that the participating students had not been really exposed to drama activities before, and they were interested in those drama activities The specific figures were thirty students (86%) answering ―never‖, five students (14%) choosing the answer

In a recent study, responses indicated that a significant majority of students, specifically thirty-five (100%), expressed a strong preference for drama techniques such as mime, role-play, and simple drama games The researcher, also the teacher, determined that these methods were suitable given the students' proficiency levels, the time constraints, lesson content, and the classroom's physical environment.

From the above identification, the teacher researcher planned her pedagogical intervention (as presented in Step 2)

The management board scheduled class 6A2 to have three English lessons and one grammar-focused selective subject each week Over five months, drama activities were gradually integrated into the curriculum, excluding two weeks for preliminary investigation and two weeks off for the Tet Holiday In the first four weeks, the teacher conducted one drama-integrated lesson per week, with plans to increase this to three lessons per week during the remaining four months of the intervention, excluding times for grammar practice, tests, and test corrections.

The following was the more detailed plan for the drama application

The teacher aimed to incorporate simple drama activities in the study, starting with easier tasks during the initial phase of the intervention, as many students were unfamiliar with drama As the students became more comfortable with this innovative approach to learning English, more engaging drama activities would be integrated into their lessons It is essential for the English language teacher to provide clear guidance before the students perform, and to offer positive feedback and encouragement following each drama activity to foster their confidence and development.

During the intervention, selected drama activities were implemented in the language class, with both drama-embedded and non-drama lessons closely monitored by the teacher Qualitative data was collected through brief observational notes recorded in a checklist immediately following each drama-integrated lesson Additionally, the teacher maintained a diary documenting key events from both types of lessons throughout the investigation Students also provided reflections after certain lessons during the drama intervention, which were submitted to the teacher The insights gathered from these reflections contributed to the qualitative and quantitative data analysis.

The following are several illustrated drama-based activities and the comments (expressed in full sentences) from the checklist

In this study, the teacher only applied the simplest forms of the first type of role-playing mentioned by Holden (1981)

Illustration No.1 from Period 40 / Unit 7: YOUR HOUSE / Lesson 2: A3,4,5,6 -

On November 18, 2017, a ten-minute "Check up the old lesson" stage was conducted, where students engaged in a role-play activity focused on asking and answering questions about Hoa's house from Unit 7, A1, taking on the roles of Minh and Hoa.

In order to facilitate the role-play speaking task, the teacher, at first, gave the class a quick revision for such structures as

- S + [be/not] + adj / [Be] + S + adj?

- S + [be/not] + Prep.P / [Be] + S + Prep.P?

- There + [be/not] +…… / [Be] + there + … ?

Of course, their course-books were closed and the class could look at this poster on the blackboard big a yard small old a well flowers trees

The teacher closely monitored the class during a dramatic activity, selecting strong pairs of students to present their oral work first, particularly focusing on the roles of Minh and Hoa from Unit 7/A1 These capable students actively engaged in the task, demonstrating solid participation The teacher then encouraged the entire class to work in pairs, noticing that some weaker students initially struggled with distractions She provided guidance and support, which led to increased engagement from nearly all students, though the weaker ones managed only one or two questions with some grammatical mistakes The teacher documented these errors for later correction Notably, six students volunteered to perform in front of the class, receiving praise and good marks for their "Good" performances, while the teacher offered encouraging feedback to all.

Summary

This chapter describes the research methods considered as the guidelines for the researcher (teacher) to follow in order to answer the research questions raised in the first part.

DATA ANALYSIS AND FINDINGS

Data analysis methods

To ensure consistency and minimize biases, the researcher independently analyzed all collected data The questionnaire data was primarily analyzed quantitatively, with some qualitative insights, while observational data from checklists and diaries underwent qualitative analysis Student reflections were assessed using both quantitative and qualitative methods The researcher utilized Microsoft Excel to calculate total points for responses across three categories and employed SPSS to determine total frequencies for questionnaire item choices The quantitative findings were then presented through charts and tables, providing a comprehensive overview of the data analysis.

Pre- and post- intervention questionnaires

The responses from the students revealed significant insights into their anxiety regarding speaking English in the classroom, with thirty out of thirty-five students indicating they felt uncomfortable.

―Do you like speaking English?‖ (Item 2), and the most popular reasons for their

Many students expressed that speaking English is stressful and uninteresting, with concerns about a strict teacher and fear of peer judgment contributing to their reluctance Among those who responded negatively, ten indicated that they find speaking English difficult In contrast, students who answered positively cited the importance and future utility of English as motivating factors The responses highlighted that students' proficiency levels, fear of negative evaluation, and the teacher's strictness in correcting mistakes significantly hinder their ability to speak English effectively.

Chart 3.1: Frequencies of each Individual Variable for the Pre-intervention

The comparison of findings from the initial and subsequent questionnaires revealed the positive impact of drama activities on students' English speaking skills In the post-intervention survey, 28 students affirmed that speaking English was relaxing due to minimal error correction from the teacher, highlighting that the learning environment was both interesting and enjoyable In contrast, seven students expressed difficulty in speaking English These responses reaffirmed that students' language proficiency, fear of negative feedback, and a strict atmosphere with explicit corrections contributed to their speaking anxiety Additionally, a positive shift was evident, with six students responding "yes," sixteen remaining "neutral" for Question 3, and five answering "yes" while ten were "neutral" for Question 4.

Chart 3.2: Frequencies of each Individual Variable for the Post-intervention

The analysis of students' responses to the initial and final items in the pre- and post-intervention questionnaires indicated that factors such as the students' L2 proficiency, fear of negative evaluation, and the teacher's strictness with explicit error correction contributed to L2 speaking anxiety However, the implementation of drama techniques led to notable improvements in the psychological well-being of sixth graders when speaking English.

The responses to items 5 to 16 in the questionnaire highlighted the students' significant L2 speaking anxiety in the classroom Analysis of these answers revealed the primary factors contributing to this issue Notably, there was complete participation, with all students responding to every item Table 3.1 presents the frequencies and percentages of each variable from the pre-intervention questionnaire.

Table 3.1: Frequencies and Percentages of each Individual Variable for the

5 I never feel quite sure of myself when

I am speaking English in front of others in the language classroom

6 I feel confident when I speak English in the language classroom *

7 I get confused when I am speaking English in my language class 0 3

8 I dare not volunteer to speak English in my language class

9 I dare not volunteer to go first to speak English in my language class

B Being-called-to-speak fear

10 When being called to speak English, I can get so nervous that I forget things I do know

11 In my English class, I tremble when the teacher invites me to speak what I have not prepared in advance

12 Even if I am well prepared for a speaking task

I am about to do, I feel anxious about it

13 I am afraid that my classmates will laugh at my mistakes when I speak English in front of them

14 I don't worry about making mistakes when speaking English in front of my class although I know that I may make mistakes *

15 I always feel that my classmates speak English better than I do 0 3

16 I am afraid that my language teacher is ready to correct every mistake I make in speaking English

To determine the impact of the drama employment intervention, a comparison of the pre-intervention questionnaire (Table 3.1) and the post-intervention questionnaire is essential This analysis will reveal any positive changes resulting from the intervention.

Table 3.2: Frequencies and Percentages of each Individual Variable for the

5 I never feel quite sure of myself when Iam speaking English in front of others in the language classroom

6 I feel confident when I speak English in the language classroom * 0 6

7 I get confused when I am speaking English in my language class

8 I dare not volunteer to speak English in my language class

9 I dare not volunteer to go first to speak English in my language class

B Being-called-to-speak fear

10 When being called to speak English, I can get so nervous that I forget things I do know

11 In my English class, I tremble when the teacher invites me to speak what I have not prepared in advance

12 Even if I am well prepared for a speaking task I am about to do, I feel anxious about it

13 I am afraid that my classmates will laugh at my mistakes when I speak English in front of them

14 I don't worry about making mistakes when speaking English in front of my class although I know that I may make mistakes *

15 I always feel that my classmates speak English better than I do

16 I am afraid that my language teacher is ready to correct every mistake I make in speaking English

Communication apprehension refers to the anxiety experienced during L2 oral communication in classroom settings As illustrated in Table 3.1, this psychological factor significantly hinders students' English speaking abilities Specifically, it is noteworthy that twenty-three out of thirty-five students reported experiencing this apprehension.

In a survey of thirty-five students regarding their self-confidence in English language classrooms, a significant number expressed uncertainty, with the majority agreeing or strongly agreeing with the statement, "I never feel quite sure of myself when…" Conversely, when asked about their confidence in speaking English, no students selected "strongly agree," only one student chose "agree," while twenty-one students indicated "strongly disagree." This highlights a prevalent lack of confidence among students in their English speaking abilities.

A significant majority of students, nearly three-fourths, expressed confusion when speaking English in class, with no respondents selecting "strongly disagree" and only three choosing "disagree." Additionally, for item 8, sixteen students agreed, while twenty students strongly agreed Ten students remained neutral on both items, indicating that very few chose "strongly disagree."

The data presented in Tables 3.1 and 3.2 clearly indicate that the drama intervention effectively reduced students' communication apprehension Overall, a significant number of students reported feeling more confident in their communication skills following the intervention.

In a comparative analysis of student responses between two questionnaires, a significant increase in the selection of "strongly disagree" and "disagree" for Items 5, 7, 8, and 9 was observed in the latter questionnaire Specifically, the responses showed two students marked "strongly disagree" for Item 5, three for Item 7, eight for Item 8, and two for Item 9, contrasting with fewer students in the former questionnaire Additionally, the number of students who chose "disagree" for these items in the latter questionnaire was approximately three to four times greater than in the former Notably, none of the students strongly agreed with these statements in the latter questionnaire, indicating a shift in perception Furthermore, the improvement in students' communication apprehension was highlighted by a marked increase in confidence regarding speaking English in the classroom, with only one student expressing confidence in the former questionnaire compared to thirteen in the latter.

3.2.2.2 Being-called-to-speak fear

Students often experience significant anxiety and stress when called upon to speak English, which negatively impacts their confidence According to the findings, 57.1% of students reported feeling so nervous that they forget what they know when asked to speak (Item 10) Additionally, an overwhelming 91.4% admitted to trembling when unprepared for a speaking task (Item 11) While this anxiety lessened with proper preparation, a notable 31.4% still expressed discomfort even when given the opportunity to prepare (Item 12).

The drama intervention significantly reduced students' anxiety about speaking English in class, as evidenced by the pre- and post-test results In the pre-test, twenty out of thirty-five students reported feeling nervous when called to speak, while in the post-test, no students selected "strongly agree" and only three (8.6%) chose "agree." Additionally, the percentage of students rejecting the statement about nervousness increased from 22.9% in the pre-test to 60% in the post-test A notable shift occurred regarding students' feelings of trepidation when asked to speak unprepared; in the pre-intervention questionnaire, no students strongly disagreed, but post-intervention, twelve students negated that statement Overall, the findings indicate a marked decrease in speaking anxiety among students following the drama intervention.

In a recent survey, none of the students supported the statement, while 68.5% expressed disapproval and 31.4% remained neutral In contrast, a previous questionnaire revealed that 37.1% of students agreed with the statement, with an equal number of eleven students both disagreeing and remaining neutral.

In this study, fear of negative feedback emerged as a significant psychological factor, highlighting students' anxiety regarding evaluations from teachers and peers Notably, 28 out of 35 students expressed concern that their classmates would laugh at their mistakes while speaking English, indicating a prevalent fear of ridicule Additionally, 21 students disagreed with the notion that they do not worry about making mistakes in class, further illustrating their anxiety Furthermore, 23 students felt that their peers spoke English better than they did, with 17 strongly agreeing with this sentiment.

Teacher‘s checklist

The researcher (teacher) evaluated drama-based speaking activities using self-designed criteria focused on speaking participation, volunteering, and classroom atmosphere Observations were recorded in a checklist, revealing an exciting speaking environment that improved over time as students became more involved Notably, even lower-level students began to participate, contributing simple English utterances during miming activities, which marked a significant shift from their previous reluctance As the intervention progressed, more students, including those who struggled, gained confidence in speaking L2 in pairs, small groups, and in front of the class Although the researcher could not videotape or quantify volunteers, her observations indicated a positive change Aligning with Wilkin and Widdowson's principles of Communicative Language Teaching (CLT), the teacher created a secure environment that prioritized meaningful communication over strict language accuracy, allowing students to feel less anxious and more engaged Ultimately, student participation in drama-based activities exceeded the teacher's expectations, highlighting the effectiveness of the intervention.

Teacher‘s diary

To gain deeper insights into the impact of drama activities on students' L2 speaking skills, the teacher documented significant events from both drama-embedded and non-drama lessons in a diary, which was subsequently coded and analyzed The findings revealed that drama-based speaking activities were significantly more engaging than traditional speaking exercises, fostering greater student involvement Many linguists assert that L2 learners thrive in drama-embedded environments, where laughter and enjoyment encourage participation in speaking activities Among the various techniques, students showed a marked preference for miming activities and drama games over role-playing, with lower-level students particularly enjoying mime tasks, which allowed them to perform without verbal communication while still engaging their peers in discussions Although role-play activities were less entertaining, they offered valuable speaking practice in pairs and small groups, aligning with Livingstone's assertion that role-play facilitates language practice Over time, there was a noticeable increase in enthusiastic L2 speakers during drama activities, despite their use of simple sentences with grammatical errors The supportive classroom atmosphere, characterized by the teacher's friendliness and engaging drama activities, boosted the students' confidence in oral tasks As noted by linguistic experts, the integration of drama games, role-play, and mime significantly reduced students' anxiety, leading to a greater willingness to participate in speaking exercises and ultimately enhancing their speaking abilities Furthermore, the teacher observed improved participation in speaking activities during non-drama lessons following the intervention.

Students‘ reflections

To facilitate student reflections, the researcher created a specific form (refer to Appendix 2) Throughout the drama intervention, each student completed eight reflections following several lessons that incorporated drama activities.

Students felt free to express their thoughts in reflections without the pressure of identifying themselves, leading to valuable qualitative and quantitative data that confirmed the drama's effectiveness in reducing their speaking anxiety in English Analysis of these reflections, detailed in Table b (see Appendix 4), revealed an overall increase in student participation in classroom oral tasks over time Notably, there was a significant rise in students volunteering to speak English and an increase in the frequency of raised hands for speaking opportunities during the latter half of the drama intervention Additionally, the data indicated a decrease in anxiety levels among sixth graders when speaking English, and most students expressed enjoyment and interest in the drama-embedded lessons, which fostered high engagement in the speaking activities.

Summary

This chapter presents a comprehensive analysis of data collected from pre- and post-questionnaires, student reflections, and teacher observations, utilizing both manual methods and software such as SPSS 20 and Microsoft Excel The findings address two key research questions, revealing that factors negatively impacting sixth-grade students' speaking abilities include their L2 proficiency, a strict classroom atmosphere, communication apprehension, fear of being called upon to speak, and concerns about negative feedback Additionally, the implementation of drama applications significantly reduced students' anxiety levels in speaking English, shifting them from high to low anxiety.

DISCUSSION

What factors contribute to the students‘ anxiety in speaking English in

The research aimed to identify factors contributing to sixth graders' L2 speaking anxiety in the EFL classroom, including the teacher's error correction, strictness, students' L2 proficiency, communication apprehension, fear of being called to speak, and fear of negative feedback These factors align with previous studies by linguists, particularly Horwitz et al (1986), who identified communication apprehension, fear of negative evaluation, and test anxiety as key contributors to second language anxiety The findings from the pre-intervention questionnaire indicated that a significant majority of students lacked enthusiasm for speaking English, with none demonstrating confidence or expressiveness in their L2 communication Responses revealed feelings of embarrassment and insecurity while speaking, highlighting the detrimental relationship between anxiety and L2 learning Research confirms that increased anxiety negatively impacts L2 performance, leading to decreased willingness to communicate Furthermore, anxiety levels may rise when faced with oral tasks, as noted by Zheng (2008) and supported by Horwitz et al (1986) and other linguists like MacIntyre and Gardner.

Research by Chen and Chang (2004) highlights a significant link between Foreign Language Anxiety (FLA) and foreign language proficiency, suggesting that anxiety can both result from and contribute to language difficulties In a study involving thirty-five sixth-grade students, their proficiency in a second language (L2) was examined to determine its impact on anxiety during classroom oral performances Findings indicate that inadequate vocabulary and limited grammatical knowledge negatively affected their ability to perform orally in L2.

In a Communicative Language Teaching (CLT) classroom, it is essential for learners to feel secure and unthreatened, as noted by Widdowson (1978) However, the investigated students experienced anxiety in their L2 oral production due to the teacher's strict control over speaking activities The teacher's explicit corrective feedback contributed to an unfriendly atmosphere for L2 speaking, hindering student engagement and confidence.

In brief, the L2 speaking anxiety-provoking factors explored in this study did not go out of the theories studied by many reputable linguists.

How do drama activities help to lower the students‘ anxiety level in

The research investigated how drama activities in EFL classrooms reduced students' anxiety during oral production Findings from qualitative and quantitative analyses, including post-intervention questionnaires and teacher observations, indicated a significant decrease in anxiety levels from "High" to "Little." Prominent linguists, such as Alan Maley and Susan Holden, support the effectiveness of drama in language teaching by enhancing learners' confidence, vocabulary, and interaction skills In this study, drama activities were integrated into sixth graders' lessons, resulting in 28 out of 35 students expressing excitement and enjoyment in learning to speak English in a supportive environment The teacher's encouraging role was crucial in alleviating students' anxiety Kao (1998) highlighted the importance of teacher flexibility and skills in drama-based settings for improving communication, particularly speaking abilities The results demonstrated that drama effectively diminished students' communication apprehension and fear of negative evaluation, leading to a more relaxed and confident classroom atmosphere, with a notable increase in student participation in speaking activities.

This study concludes that the use of drama positively influences students' psychology regarding their second language (L2) speaking in the classroom The effectiveness of drama in language teaching has been supported by previous research conducted by Atas (2014), Sağlamel & Kayaoğlu (2013), Li (2016), and Megat Khalid (2014) The teacher-researcher aimed to adapt these findings to address challenges in her own language class through this action research study Ultimately, the results contribute to the growing evidence of the benefits of incorporating drama into language education.

Summary

In summary, the study effectively addressed the two research questions, highlighting the importance of reducing anxiety among learners when speaking a second language (L2) through drama activities Despite the familiarity of the thesis topic and research design, the findings emphasize the potential benefits of these activities in enhancing learners' speaking skills.

CONCLUSION

Recapitulation

This study aimed to reduce anxiety in L2 oral performances among Class 6A2 students at a lower secondary school in Thanh Oai district By reviewing literature on language learners' nervousness and the role of drama in language teaching, the researcher designed a questionnaire based on Horwitz's FLCAS (1986) This questionnaire was administered to thirty-five students before and after a drama intervention to identify L2 speaking issues and explore factors contributing to their lack of confidence The study found that students' English proficiency, the teacher's strictness, explicit corrective feedback, and communication apprehension were key factors in their anxiety Data analysis revealed that the drama intervention positively impacted the reduction of their nervousness in speaking English in the classroom.

Conclusion

This study investigates key factors influencing L2 learners, focusing on students' English proficiency, the language teacher's explicit error correction and strictness, and students' communication apprehension and fear of negative feedback Findings from a pre-intervention questionnaire revealed that sixth graders experienced anxiety about speaking English in their EFL classroom, with these factors adversely affecting their speaking skills Post-intervention data analysis, including teacher observations and student reflections, reaffirmed these anxiety-inducing elements while highlighting the effectiveness of drama-based activities in addressing these issues The incorporation of drama into lessons transformed the teacher's approach, providing a learner-friendly environment that encouraged students to practice speaking L2 with reduced anxiety The research employed a mixed-method approach, utilizing both qualitative and quantitative tools, with data analyzed using SPSS 20 and Microsoft Excel.

In conclusion, the insights gained from this cycle will guide the design for the subsequent phase of the study Additionally, it is anticipated that this research will propose innovative methods for enhancing L2 speaking instruction and learning through the integration of drama in lower secondary education.

Limitations of the study

This study acknowledges several limitations that affect its findings Firstly, it involved a small sample size of thirty-five sixth graders, restricting the generalizability of the results Secondly, the research focused on specific factors influencing L2 speaking ability, such as students' proficiency levels, teacher strictness, explicit error correction, and communication apprehension, while neglecting other potential influences Additionally, the study utilized a limited range of simple drama activities, which may restrict the perceived effectiveness of drama in enhancing L2 speaking skills Furthermore, due to time constraints, the researcher was unable to explore deeper aspects of behavior, cognition, or affect that could have contributed to reducing students' anxiety in speaking Lastly, since the study concentrated solely on speaking skills, its findings may not be applicable to other language skills.

Suggestions for further studies

Additional research is needed to explore various factors that influence the confidence of EFL/ESL learners in their speaking abilities in a second language Furthermore, it is essential to incorporate diverse and engaging drama techniques in future studies to enhance the effectiveness of drama in language teaching and learning.

To ensure the validity of findings, future studies should involve a significantly larger participant pool for generalization Additionally, research is needed to identify the challenges language teachers encounter when using drama to improve EFL/ESL learners' oral performance in language classes.

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Appendix 1: QUESTIONNAIRE (English version) ENGLISH SPEAKING ANXIETY IN A CLASSROOM CONTEXT

Dear 6A2 students, thank you for your time in completing this questionnaire I am Ms Nguyễn Hồng Hạnh, your English teacher The questionnaire consists of two sections and will take about 10-15 minutes The first part gathers general information, while the second focuses on communication apprehension, fear of negative feedback, anxiety related to being called to speak, and comfort during oral performances in the language classroom Please answer the questions honestly.

Any information that you provide will remain completely anonymous and will be kept confidential

Thanks in advance for your cooperation!

1 What is your full name? ………

2 Do you like speaking English? a Yes b No Reasons:

3 Do you think that you can speak English confidently in your language classroom? a Yes b Neutral c No

4 Do you think that you can combine your voice and body expressively while speaking English in front of others? a Yes b Neutral c No

ENGLISH SPEAKING IN A LANGUAGE CLASSROOM CONTEXT

Strongly disagree Disagree Neutral Agree Strongly agree

5 I never feel quite sure of myself when I am speaking English in front of others in the language classroom

6 I feel confident when I speak English in the language classroom *

7 I get confused when I am speaking English in my language class

8 I dare not volunteer to speak English in my language class

9 I dare not volunteer to go first to speak English in my language class

B Fear of being called to speak L2

Strongly disagree Disagree Neutral Agree Strongly agree

10 When being called to speak English, I can get so nervous that I forget things I do know

11 In my English class, I tremble when the teacher invites me to speak what I have not prepared in advance

12 Even if I am well prepared for a speaking task I am about to do, I feel anxious about it

Strongly disagree Disagree Neutral Agree Strongly agree

13 I am afraid that my classmates will laugh at my mistakes when I speak English in front of them

14 I don't worry about making mistakes when speaking English in front of my class although I know that I may make mistakes *

15 I always feel that my classmates speak English better than I do

16 I am afraid that my language teacher is ready to correct every mistake I make in speaking English

Thank you for finding the time to complete this questionnaire

If you have any questions or comments, you can e-mail them to: nguyenhonghanh1973@gmail.com

Of course, you can always add a comment below!

LO LẮNG TRONG VIỆC NÓI TIẾNG ANH TRONG LỚP HỌC NGOẠI NGỮ

Các em học sinh 6A2 thân mến!

Trước tiên cô muốn được cảm ơn các em bớt chút thời gian (khoảng từ 10 đến

Cô Nguyễn Hồng Hạnh, giáo viên dạy Tiếng Anh, yêu cầu các em hoàn thành bảng hỏi trong 15 phút Bảng hỏi được chia thành hai phần: Phần I hỏi về thông tin chung, trong khi Phần II tập trung vào các yếu tố như lo sợ giao tiếp, lo ngại về phản hồi không tích cực khi nói Tiếng Anh, sự e ngại khi bị gọi nói Tiếng Anh, và mức độ thoải mái khi giao tiếp bằng Tiếng Anh Cô mong các em trả lời một cách chân thực.

Mọi thông tin trả lời của các em sẽ được cô giữ kín

Cô muốn được cảm ơn trước cho sự hợp tác này của các em!

1 Tên đầy đủ của em là gì?

2 Em có yêu thích nói Tiếng Anh không? a Em có yêu thích nói Tiếng Anh b Em không yêu thích nói Tiếng Anh

3 Em có nghĩ rằng em có thể nói Tiếng Anh một cách tự tin trong lớp không? a Có b Bình thường c Không

4 Em có nghĩ rằng em có thể phối hợp giọng nói và cơ thể môt cách biểu cảm trong khi nói Tiếng Anh trước cô giáo và các bạn không? a Có b Bình thường c Không

PART II: Nói Tiếng Anh trong lớp học ngoại ngữ

Rất không đồng ý Không đồng ý Trung gian Đồng ý Rất đồng ý

5 Em không bao giờ cảm thấy hoàn toàn tự tin khi em nói Tiêng Anh trước những người khác trong giờ học ngoại ngữ

6 Em thấy đủ tự tin khi em nói Tiếng Anh trong lớp *

7 Em thấy bị rối lên khi em đang nói Tiếng Anh trong lớp

8 Em không dám xung phong nói Tiếng Anh trong giờ học ngoại ngữ

9 Em không dám xung phong là người đầu tiên nói Tiêng Anh trong giờ học ngoại ngữ

B Lo lắng khi bị gọi nói Tiếng Anh

Rất không đồng ý Không đồng ý Trung gian Đồng ý Rất đồng ý

10 Khi bị gọi nói Tiếng Anh, em thấy lo sợ đến nỗi em quên những điều mà đáng lẽ em biết

11 Em thấy lo lắng khi em phải nói Tiếng Anh trước lớp mà chưa được chuẩn bị trước

12 Thậm chí là được chuẩn bị kỹ bài nói, em vẫn thấy lo lắng khi phải nói Tiếng Anh trước lớp

C Sợ sự phản hồi khi nói Tiếng Anh

Rất không đồng ý Không đồng ý Trung gian Đồng ý Rất đồng ý

13 Em e sợ rằng bạn cùng lớp sẽ cười vào em khi em mắc lỗi lúc nói Tiếng Anh trước các bạn

14 Em không lo lắng về việc em mắc lỗi khi nói Tiếng Anh trong giờ ngoại ngữ mặc dù em biết em có thể mắc lỗi *

15 Em luôn cảm thấy rằng những bạn cùng lớp của em nói Tiếng Anh tốt hơn em

16 Em e sợ rằng giáo viên Tiếng Anh của em luôn sửa mọi lỗi mà em mắc khi em đang nói Tiếng Anh

Cảm ơn các em đã bớt chút thời gian hoàn thành bảng hỏi

Nếu các em có thắc mắc hoặc ý kiến, hãy gửi email đến nguyenhonghanh1973@gmail.com hoặc viết trực tiếp vào ô bên dưới.

1 Did you speak English during this lesson?

(Including volunteering, being called and working in pairs/groups) a Yes b No

2 Did you volunteer to speak English during this lesson?

(Including being invited / not invited to speak English) a Yes b No

How many times did you volunteer to speak English during this lesson?

3 How anxious did you feel when speaking English in this lesson? a very anxious b moderately anxious c neutral d slightly anxious e not anxious at all The reason(s) for your choice:

4 Did you enjoy speaking English in this lesson?

[Các em hãy trả lời các câu hỏi dưới đây thật đúng với sự thực]

1 Em có tham gia nói Tiếng Anh trong giờ học hôm nay không?

(tính cả việc em nói Tiếng Anh với bạn, em xung phong hay cô giáo gọi em nói Tiếng Anh trước lớp)

( Hãy khoanh vào 1 trong 2 lựa chọn dưới đây)

Nếu không tham gia nói Tiếng Anh lần nào trong giờ học thì em hãy nêu lí do tại sao vào dòng dưới đâynhé

2 Em có xung phong nói Tiếng anh trong giờ học hôm nay không?

(tính cả việc em xung phong được và không được mời nói trước lớp)

( Hãy khoanh vào 1 trong 2 lựa chọn dưới đây)

Em đã xung phong mấy lần trong cả giờ học?

3 Em có thấy lo lắng khi tham gia nói Tiếng Anh trong giờ học này không?

(( Hãy khoanh vào 1 trong những lựa chọn dưới đây) a rất lo lắng b lo lắng ở mức vừa phải c bình thường d hơi lo lắng e không lo lắng chút nào

* Em hãy nêu rõ lí do cho đáp án mà em chọn:

4 Em có thấy hứng thú với việc nói Tiếng Anh trong giờ học này không?

Nếu em trả lời ‗có‘ thì hãy nêu lí do vì sao ở các dòng dưới này nhé:

……… Nếu em trả lời ‗không‘ thì hãy nêu lí do vì sao ở các dòng dưới này nhé:

The pictures (Unit 8-B1) of the story about Mr Quang

Foreign Language Classroom Anxiety Scale

Please answer the following questions by providing the number correspondent to the option that best describes your opinion

1 Strongly Agree 2 Agree 3 Neither Agree nor Disagree

1 I never feel quite sure of myself when I am speaking in my foreign language class

2 I don't worry about making mistakes in language class

3 I tremble when I know that I'm going to be called on in language class

4 It frightens me when I don't understand what the teacher is saying in the foreign language

5 It wouldn't bother me at all to take more foreign language classes

6 During language class, I find myself thinking about things that have nothing to do with the course

7 I keep thinking that the other students are better at languages than I am

8 I am usually at ease during tests in my language class

9 I start to panic when I have to speak without preparation in language class

10 I worry about the consequences of failing my foreign language class

11 I don't understand why some people get so upset over foreign language classes

12 In language class, I can get so nervous I forget things I know

13 It embarrasses me to volunteer answers in my language class

14 I would not be nervous speaking the foreign language with native speakers

15 I get upset when I don't understand what the teacher is correcting

16 Even if I am well prepared for language class, I feel anxious about it

17 I often feel like not going to my language class

18 I feel confident when I speak in foreign language class

19 I am afraid that my language teacher is ready to correct every mistake I make

20 I can feel my heart pounding when I'm going to be called on in language class

21 The more I study for a language test, the more con‐ fused I get

22 I don't feel pressure to prepare very well for language class

23 I always feel that the other students speak the foreign language better than I do

24 I feel very self‐conscious about speaking the foreign language in front of other students

25 Language class moves so quickly I worry about getting left behind

26 I feel more tense and nervous in my language class than in my other classes

27 I get nervous and confused when I am speaking in my language class

28 When I'm on my way to language class, I feel very sure and relaxed

29 I get nervous when I don't understand every word the language teacher says

30 I feel overwhelmed by the number of rules you have to learn to speak a foreign language

31 I am afraid that the other students will laugh at me when I speak the foreign language

32 I would probably feel comfortable around native speakers of the foreign language

33 I get nervous when the language teacher asks questions which I haven't prepared in advance

Table a: Comparison between the questionnaire and the original FLCAS

The pre-intervention questionnaire The original FLCAS

5 I never feel quite sure of myself when I am speaking English in front of others in the language classroom

1 I never feel quite sure of myself when I am speaking in my foreign language class

6 I feel confident when I speak English in the language classroom *

18 I feel confident when I speak in foreign language class

7 I get confused when I am speaking English in my language class

27 I get nervous and confused when I am speaking in my language class

8 I dare not volunteer to speak English in my language class

13 It embarrasses me to volunteer answers in my language class

10 When being called to speak English in my language class, I can get so nervous that I forget things I do know

12 In language class, I can get so nervous I forget things I know

11 In my English class, I tremble when the teacher invites me to speak what I have not prepared in advance

33 I get nervous when the language teacher asks questions which I haven't prepared in advance

12 Even if I am well prepared for a speaking task I am about to do, I feel anxious about it

16 Even if I am well prepared for language class, I feel anxious about it

13 I am afraid that my classmates will laugh at my mistakes when I speak English in front of them

31 I am afraid that the other students will laugh at me when I speak the foreign language

14 I don't worry about making mistakes when speaking English in front of my class although I know that I may make mistakes *

2 I don't worry about making mistakes in language class

15 I always feel that my classmates speak English better than I do

23 I always feel that the other students speak the foreign language better than I do

16 I am afraid that my English language teacher is ready to correct every mistake I make in speaking English

19 I am afraid that my language teacher is ready to correct every mistake I make

Table b: Results from Students’ reflections

Re flec tio n s Da te s o f re flec tio n s

Number of students who volunteered

(being invited / not invited to speak) Num b er o f tim es ea ch stu d en t v o lu n te er ed

(including volunteering, being called and working in pairs/groups)

Number of students being anxious in speaking English

Number of students being neutral

Number of students not being anxious at all in speaking English Num b er o f stu d en ts b ein g in te re ste d in spea k in g E n g lish

Ref lect io n 1 O ct o ber 11 th , 2017

5 out of 35 once 18 out of 35

Ref lect io n 2 No v ember 18 th , 2 0 1 7

6 out of 35 once 20 out of 35

Ref lect io n 3 Dec ember 27 th , 2 0 1 7

3 out of 30 + 10 volunteers reported not to be invited once, twice

Ref lect io n 4 J a nu a ry 3 0 th , 2 0 1 8 8 out of 35

+ 10 volunteers reported not to be invited once, twice, three, four

Ref lect io n 5 F ebrua ry 2 1 st , 2018

8 out of 34 + 16 volunteers reported not to be invited once, twice, three

Ref lect io n 6 M a rc h 7 th , 2018

35 + twenty- one volunteers reported not to be invited once, twice, three

Ref lect io n 7 M a rc h 1 2 th , 2018

35 + twenty volunteers reported not to be invited once, twice, three

Ref lect io n 8 M a rc h 2 0 th , 2 0 1 8

35 + (one volunteer reported not to be called) once, twice, three

CHECKLIST FOR TEACHER’S OBSERVATION Periods Dates of teaching

SOME DIARY ENTRIES ENTRY 1: (Written on October 14 th , 2017)

Over the past month, I have conducted two drama-embedded lessons, implementing one such lesson each week The contrast between drama-based and traditional lessons was evident; the drama activities not only generated more excitement but also fostered greater student engagement The classroom atmosphere was vibrant, filled with laughter, and I noticed an increase in student volunteers for oral performances While some students made grammatical and pronunciation errors, I chose not to correct them explicitly, opting instead to note their common mistakes for future implicit correction.

On March 20, 2018, I concluded the drama-based lessons for my sixth graders, marking the end of an engaging teaching approach that fostered a friendly classroom atmosphere The students showed remarkable enthusiasm, with even the weaker students actively participating in miming activities, demonstrating their ability to contribute despite limited English proficiency Their non-verbal performances sparked verbal discussions in L2 among their peers, enhancing their speaking skills in a supportive environment Although I did not incorporate drama in the lesson on March 21, 2018, I continued to observe its lasting positive impact on student engagement and language development.