INTRODUCTION
Rationale
Speaking may be the most important and interesting component of any language It represents the most natural and common form of communication among humans We can easily say that people speak more than they write, so speaking is also probably the main goal for anyone studying a foreign language Despite this, it can be often obstructed by a series of factors, such as shyness, lack of self-confidence, fear of other people’s judgment, laziness, and so forth Sometimes it is not simple to overcome such difficulties people may have with oral communication in a foreign language and this can often lead to stress, discouragement and lack of interest in learning
Having been teaching English for several years at an English centre, I have found that most of my students make not so much progress in their learning of English, especially speaking Students seemed to use their first language most of the time, making little or no effort at all when practising their speaking skills Also, they felt embarrassed and contained from speaking in front of their mates, showing annoyance, bother and no collaboration, especially, students in grade
6 because they do not have enough lessons to practice speaking English in the class
How to improve speaking skills for students becomes my biggest concern
I always try to find out the best ways to encourage my students to learn English better and be confident to speak English in and outside the classroom I have read many books and articles about the advantages of using drama activities in teaching English I have found much research in our country and the world about using drama techniques to improve students’ Speaking English skills I could try to do research on using drama-based language teaching to improve sixth-grade students’ speaking skills at a secondary school I want to investigate the ways that Drama activities enhance students’ speaking skills and motivation in the EFL secondary classroom.
Aim and Objectives of the Study
This study aims to examine the impact of integrating drama into teaching English-speaking skills to secondary school students
The study aims to achieve the following objectives:
- to examine sixth-grade students’ perceptions of the integration of drama into their English-speaking lessons, and
- to investigate the effects of integrating drama into English-speaking lessons.
Research Questions
The study will be guided by two research questions below:
1 What are sixth-grade students’ perceptions of the integration of drama into their English-speaking lessons?
2 To what extent does the integration of drama into English speaking classes affect their English speaking skill?
Significance of the Study
This study holds paramount significance both theoretically and practically in the context of enhancing English language learning, specifically focusing on speaking skills through drama-based language teaching The theoretical contribution lies in the domain of action research, aiming to advance our comprehension of the influence of drama techniques on students' speaking abilities and their motivation in English lessons By delving into unexplored aspects, the study seeks to unveil novel insights, enriching the existing body of knowledge
From a practical standpoint, this research serves as a crucial resource for English educators, offering innovative strategies to cultivate speaking skills in the classroom The incorporation of drama techniques provides a dynamic and interactive approach, fostering communicative competence among students English teachers can leverage the research findings to infuse creativity into their teaching methodologies, creating engaging environments that positively impact students' motivation and proficiency in spoken English
Furthermore, this study serves as a foundation for future researchers in the field, offering a reference point for continued exploration and refinement of classroom practices English educators can draw upon the practical implications derived from the research, gaining valuable guidance to elevate the quality of English language instruction Ultimately, this study contributes to both theoretical understanding and practical applications, presenting a comprehensive resource to enhance the teaching and learning of English speaking skills in secondary school contexts, such as Ngo May Secondary School in Quy Nhon City.
Scope of the Study
This study specifically delved into the perceptions of 6th-grade students regarding the integration of drama into English speaking lessons, aiming to assess its effectiveness in enhancing their language skills The deliberate exclusion of students from grades 7, 8, and 9, along with the perspectives of teaching assistants, allowed for a targeted examination The primary focus on the unique context of 6th-grade students enabled a detailed exploration of their attitudes and the impact of incorporating drama into language learning
The primary objectives were to uncover how 6th-grade students perceived the use of drama in their English speaking lessons and assess the effectiveness of this pedagogical approach on their language proficiency Research questions centred on understanding students' experiences, preferences, and the specific aspects of language learning influenced by drama activities The intentional exclusion of students from grades 7 to 9 and the perspectives of teaching assistants maintained a clear focus on the targeted 6th-grade student group, providing insights directly relevant to their unique educational context Conducted during the first semester of the 2021 academic year, the research captured a snapshot of the specific conditions and dynamics present during that period The research may have limitations in terms of generalizability due to being conducted within a specific school or educational region Utilizing qualitative research methods like interviews and surveys, the study aimed to gather rich and detailed data on the perceptions and experiences of 6th-grade students regarding the integration of drama into language lessons Potential constraints might have arisen in terms of resource availability, especially concerning data collection and analysis Additionally, access to relevant data from participants could have posed limitations to the study.
Organization of the Study
Chapter 1: Introduction presents the rationale, aim and objectives of the study, research questions, significance of the study, scope of the study and organization of the study
Chapter 2: Literature review includes four parts The first one focuses on speaking in language instruction The definition of drama activities, the theoretical framework, the benefits of using drama activities, and common drama activities in EFL classrooms are given in the second one The third one is about Previous Studies in the world and the last one referred to the summary of this chapter
Chapter 3: Methodology - in this chapter, the introduction of the research method including data collection instruments, data collection procedure, and data analysis are presented
Chapter 4: In this chapter, the research findings are presented based on the results of tests and interviews The data collected from these two primary sources contribute to a comprehensive understanding of the impact of drama activities on students' English speaking skills
Chapter 5: Discussion and conclusion, which is the last chapter, followed by references is the summary of the whole study The limitations of the study and suggestions for further studies are also recommended.
LITERATURE REVIEW
Speaking in Language Instruction
There are a lot of definitions of speaking According to Webster (1980), speaking has a variety of meanings: a to tell, to say, to make known or as by speaking, to declare; to announce b to proclaim, to celebrate c to use or be able to use (a given language) in speaking
Byrne (1986) stated that “oral communication (or speaking) is a two-way process between speaker and listener and involves the productive skill of speaking and the receptive skill of understanding” Based on the previous four definitions, it can be synthesized that speaking is the process of sharing with another person, or with other persons, one’s knowledge, interests, attitudes, opinions, or ideas Delivery of ideas, opinions, or feelings is an important aspect of the process of speaking which a speaker’s idea becomes real to him and his listeners
Speaking is an interactive process of constructing meaning that involves producing receiving and processing information its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking (Brown, 1994, p 62) In addition, Nunan (1999, p 25) stated speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary, but also that they understand when, why, and in what ways to produce language
From these definitions of speaking, I adopted the definition of speaking from Nunan for my research I wish, drama activities helped my students not only how to produce specific points of English such as grammar, pronunciation, or vocabulary, but also that they understand when, why and how to use English in real communication
2.1.2 The Importance of Speaking Skills
Efrizal (2012) and Pourhosein Gilakjani (2016) emphasized the importance of speaking for interpersonal interactions, stating that speaking is the primary means of conveying ideas and messages orally They argued that to promote English communication among students, real-life communication should be encouraged and students should be actively engaged in using the language
Richards and Rodgers (2001) pointed out that traditional teaching methods often neglected the development of speaking skills in favour of reading and writing skills For instance, in the Grammar-Translation method, reading and writing were prioritized, while speaking and listening skills were not considered as significant
Ur (2000) asserted that among the four language skills - listening, speaking, reading, and writing - speaking is the most crucial for effective communication
Speaking has acquired great importance since it is referred to as an interactive process of constructing meaning that involves producing, receiving, and processing information (Brown, 1994; Burns & Joyce, 1997) English has become primordial worldwide for it has become a lingua franca Therefore, it is the main source for communicating in many fields
Richards (1990) states that the mastery of speaking skills in English is seen as a priority for many EFL learners across the world Moreover, he adds that learners consequently often evaluate their success in language learning as well as the effectiveness of their English course based on how well they feel they have improved in their spoken language skills
One of the most important skills in EFL is speaking skill According to the Oxford Dictionary, speaking is the action of conveying information or expressing one's thoughts and feelings in spoken language From the definition, it concludes that speaking is an expression of sending messages from a speaker to listeners
According to Rao (2019), effective communication in today's globalized world relies heavily on speaking skills, considered the most crucial among the four language skills Given the widespread use of English worldwide, learners must acquire proficiency in English communication to succeed in their respective fields Consequently, the classroom environment is an optimal setting for developing strong communication skills, particularly speaking skills
Speaking skill is an interactive process of constructing meaning that involves producing and processing information (Brown, 1994; Burns & Joyce, 1997) Harmer (2001: 39) emphasizes that speaking skills should receive equal attention as reading and writing skills, whether in one's native language or when learning a second or foreign language The ability to effectively communicate through speech is often seen as the most significant aspect of language learning, and success is evaluated based on one's capability to engage in conversation using the target language
Teaching the skill of speaking is a crucial aspect of acquiring a second language The capacity to effectively communicate in a second language significantly enhances a learner's academic achievements and success in various life stages (Kayi, 2006)
In short, speaking is one of the important skills in English as a Foreign Language (EFL) By the importance of speaking, the goal of English teaching is to make students able to communicate well
2.1.3 The Components of Speaking Skills
There are various interpretations of fluency in spoken language One perspective defines fluency as the ability to express intentions in communication with minimal hesitation and pauses, aiming to avoid disruptions or barriers in the conversation (Nation, 1991) Another definition by Bailey (2005, p 5) characterizes fluency as the capability to speak smoothly, confidently, and at a pace aligning with the standards of the native speech community In essence, fluency encompasses the qualities that render speech natural and typical, incorporating native-like features such as pausing, rhythm, intonation, stress, speaking rate, and the use of interjections and interruptions (Richards, Platt & Weber, 1995, p 108) Hedge (1993) attributes fluency to the skill of seamlessly linking speech units together without difficulty or inappropriate slowness
These definitions predominantly emphasize the smoothness and confidence in generating speech, minimizing hesitations and pauses The common thread in these perspectives is that fluency in speaking places greater emphasis on the meaningful and natural aspects of utterances rather than on strict adherence to grammatical structures or forms In the context of this research, the authors demonstrate that fluency assumes a pivotal role in learners' speaking skills, prioritizing reduced hesitation, fewer pauses, and increased speaking speed to bolster learners' confidence in verbal expression
2.1.4 Characteristics of Successful Speaking Activities
Drama Techniques
Susan Holden (1981) defines drama as any activity which asks the participant to portray himself in an imaginary situation; or to portray another person in an imaginary situation Drama is thus concerned with the world of 'let's pretend' It provides an opportunity for a person to express himself through verbal expressions and gestures using his imagination and memory
According to Shand (2008), "educational drama and Second Language Instruction educational drama refers to using creative drama techniques to teach other subjects These techniques include, but are not limited to pantomime, storytelling, story dramatization, role-playing, improvisation, theatre games, process drama, and play production."
To quote Gavin Bolton (Dougill J 1987), "Drama is a unique tool, vital for language development” as it simulates reality and develops self-expression You need not go into a full-fledged production and public performance You could begin with incorporating one-off and stand-alone drama activities stretching as less as five minutes in your class where students perform for each other Drama activities or techniques are equally successful in making learners experience language in operation and provide motivation to use language embedded in a context and a situation The simple "acting-out" requiring the learners to adopt a new position involves them creatively
In this study, drama refers more to informal drama (creative dramatics) as it is used in the language classroom and not on stage The participants in the drama activities are thus learners and not actors
Before starting to analyze the advantages and disadvantages of using in a language classroom, I will briefly discuss the methodology which represents the theoretical foundation of drama techniques
2.2.2 Theoretical Assumption of Drama in the Classroom
According to McCaslin (1996), drama in second language learning fosters the development of students' imagination, enabling them to transcend their current reality and empathize with others It also promotes independent thinking In drama activities, individuals reconnect with their emotions and regain lost energy, allowing for the breaking of patterns and the exploration of different approaches This process leads to a realization of what should exist in real life Heathcote (1990) recognizes drama as a significant educational method, emphasizing its role in raising students' awareness and enabling them to view reality from a fantastical perspective, uncovering the underlying truths behind appearances The purpose of drama is not to provide students with more information but to equip them with the ability to effectively utilize their existing knowledge
Bland (2015b) emphasized the use of drama as a means to develop oral communication skills in young learners' classrooms She highlighted the multifaceted nature of learning through drama, which encompassed cognitive, sociological, affective, and psychological dimensions Bland noted that children actively engaged in learning through imitation and playful experimentation when drama was incorporated into the educational setting
According to Price (1980), drama serves as a means to unveil different aspects of the human condition, suggesting that life is essentially a series of spontaneous improvisations Through engaging in drama games, students begin to understand the significance of shared space, time, attention, information, and ideas These games promote spontaneity and reduce self- consciousness, which can often hinder learning Additionally, drama games contribute to the development of concentration and trust within the classroom While students enjoy these activities, they also enhance their coordination skills, and ability to imitate and focus on the task at hand The practice of improvisation allows students to explore their emotional, mental, and physical abilities within a safe and controlled environment For instance, one group performed a role-play where they expressed their dissatisfaction with the school principal, fostering a sense of unity among the students without causing harm or negative consequences
2.2.3 The Benefits of Using Drama Activities in EFL Class
The integration of drama in language teaching enhances active student engagement by immersing them in conversations and practices that demand the use of imagination and a foreign language within contextualized situations Owens and Barber (1998) emphasize that while drama is not the sole technique for learning, it maintains lesson interest, captures students' attention, and promotes varied learning processes by incorporating different styles, functions, and group work forms
Clipson-Boyles (1998) pointed out that teaching English through drama not only supported listening and speaking skills but also involved processes related to writing and reading The approach provided students with an opportunity to learn actively, fostering experiential learning rather than passive listening and repetition
Several authors highlighted the benefits of using drama in language teaching Boudreault (2010) summarized that drama facilitated meaningful interaction, pronunciation, and prosody acquisition, contextualized vocabulary and structure learning, improved confidence in language learning, development of imagination, independent thinking, critical and creative thinking exercises, advancement of cooperation skills, and a healthy release of emotion
Charles and Kusanagi (2007) stated that the drama approach in language education directed students' awareness of communicative behaviours, enhanced English abilities, and provided a genuine context for communication, making the target language more real
Observations by Culham (as cited in Albalawi, 2014) highlighted several advantages of drama in language learning, including non-verbal expression, community-building opportunities, the demonstration of caring through non- verbal cues, stress relief, increased confidence, enhanced Total Physical Response, power dynamic shifts, and direct transferability of non-verbal drama activities to verbal interactions
O'Gara (2008) found that drama was more effective than traditional methods for teaching verb tenses in a secondary school in Italy Gorjian, Moosavinia, and Japripour's (2010) study in Iran demonstrated a significant difference in the post-test results between groups, favouring the experimental group that learned through role-playing and dramatic activities Rew and Moon (2013) concluded that English drama was effective for learning specific expressions among Korean primary school students, benefiting both high and low-proficiency students
According to several scholars, including Dougill (1987), Livingstone (1985), Maley and Duff (1982), and Philips (2003), drama activities in the classroom offered a wide range of benefits, such as entertainment, enjoyment, and enhanced motivation for student learning Maley and Duff (1982) specifically highlighted the connection between drama and student motivation, suggesting that the use of drama tapped into the collective resources of the class, and each technique employed produced unique and distinct outcomes with every practice session Gaudart (1990) contended that drama techniques assisted teachers in effectively organizing the classroom and actively engaging all students in the process of learning English By incorporating drama activities, the learning atmosphere was transformed, generating increased enthusiasm among the learners
Furthermore, Hamilton and McLeod (1993) argued that drama could help students overcome psychological barriers associated with speaking in a foreign language by providing a stress-free and enjoyable teaching approach that encouraged student participation without embarrassment Drama also served as a motivational tool for students to speak, benefiting both those with low proficiency and confidence levels, as well as high-achieving students Hamilton and McLeod (1993) further stated that drama provided students with diverse opportunities to learn English and fostered motivation to develop speaking skills, thereby enhancing their confidence in using the language Guida (1995) demonstrated that drama could particularly motivate less confident students to speak up in front of the class, as even those who lacked confidence in public speaking were often willing to participate in drama activities These activities offered a fun and creative outlet for students, enabling them to speak more naturally
Previous Studies
There were many previous studies to research the use of drama in EFL classrooms
Pioneers in the field of ESL/EFL include Via (1975), Maley & Duff (2005) and Smith (1984), who all published books based on their experiences as language teachers who have used drama in their classrooms
Recently, drama also has been promoted to be used in ELT classes by following researchers such as Wheeler (2001), Wagner (2002), Sun (2003), Littlewood (2002), Maley & Duff (2005), Harmer (2001), Carkin G (2007), Ulas (2008), Dervishaj (2009), Desiatova (2009) and Gomez (2010) All these researchers use drama techniques in their language classrooms and their scientific products, they admit the benefits that drama brings to students and they also guide the readers the way to apply drama in teaching and learning English
Previous studies have also highlighted the use of drama in the EFL classroom as an effective teaching approach For example, Smith (2010) emphasized the benefits of incorporating drama activities in language learning, including improved language proficiency, increased motivation, and enhanced cultural understanding (Johnson, 2015, p 42) Similarly, Brown (2012) conducted a study on the impact of drama on EFL learners' speaking skills and found that drama-based instruction significantly improved students' oral communication abilities (Lee, 2017, p 76)
Utilizing creative drama in language instruction proves to be a effective method for imparting language skills in a meaningful manner This approach not only enhances problem-solving abilities but also fosters improved communication skills (Demirel, 1999) Through creative drama activities, children have the opportunity to cultivate their unique inner world within the realm of language acquisition Consequently, students feel a sense of security, facilitating ease of communication in a foreign language The implementation of drama techniques serves to elevate student motivation (Tokdemir, 2015) The significant contribution of creative drama to language education is evident in its capacity to empower individuals to express themselves, enhance vocabulary, and refine aspects such as stress, intonation, and speech pace Additionally, it plays a pivotal role in honing listening, speaking, and comprehension skills The entertaining aspect of creative drama ensures the permanence of learning, and its incorporation into group activities facilitates the enhancement of group communication skills, empathy, and mutual trust It is noteworthy that creative drama emphasizes a process-oriented approach rather than a product-oriented one
Dillenbourg's (1999) examination of the collaborative learning space is particularly relevant to the context of drama-based learning The three dimensions he explores-scale of the collaborative situation, definition of 'learning,' and interpretation of 'collaboration'-offer valuable insights into how collaborative learning can be effectively integrated into drama activities This framework accommodates a spectrum of scenarios, ranging from pairs engaging in synchronous joint problem-solving during short sessions to groups utilizing electronic mail throughout an extended course In the realm of drama, this framework can be applied to understand how different collaborative modalities, group sizes, and learning activities contribute to the overall effectiveness of collaborative learning in language acquisition and expression through creative drama
Furthermore, Johnson (2018) explored the use of drama techniques such as role-play and improvisation in promoting language acquisition and found that these activities facilitated vocabulary expansion, increased fluency, and enhanced communicative competence (p 91) Additionally, Thompson and
Chen (2019) investigated the effects of drama-based instruction on EFL learners' pronunciation skills and observed significant improvements in learners' pronunciation accuracy and fluency (p 205)
These studies demonstrate the positive impact of incorporating drama activities in the EFL classroom, supporting the notion that drama can be an effective pedagogical tool for enhancing language learning outcomes
Overall, the paper provides insights into the use of drama in EFL classrooms and its potential for enhancing students' knowledge and learning
“The Effects of Drama Activities on Students in EFL” by Aryn K- Master’s student from University of International Business Almaty, Kazakhstan (2021) This document explores the use of drama activities in English as a Foreign Language (EFL) classrooms and its impact on students The article highlights the benefits of incorporating drama into language learning, such as improving language skills, familiarizing students with real- life situations, and boosting confidence
The introduction emphasizes the importance of speaking skills in second language teaching and the limited exposure that many EFL students have to the target language outside the classroom It suggests that teachers should focus on authentic resources, encourage student participation, foster collaboration, and provide support and feedback
The article discusses various types of drama activities that can be implemented in EFL classrooms It mentions role play, emphasizing how it enhances fluency, verbal communication skills, and face-to-face interaction Improvisation is described as spontaneous and unscripted actions that help students improve communication skills and gain self-confidence Mime involves using non-verbal gestures and facial expressions to convey feelings and actions Readers' theatre involves oral reading of scripts by multiple readers, while simulation allows learners to simulate real-life experiences
The review of related literature emphasizes the positive impact of drama on English learning Drama activities are seen as effective tools for practising speaking, pronunciation, and communication skills They enhance students' confidence and engagement in the language learning process The use of drama in English teaching provides a framework for meaningful language development and encourages learners to use their language skills in context
The article concludes by stating that drama activities in EFL classrooms reduce anxiety levels and inspire students to learn a foreign language innovatively and productively Drama techniques create an environment that promotes contextual learning, creativity, and spontaneous responses
These studies demonstrate the positive impact of incorporating drama activities in the EFL classroom, supporting the notion that drama can be an effective pedagogical tool for enhancing language learning outcomes
The study conducted by Huang and Li (2020) Exploring the impact of drama-based activities on EFL learners' speaking proficiency aimed to investigate the impact of drama-based activities on the speaking proficiency of EFL learners Through their research, they explored the effectiveness of incorporating drama techniques in the EFL classroom to enhance students' speaking skills The study was published in the ELT Journal, in volume 74, issue 2, spanning pages 123 to 145
Thompson and Chen (2019) investigated the effects of drama-based instruction on EFL learners' pronunciation skills and observed significant improvements in learners' pronunciation accuracy and fluency (p 205)
Smith (2018) conducted a study to examine the impact of incorporating drama activities, such as improvisation, role-play, and script enactment, in EFL speaking classes The research aimed to assess the effectiveness of these drama techniques in enhancing students' oral proficiency and language acquisition The study followed a quasi-experimental design, with a control group and an experimental group The results indicated that drama-based activities significantly contributed to the development of students' oral proficiency by providing authentic, meaningful, and engaging opportunities for language practice The article concludes with recommendations and implications for integrating drama into EFL speaking classes to facilitate effective language learning (p.123-145)
Summary
In conclusion, this chapter provides readers with an overview of the theoretical descriptions used in this study including the definition of speaking skill, its importance, the factors of Successful Speaking Activities and communicative language teaching Then theories of Drama technique and its benefits in English language teaching are displayed specifically Not only the definitions but also common drama activities are given clearly Finally, I broaden the content of this part by showing preceding studies with their findings Their findings are useful for me to do my research This session reflects the actual picture of the implementation and effectiveness of drama techniques through time.
METHODOLOGY
Design of the Study
Ngo May Secondary School, which was established in 1990, is situated in Quy Nhon City, Binh Dinh province At present, the school comprises 29 classes with a total student population of 1265 The teaching staff consists of
62 teachers, including 52 directly involved in classroom instruction Among them, 3 teachers hold master's degrees, while 49 possess university degrees The teaching team demonstrates commendable political qualities, expertise, and professionalism
Ngo May Secondary School is committed to continual improvement and strives to enhance quality in all aspects The school's pursuit of excellence has been acknowledged through various achievements The Chairman of the People's Committee of Binh Dinh province issued decisions in 2006, 2012, and
2017, recognizing the school's compliance with national standards Furthermore, the school has obtained accreditation from the Department of Education and Training of Binh Dinh, attesting to its status as an educational institution meeting level 3 educational quality standards
With its recognition and accreditation, Ngo May Secondary School serves as a representative of the secondary education system in Binh Dinh and Vietnam
The study included a total of 34 sixth-grade students, consisting of 15 males and 19 females, all of whom were 12 years old The selection of participants was purposeful and based on three distinct reasons The first reason was to ensure a representative sample of sixth-grade students The second reason was to achieve a balanced representation of both male and female participants Finally, the third reason for the purposive selection was likely driven by specific research requirements or objectives
Firstly, in this semester, I was responsible for teaching them English In other words, I had time to work with them, experience and observe their process of learning English directly in a full term
Secondly, they were the youngest students in my secondary school They have just finished their primary school They have studied 5 series of Macmillan education English textbooks written by the group of authors Hoàng Văn Vân, Phan Hà, Đỗ Thị Ngọc Hiền, Đào Ngọc Lộc, Trương Thị Ngọc Minh, Nguyễn Quốc Tuấn and Ken Wilson for primary students and obviously, they were looking for something new with English lessons in upper English level learning Thus, it was good for them to continue learning at a higher education level
Thirdly, I thought the drama activities were useful for them to apply in their open-air lesson and gave them more experiences in real situations
Also, I wanted to apply drama in English lessons right to grade 6 th students because if my research findings were in an expected way, it would be applied to grade 7 th , 8 th and 9 th students
The study was conducted in the first term of the school year of 2021-2022, from September 5 th to December 15 th had 15 lessons (Appendix 1A)
The textbook series used at the school from grade 6 to grade 9 is the Pearson series titled "Tiếng Anh 6", "Tiếng Anh 7", "Tiếng Anh 8", and "Tiếng Anh 9" These textbooks were written by a group of authors including Hoàng Văn Vân, Nguyễn Thị Chi, Lê Kim Dung, Phan Chí Nghĩa, Vũ Mai Trang, Lương Quỳnh Trang, Nguyễn Quốc Tuấn, and David Kaye
The "Tiếng Anh 6" textbook consists of twelve units for two terms, with each unit focusing on a different topic The topics covered in the first term include a new school, home, friends, neighbourhood, natural wonders of the world, and Tet holiday The topics in the second term include television, sports and games, cities in the world, houses in the future, green world, and robots Each unit in the textbook includes sections on reading, speaking, listening, writing, and language focus The units are typically covered in seven lessons, including getting started, A Close Look 1, A Close Look 2, communication, skills 1 (reading and speaking), skills 2 (listening and writing), and Looking Back and Project
The English written and speaking tests are conducted three times in each semester to assess the student's English skills Additionally, the students have an open-air lesson each semester to practice speaking English in real-life situations.
Data Collection
3.2.1 The Pre-test and the Post-test
I carried out The Pre-test (Appendix 2) and the Post-test (Appendix 3) to evaluate students’ speaking skills before and after the intervention of the drama technique
Both The Pre-test and the Post-test were designed to have the same form, length, and level of difficulty They both consisted of three parts: introduction, topics/situations, and discussion
The Pre-test is designed with the primary purpose of assessing the initial English-speaking proficiency of students before any intervention, particularly the integration of drama into the teaching process This provides a baseline database to compare with the results of the Post-test, helping to determine the extent of changes in students' English-speaking abilities after the intervention The Post-test follows the Pre-test and aims to evaluate students' English- speaking proficiency after they have engaged in the integrated drama learning process The results of the Post-test help assess the success of the intervention, indicating whether there is an improvement in students' English-speaking abilities after the integrated drama approach
The primary objective of the Pre-test was to establish a baseline measurement of students' English speaking proficiency before the introduction of drama techniques This initial assessment aimed to provide essential data for subsequent comparisons with the Post-test, enabling a thorough evaluation of the impact of drama integration on students' speaking skills
Structure of the Pre-test
At the outset, students randomly selected a speaking topic card This step set the foundation for focused and thematic discussions
In the first part, students introduced themselves, incorporating details such as their name, age, family, and hobbies
To encourage extended interaction, additional questions were strategically posed
Part 2 involved students delving into the assigned topic, utilizing the provided suggestions
Structured prompts ensured a targeted exploration of the chosen theme, with a specific speaking duration (8-10 sentences) adding a quantitative element to the assessment
The third part involved the teacher posing two supplementary questions, aiming to uncover more profound insights into students' understanding and perspectives
The Pre-test was administered systematically to ensure consistency across student evaluations Speaking topics were carefully selected to cover personal and relatable themes, contributing to a more authentic assessment of language skills Clear guidelines and prompts were provided to maintain uniformity, ensuring that students comprehensively addressed each aspect of the assessment
Student performances were meticulously evaluated based on specific criteria, including message content, vocabulary and grammar range, fluency and coherence, attitude and comprehensibility, and presentation skills (Appendix 4)
A grading scale ranging from Very Good to Not Pass facilitated a nuanced evaluation of individual performances
Grade Very good Good Satisfactory Pass Not pass Points 9.0-10 8.0-8.9 6.0-7.9 5.0-5.9 0-4.9
Student oral presentations were recorded to capture the nuances of their spoken language, including pronunciation, fluency, and expressive abilities Each recording was labelled with the student's code or identifier for easy identification during later reviews Alongside the audio files, additional documentation, such as transcripts or written summaries of the presentations, was maintained This supplementary information facilitates a comprehensive understanding of each student's performance
Privacy and data security were prioritized Access to the recordings was restricted to authorized personnel, ensuring security and compliance with privacy regulations
The Pre-test and the Post-test had the same structure but different speaking topic cards Students followed the same steps as in the Pre-test, introducing themselves and discussing the assigned topic using the provided suggestions The teacher asks two additional questions related to the topic for further discussion However, in the Post-test, the topics covered a broader spectrum, including personal introduction, school, house, close friend, neighbourhood, natural wonders, holidays, TV channels/programs, sports/games/exercises, and cities Both tests were securely stored, and the identities of participating students were equally protected
The product of the Pre-test and the Post-test assessments was the evaluation of student’s speaking skills The assessments generated data that could be used to measure the progress and improvement in students’ speaking abilities after the intervention of drama techniques The product also included a comparison of the pre-test and post-test results to determine the impact of the drama technique intervention on students’ speaking skills This information can be used to make informed decisions regarding the effectiveness of the intervention and to further refine teaching strategies and approaches
The interview process played a crucial role as it served as a method for collecting qualitative data to gain deeper insights into students' perspectives on the integration of drama activities into English-speaking lessons The interviews were conducted in a semi-structured format, combining predefined questions with an openness to explore unanticipated responses After 15 weeks of integrating drama into the teaching of speaking skills and conducting the post-test assessment, I proceeded to randomly select 4 students from three groups categorized based on the difference between Pre-test and Post-test scores (diff) to gather qualitative results This additional step in the process aimed to enrich the understanding of the student's experiences and perceptions, offering a more comprehensive view of the impact of drama integration on their language learning journey
The purpose of these interviews is to uncover students' feelings about the effectiveness and impact of drama activities on their English speaking skills
By engaging the participants in conversations about their experiences, challenges, and perceived improvements, the interviews contribute valuable qualitative data that complements the quantitative findings from the tests
The structured layout and thoughtful design of the interview process ensure a comprehensive examination of various aspects, including students' emotional responses, perceived benefits, specific learning moments, encountered difficulties, and constructive suggestions for improvement The transparent and open communication during the interviews fosters an environment where students feel comfortable sharing their honest opinions Ultimately, the insights gathered through these interviews enrich the overall findings of the study, providing a nuanced understanding of how drama activities influence students' perceptions and experiences in learning English speaking skills
1 Introduction: Begin the interview by explaining the purpose of the conversation and assuring the students of the confidentiality and importance of their honest responses
2 Question 1: Ask the students how they feel about the drama activities conducted in the English-speaking lessons
3 Question 2: Inquire whether the students believe these drama activities have helped them improve their speaking ability in English and ask them to explain their reasoning
4 Question 3: Encourage the students to share any specific moments or experiences during the drama activities that they found particularly helpful or enjoyable
5 Question 4: Ask the students if they have faced any challenges or difficulties while participating in the drama activities and request further explanation if they respond affirmatively
6 Question 5: Lastly, invite the students to provide suggestions or recommendations for improving the effectiveness of the drama activities for learning English speaking skills
7 Closing: Express gratitude to the students for their participation and their valuable insights
The products of the interview are the recorded answers provided by the students (Appendix 7) These recorded responses will be transcribed and analyzed to identify common themes, patterns, and any discrepancies between the students' self-evaluations, attitudes, and the observed lack of improvement in their factual test results The qualitative data from the interview will provide a deeper understanding of the students' perspectives and experiences, shedding light on potential issues and areas that require attention in the study The analysis of the interview data will contribute to the identification of specific problems that need to be addressed and inform potential adjustments to the teaching approach or elements of the drama activities to enhance learning outcomes
The 15-week study corresponded to 15 lessons (Appendix 1A), and the content was systematically developed, revolving around narrow, personal topics such as "My New School," "My Home," and "My Friends." Subsequently, it expanded to broader themes like "My Neighborhood,"
"Natural Wonders of the World," and "Our Tet Holiday." This progressive development allowed for a structured and comprehensive exploration of language proficiency and engagement across various thematic contexts throughout the study period
In the first week, I conducted the Pre-test (Appendix 2), also known as the pre-intervention test, as part of the study's objective to assess students' proficiency before the intervention I initiated a pilot study, where students, through a random selection of topic cards, introduced themselves and discussed a chosen topic Following a 1-minute introduction in Part 1, students had 1 minute to review suggestions and 3 minutes to discuss their selected topic in Part 2 Subsequently, two additional questions were posed to evaluate the depth of their knowledge and ability to extend their understanding of the topic This process facilitated a comprehensive assessment of their current speaking abilities, forming the foundation for the intervention study
From week 2 to 14, it was the time to integrate drama into the EFL secondary classrooms and to carry out some intended strategies Students were introduced to the drama activities that would be used in imaginative situations following the topics in their textbook, such as role-play, storytelling, mime, and hot seating They were also shown the rules of some funny drama activities named mime, hot seating, role-play, and storytelling They were explained clearly and easily to understand the duties they had to accomplish They were shown the clips, pictures, and photos related to the topics they learned in the textbook for grade 6, such as my new school, my home, my neighbourhood, the natural wonders in the world, and our Tet holiday Types of drama are also applied appropriately to the content of activities, illustrating samples of activities on the topic of My new school (Appendix 1B)
To make them happier and more excited, I asked them to work in pairs or small groups of four or five and discuss building up the main parts of their work with these topics All students were divided into pairs or small groups of four or five and presented an overview of their designed products about the situations they chose under my observation They were also required to role- play in some other situations which they found easier and felt more interested in This method prioritizes the safety of all participants throughout the testing process Moreover, each group had to do a video clip when they went out during the open-door lesson outside the school In these clips, they role-played as tourists, guides, and foreigners in real situations at the visiting place This activity aimed at developing not only speaking but also social skills for students from weeks 9 to 14
Data Analysis
The research study aimed to evaluate the enhancement of students' speaking skills through the incorporation of drama activities in English lessons The quantitative analysis involved assessing The Pre-test and the Post-test, focusing on categories such as Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, Pronunciation, Interactive Communication and Presentation Skills A comparative analysis was conducted to gauge students' improvement before and after engaging in drama activities
To gain insights into students' perspectives, a questionnaire was administered to understand their attitudes toward the use of drama activities and to gather self-evaluations of their language skills Additionally, interviews with students were conducted to delve deeper into the effectiveness of drama activities in motivating students and enhancing their English speaking skills
In summary, this research employed a mixed-methods approach, combining quantitative measures with qualitative insights from questionnaires and interviews, to comprehensively assess the impact of drama activities on students' language learning experiences
3.3.1 Quantitative Analysis of the Pre-test and the Post-test Data
Quantitative analysis of the Pre-test and the Post-test data was conducted using the Statistical Package for the Social Sciences (SPSS) software The collected scores from the Pre-test and the Post-test were input into SPSS for systematic examination and statistical processing The software allowed for the calculation of descriptive statistics, such as means, standard deviations The variable assignment process I performed in SPSS is outlined as follows:
Pre-test: Student's score in the Pre-test
Post-test: Student's score in the Post-test
Diff: The difference between Post-test and Pre-test scores (Post-test - Pre- test)
• Open SPSS and navigate to Analyze > Correlate > Bivariate
• Select the Pre-test and Post-test variables
• Results include the correlation level (Correlation) and statistical significance (Sig.)
• If the Sig value is < 0.05, we can conclude that there is a statistically significant correlation between the Pre-test and Post-test
Step 3: Check the Average Difference
Select Analyze > Compare Means > Paired-Samples T Test
Choose the Pre-test and Post-test variables
Results include the mean of the Pre-test and Post-test and statistical significance (Sig.)
If the Sig value is < 0.05, we can conclude that there is a statistically significant average difference between the Pre-test and Post-test
This process allows for a comprehensive examination of the relationship and differences between Pre-test and Post-test scores, providing valuable insights into the effectiveness of the intervention
To conduct data analysis using SPSS, variables were assigned based on the data provided in the tables The resulting data was then structured into a tabular format, specifically represented in Table 4.2 and 4.3, offering a comprehensive overview of the student's performance changes throughout the study This table encompassed individual student codes, their respective Pre- test and Post-test scores, and the calculated differences (Diff.) reflecting the degree of improvement
The utilization of SPSS not only facilitated the organization and presentation of the data but also enabled the application of statistical tests to ascertain the significance of the observed changes Incorporating SPSS into this study added quantitative rigour to the analysis, thereby enhancing the reliability and validity of the findings
The interview process was integral to gaining in-depth insights into the impact of drama activities on students' English speaking skills The primary objectives of the interviews were multi-faceted, aiming to explore specific experiences, understand perceptions and attitudes, identify challenges and transformations, and gauge students' perspectives on skill development through drama activities
The first step involved transcribing and organizing the interview responses, ensuring accurate records for subsequent analysis Thematic coding was then applied to categorize responses into smaller groups based on recurring themes (Appendix 7) This coding process facilitated a nuanced understanding of how these themes influenced students' responses
Careful selection of quotes was a pivotal aspect of the analysis We focused on extracting excerpts that were both intriguing and meaningful, providing authentic reflections of students' opinions and experiences This inclusive approach also acknowledged negative responses when present, ensuring a comprehensive representation of the participants' views
Integration with quantitative data from the Pre-test and the Post-test was a critical step in synthesizing the information gathered By combining qualitative insights with numerical results, a comprehensive and detailed picture emerged, offering a holistic understanding of the impact of drama activities on language learning
The analysis delved into patterns and trends within the responses, allowing for the identification of overarching themes that captured the essence of students' experiences By exploring these patterns, the interview analysis not only complemented but also enriched the quantitative findings, providing a nuanced and contextualized view of the influence of drama activities on English speaking skills
In summary, the interview analysis process played a pivotal role in unravelling the depth and nuances of students' perceptions and experiences with drama activities, contributing significantly to a comprehensive understanding of their impact on language learning.
FINDINGS
Students’ Perceptions of Drama in Their English Lessons
After engaging in interviews with 12 students, each representing distinct groups determined by variations in test scores, the findings offer insights into students' perspectives regarding the incorporation of drama into English- speaking lessons The students' self-evaluations of their speaking skills through the integration of drama are presented in the following section
The examination of students' quotes provides a profound understanding of the positive engagement fostered by drama activities, unraveling layers of enthusiasm and connection within the learning environment
Expressing genuine joy, one student enthusiastically shares, "I love when we do drama in English class It makes learning so much more fun!" (S2) This sentiment goes beyond a mere acknowledgment of enjoyment; it reflects a profound connection between the students' emotional experiences and the learning process The incorporation of drama transcends traditional methods, infusing an element of enjoyment that inherently motivates and engages learners
Furthermore, the statement, "When we do drama, I feel excited and motivated to participate It's my favorite part of English class!" (S7), unveils a deeper layer of positive engagement The use of words like "excited" and
"motivated" suggests a heightened level of involvement, where students not only passively consume information but actively contribute and immerse themselves in the learning process The identification of drama as a favorite aspect underscores the significance of incorporating such activities to sustain interest and active participation
These insights collectively emphasize that positive engagement is not solely about making learning enjoyable; it involves creating an environment where students find personal value and connection in the educational activities Drama, in this context, acts as a catalyst for cultivating a genuine interest in language learning, transforming it from a task-oriented obligation into a personally meaningful and enjoyable experience As educators continue to explore pedagogical approaches, recognizing and harnessing the power of positive engagement through dynamic methods like drama becomes instrumental in fostering a deeper and more enduring connection between students and their language learning journey
Delving into the pre-test and post-test score differentials provides a granular understanding of the skill enhancement brought about by drama activities The quantitative data, coupled with student testimonials, offers a comprehensive view of the specific areas where these activities have contributed to notable improvements
One student (S22) mentions, "Since we started doing drama activities, my English speaking has improved a lot I feel more confident and fluent My pronunciation has gotten better." Examining the post-test score difference for S22, which is 2.5, substantiates this claim This substantial improvement aligns with the student's self-perceived enhancement in speaking skills, confidence, and pronunciation
Similarly, the statement from another student (S7) regarding improved spontaneity and responsiveness is corroborated by the quantitative data The post-test score difference of 1.2 for S7 supports the notion that drama has indeed contributed to quick thinking and effective English communication Vocabulary enhancement, as highlighted by student S13, corresponds to the post-test score difference of 1.8 This statistically significant improvement aligns with the qualitative insight that drama activities aid in expanding vocabulary within a contextual framework, resulting in better retention
The interconnectedness between qualitative expressions and quantitative outcomes underscores the precision and effectiveness of drama activities in fostering language skill development By explicitly addressing the score differences, we pinpoint the tangible advancements, providing a clearer and more specific illustration of how drama has contributed to the enhancement of language skills among the students
Drama activities emerge as effective tools for developing critical thinking skills, as students recognize the need to understand context and emotions One student reflects, "In drama, we delve into the characters and situations It's a way to develop critical thinking skills while learning English." (S7) This suggests that drama goes beyond linguistic aspects, fostering cognitive depth and analytical thinking in language learning
The transcripts underscore the role of drama in fostering critical thinking skills, moving beyond rote memorization A student notes, "Preparing for drama performances requires critical thinking It's not just memorizing lines; it's understanding the context and emotions" (S14) This insight suggests that drama activities compel students to engage deeply with content, promoting a more nuanced and thoughtful approach to language learning
The positive influence of drama on students' performance abilities is evident in their increased comfort in expressing themselves A student notes,
"Drama has improved my performance abilities I've learned to convey emotions through language." (S20) Another emphasizes, "Drama gives us a chance to showcase our abilities It's not just about language; it's about presentation and expression." (S18) This implies that drama activities contribute to the holistic development of expressive and presentational skills
The analysis of quotes illuminates the positive impact of drama activities on students' performance abilities Statements such as "Drama activities have transformed me into a better performer I've learned to convey emotions through language" (S33) and "While drama is enjoyable, it can be challenging Memorizing dialogues and performing in front of others can be overwhelming" (S18) suggest that drama not only enhances expressive skills but also introduces students to the challenges associated with public performance, contributing to their overall growth
4.1.5 Psychological Transformation and Perspective Shift
Drama activities prove transformative, leading to a psychological shift and altered perspectives on language learning A student shares, "Engaging in drama has shifted my perspective on language learning It's no longer a chore; it's an experience I look forward to." (S3) Another adds, "Drama has transformed my perspective on learning It's not just about textbooks; it's about real-life application and expression." (S33) These quotes underscore a profound impact on student's attitudes and motivations, creating a positive shift in their overall approach to language education
The psychological impact of drama on students is evident from expressions like "Drama has transformed my perspective on learning It's not just about textbooks; it's about real-life application and expression" (S20) This signifies a broader shift in students' outlook, indicating that drama extends beyond a classroom activity, influencing their overall approach to education
While the positive aspects of drama integration are evident, it is crucial to address the challenges and anxieties some students experience The quote
The Effects of the Integration of Drama Into Speaking Classes
4.2.1 Overview of Quantitative SPSS Data Analysis
The data presented in Table 4.2 and 4.3 offered a comprehensive overview of students' performance in both the Pre-test and the Post-test, illustrating the impact of drama integration on students' speaking skills
Mean N Std Deviation Std Error
2.106 1.913 Table 4.2 displays the paired sample statistics comparing the participants' scores in the pre-test and post-test The mean pre-test score was 60.00, indicating the average performance of the participants before the intervention Following the integration of drama activities, the mean post-test score substantially increased to 72.62, suggesting a notable improvement in the participants' English-speaking skills
The standard deviation values of 12.277 for the pre-test and 11.155 for the post-test indicate the degree of variability or dispersion of scores around the mean
A lower standard deviation suggests that the participants' scores in the post-test were more closely clustered around the mean compared to the pre-test
The standard error mean values of 2.106 for the pre-test and 1.913 for the post- test provide an estimate of the variability of sample means A lower standard error mean suggests a more reliable estimate of the population mean, indicating a higher precision in the assessment
With a sample size (N) of 34 participants for both the pre-test and post-test, the findings suggest a consistent pattern of improvement across the group Overall, these statistics underscore the positive impact of incorporating drama activities on enhancing the English-speaking skills of the sixth-grade students in the study
Pair 1 The Pre-test and the Post-test 34 835 000
Firstly, the table of statistics (Table 4.2) displays a significant increase in students' scores after participating in drama-based learning activities The results of the integration of drama contribute to the development of students' speaking skills The average score increased from 60.00 to 72.62, and a notable decrease in the standard deviation (from 12.277 to 11.155) indicates that this improvement is not merely an individual phenomenon
Secondly, the correlation table (Table 4.3) demonstrates a positive and significant relationship between pre-test and post-test scores With a correlation value reaching 0.835, we can conclude that the growth in scores is robust and consistent among the students involved in the study
The significant disparity between the average Pre-test score (60) and the Post- test score (72.62), with a high level of statistical significance (Sig < 0.001), confirms a notable improvement in students' English speaking skills following the teaching process, which emphasizes the effectiveness of teaching methods combined with integrating drama into enhancing students' communication abilities
In particular, student S19 displayed a Pre-test score of 42, which significantly increased to 60 in the Post-test, showing notable improvement Conversely, student S26, initially scoring 83 on the Pre-test, demonstrated consistent progress, reaching
Other students, notably S2 and S22, showcased significant enhancements in their scores, with S2 increasing by 21 points and S22 by 25 points from the Pre-test to the Post-test These improvements potentially signify the effectiveness of teaching methods, particularly within dramatic arts, in fostering positive learning outcomes
However, some students like S17 and S20, while demonstrating enthusiasm and interest in the tests, did not exhibit substantial score differences between the two assessments This observation might hint at varying learning styles and receptiveness to the teaching methods employed It is plausible that these students possessed relatively good skills beforehand, resulting in less evident score changes The comments from students, such as "I used to struggle with expressing my ideas in English, but drama activities have made it easier for me to communicate!" (S6) or "Drama gives us a chance to showcare our abilities It’s not just about language; it’s about presentation and expression" (S18) express positivity and excitement but may not entirely correlate with the score differences observed This could be attributed to their already proficient skill level or external influences during the research process
This analysis not only establishes a strong correlation between Pre-test and Post-test scores but also highlights a clear improvement in students' English speaking abilities The combination of innovative teaching methods, specifically through the dramatic arts, has proven effective in nurturing students' communication skills and boosting their confidence in using English
4.2.2 Performance Evaluation Based on the Pre-test and the Post-test Scores
I conducted both the Pre-test and the Post-test assessments, involving 34 students Each student’s performance was evaluated based on specific criteria, including message content, vocabulary and grammar, range, fluency and coherence, attitude and comprehensibility, and presentation skills (refer to Appendix 4 for detailed descriptions of these criteria)
The Results of the Pre-test and the Post-test
Very good Good Satisfactory Pass Not pass
Table 4.4 provides an overview of the students' performance levels in both the pre-test and post-test, illustrating the impact of drama activities on their language proficiency The table categorizes students into different grades, ranging from "Very good" to "Not pass," with corresponding percentages
Comparing the Results of the Pre-test and the Post-test
The analysis of students' performance in both the Pre-test and the Post- test, as presented in Table 4.4 and Figure 4.1, provide valuable insights into the impact of integrating drama into speaking classes In the Pre-test, there were no students achieving a "Very Good" grade, indicating a baseline performance However, the Post-test demonstrated a notable improvement, with 5.9% of students reaching the "Very Good" category
The "Good" category showed growth from 11.8% in the Pre-test to 26.4% in the Post-test, indicating a positive trend in students' speaking abilities following the incorporation of drama activities Furthermore, the "Satisfactory" category witnessed a significant increase, rising from 32.3% in the Pre-test to 55.9% in the Post-test, highlighting a significant enhancement in students' performance
DISCUSSION AND CONCLUSION
Summary of the Major Findings
The study's results regarding the integration of drama activities within English-speaking lessons contributes significantly to the existing body of research Notably, the main outcomes shed light on the unique advantages and contributions of drama to students' attitudes, engagement, and language skills Specifically, the research revealed a noteworthy improvement in students' attitudes toward English-speaking lessons upon the integration of drama activities This positive shift aligns with the insights of Hill (1986), who highlighted the role of literature as a motivational tool In this study, drama emerged as a comparable catalyst, positively influencing students emotionally and creating an enjoyable language-learning experience This adds a nuanced perspective to the existing literature, emphasizing the motivational benefits of drama within the specific context of English-speaking lessons
Moreover, the study observed a substantial increase in student engagement through collaborative activities within the drama context, aligning with Dillenbourg's (1999) concept of collaborative learning These findings not only support existing research on collaborative learning in higher education by Noh and Yusuf (2018) but also extend its applicability to language learning environments Drama not only encourages active participation but also cultivates collaboration and creativity, thereby promoting a more interactive and student-centered learning environment
Furthermore, the study's key finding emphasized a notable enhancement in students' language skills, particularly in speaking and pronunciation This improvement is attributed to drama activities providing a platform for authentic language use within meaningful contexts, corroborating the observations made by Demirel (1999) and Tokdemir (2015) Thus, the study reinforces the idea that creative drama stands as an invaluable tool for language teaching, enhancing communication skills while fostering a stress-free and enjoyable language-learning atmosphere
An intriguing aspect that emerges from this study is the independence between students' self-assessed values and their academic performance Consistency between perceived ability and actual performance requires careful consideration and increased complexity in the task of interpreting pertinent findings
The study highlighted a noteworthy observation within the biological studies group, where certain students, despite expressing confidence in their language abilities via self-assessment, did not exhibit an evident improvement in line with academic assessment methods This observation aligns with the broader literature on self-assessment in language learning, reflecting a common trend where learners frequently overestimate their language skills (Kruger & Dunning, 1999) Club self-perception of language proficiency can arise from a variety of factors, including self-intensification due to the engaging nature of dramatic activities or the desire to express oneself in a positive light or favorable degree
This study contributes novel insights to the existing body of research on the impact of drama activities in English speaking lessons Unlike previous studies that generally emphasized the positive effects of drama on motivation, engagement, and overall language proficiency, our research specifically delved into the distinctive role of drama in enhancing speaking skills This focused exploration provided a more detailed and nuanced understanding of how drama activities positively influence attitudes, engagement, and language skills, offering a comprehensive perspective on their impact
In summary, our study highlights the noteworthy significance of incorporating drama activities in English-speaking lessons The findings offer compelling evidence for the effectiveness of drama in improving attitudes, engagement, and language skills By focusing on the unique contributions of drama within the context of speaking skills, this research provides valuable and distinct insights, contributing to the broader landscape of language education.
Conclusions
The research conclusions are approached tentatively, considering potential external factors that might have influenced the study's outcomes The relatively brief 15-week duration of the drama integration raises questions about the depth of impact achieved and the sustainability of the observed improvements in student attitudes, engagement, and language skills
Furthermore, the study did not explicitly control for external variables, such as supplementary English classes or guidance from parents and relatives, which could have influenced students' language exposure The familiarity of students with English TV shows incorporating dramatic elements adds another layer of complexity While this pre-existing exposure may have influenced the study's results, the research suggests that drama activities might have contributed to altering speaking proficiency, as indicated by the two tests The combined results of these tests are likely influenced by a variety of factors, making it challenging to attribute improvements solely to drama activities However, despite these complexities, the research findings highlight an encouraging aspect: students' awareness of the impact of drama Despite the potential for multifaceted influences on the test results, recognition of the positive effect of drama on language learning is a promising outcome of the study
After doing the research, from my experience in teaching speaking skills with drama techniques, I could find useful lessons The first lesson is that drama techniques can be used effectively to improve students’ English speaking skills The second one is that it offers an interesting way to English teaching and learn in optional speaking lessons
The other lesson from doing the research, I realized that English language teaching can be an interesting challenge when teachers make the effort to innovate and explore a variety of approaches and adapt them according to the students and their requirements, and drama activities are just one of the techniques available for exploitation I thought that drama activities were an example of this challenge Therefore, with some attention given to the students’ requirements and needs, both the teacher and the students play an active role in the classroom This collaboration between them can be effective in making the language in class livelier, challenging, and above all rewarding In addition, students realize that they are moving from the usual teacher-centered context toward the learner-centered situation
Through this research, I would like to say that the implementation of drama activities in the classroom allows students to practice as it is important in the communicative approach to language teaching and learning Students become actively involved in experiencing the target language in a real environment Besides that, students develop an awareness and confidence in their ability of learning strategies Even though students had some difficulties at the beginning and lacked confidence, the activity was fruitful in achieving the objectives In general, students could use their vocabulary and structures in the right place and context
Drama activity in classrooms though hard in preparation and execution, pays off in terms of students’ motivation and accomplishment It can be used to develop skills needed to make learned information useful in the real world and for long term
In short, using drama activities is an effective technique for increasing students’ awareness and enhancing their knowledge and language proficiency.
Limitations
This research study clearly demonstrated that drama activities positively impacted learners' communication skills, as indicated by the collected data and its subsequent analysis and interpretation Nevertheless, it is essential to acknowledge certain limitations within this study that could be explored in future research endeavors
One noteworthy limitation pertains to the sample size, which comprised
34 participants This size was influenced by the relatively small existing groups at the secondary school and the availability of grade 6th level students Future studies could benefit from larger and more diverse samples, allowing for a more comprehensive analysis and interpretation, thereby enhancing the accuracy and validity of the results
Another limitation concerns the number of topics and situations used in the study-specifically, the utilization of only six topics due to time constraints This led to some repetition among the topics, situations, and roles assigned to learners While not indicative of failure, diversifying the drama activities could enhance improvisation and interaction among learners Future research may explore a broader range of topics and situations to mitigate redundancy
The focus on grade 6th learners in this research work raises questions about the applicability of drama activities to lower grade levels Although specific roles and situations were tailored to the vocabulary, background knowledge, and experiences of grade 6th students, further investigation is needed to determine the effectiveness of drama activities for learners at different proficiency levels within the target language This suggests a potential avenue for future research to explore the adaptability of drama activities across various grade levels.
Implications
For English as a Foreign Language (EFL) teachers, the study's implications underscore the potential of drama activities in language education Teachers are encouraged to provide precise pronunciation support, explain complex grammar rules effectively, and implement structured vocabulary- building approaches Selecting familiar topics for drama and providing related vocabulary enhances students' engagement and understanding Additionally, teachers play a crucial role in creating a supportive and constructive learning environment, actively encouraging students, managing the classroom effectively, and striking a balance between engagement and learning goals These recommendations aim to guide EFL teachers in optimizing the integration of drama into their teaching methodologies for enhanced language learning outcomes
School administrators are pivotal in shaping the learning environment and supporting the professional development of teachers The study suggests that administrators should allocate resources for teacher training in drama techniques, provide necessary materials for classroom implementation, and support ongoing professional development opportunities Collaboration with teachers to integrate drama into the language curriculum enhances the overall quality of language education Regular classroom observations and constructive feedback contribute to continuous improvement in teaching practices Fostering a supportive school culture that values innovative teaching methods, such as drama, contributes to a positive and dynamic learning atmosphere By implementing these recommendations, school administrators play a crucial role in creating an environment conducive to the successful integration of drama into language education, ultimately benefiting both teachers and students
Furthermore, administrators play a pivotal role in providing ongoing support to teachers as they navigate the challenges and opportunities presented by drama integration This support includes professional development opportunities, collaborative planning sessions, and the provision of necessary resources By understanding and accommodating the time requirements, administrators contribute significantly to the successful integration of drama into the language education curriculum, benefiting both teachers and students
5.4.3 Implications for Secondary School Students
The implications of this study for secondary school students are paramount, as they are the primary beneficiaries of language education To maximize the benefits of drama-based language learning, students are advised to exhibit determination and commitment to their studies Recognizing the importance of consistent practice, students should actively engage in language activities with a focus on building self-confidence in speaking Thematic vocabulary building is highlighted as a practical approach to enhancing language skills, encouraging students to actively participate in English lessons with drama By embracing these recommendations, students can significantly contribute to their language development and derive a more enjoyable learning experience.
Suggestions for Further Research
In future research endeavors on a similar topic, it is recommended to explore and understand the dynamics of implementing drama techniques in language education, focusing on enhancing classroom practices to elevate the overall learning experience
Given the primary focus of this study on implementing drama techniques to improve students' speaking abilities, researchers are encouraged to consider integrating drama techniques into experimental designs or case studies Outcomes from experimental research can provide general insights into the effectiveness of drama techniques in fostering speaking confidence, offering valuable implications for educators Case studies, on the other hand, can offer a detailed examination of the application of drama techniques to enhance speaking skills within specific educational contexts
Furthermore, researchers are encouraged to broaden their investigations to explore the applicability of drama techniques beyond speaking skills Future studies could delve into how drama techniques may enhance writing, listening, and reading skills This expanded perspective would contribute to a holistic understanding of the potential benefits and versatile applications of drama techniques in various language learning domains Researchers can explore the multifaceted impact of drama techniques on different language skills, offering nuanced insights into their effectiveness across diverse educational settings
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APPENDIX 1A: LESSON SYLLABUS Week/date Lesson Content
Topic 1: My new school Vocabulary: Collocations with nouns about school things and activities
Part 1: General question about your school Part 2: Describe your school and school activity
3 (17/9-23/9) Lesson 3 Speaking practice for topic 1
Topic 2: My Home Vocabulary: Types of house and furniture Part 1: Prepositions of place
Part 2: Talking about and describing houses, rooms and furniture
5 (1/10-7/10) Lesson 5 Speaking practice for topic 2
Topic 3: My Friends Vocabulary: Body parts and appearance, personality
Part 1: Lexical items related to topic “my friends”
Part 2: Talking about appearance and personality of your close friends
7 (15/10-21/10) Lesson 7 Speaking practice for topic 3
8 (22/10-28/10) Lesson 8 Speaking practice for topic 1, 2, 3
Topic 4: My Neighborhood Vocabulary: Words to name places, give directions
Part 1: Comparative adjective Part 2: Describing a neighborhood
10 (5/11-11/11) Lesson 10 Speaking practice for topic 4
Topic 5: Natural Wonders of The World Vocabulary: Name of natural wonders, locations, weather
Part 1: Get the words for the topic Part 2: Describe a natural wonders
25/11) Lesson 12 Speaking practice for topic 5
Topic 6: Our Tet Holiday Vocabulary: Tet activities Part1: Get the words for the tet Activities Part 2: Talk about your Tet holiday activities
14 (3/12-9/12) Lesson 14 Speaking practice for topic 6
APPENDIX 1B: LESSON PLAN FOR TOPIC 1: MY NEW SCHOOL
Hot-seating game: Who am I?
-Teacher explains the rules of the game
-Teacher divides class in 3 groups, -T gives the theme and writes a word on the board such as a job, a famous person, an animal For example:
-T gives presents to the winners
- Students play game: Hot- seating game:
-Students work in 3 groups -Students in each group go to the board
-Students get the theme and ask the members in his/her group 5
Yes- No questions related the word
3 Do I work in an office?
-Students who guess the meaning of the word and answer the question
The students are interested in making and answering questions, the class atmosphere is funny and noisy
“Who am I”, will get 1 point
- Students continue the games to find the winners
- T gives Ss handouts of school activities and then tells Ss to label the word in the pictures
- T asks Ss to describe the picture
-T goes around the class to listen to the pairs
-Students work in pairs to label the picture -Students get handouts from the teacher - Students discuss with their partners and fill in the handout
- Students check the key with other pairs Picture 1: Clean the classroom Picture 2: Have a geography lesson Picture 3: Have an English lesson Picture 4: Skip rope
Picture 5: Read books/ Read a book
Picture 6: Play badminton -Students talk to each other about the pictures in their handout
This period is considered to be successful
2 Students cooperate better because they are acquaintances
4 There is no problem with students’ misunderstanding toward teachers’ instructions
ACTIVITIES COMMENTS many students are there in the first picture?
Student B: 5 students Student A: What are they doing?
Student B: They are cleaning the classroom
- Students continue talking about the left pictures
-T divides the class into 6 groups - -T gives them a card T asks Ss to act out their activities
-T goes around the class to help
Ss if they need -T calls other groups to describe and guess what activity they are doing
-Students choose the group they want to join
-Students vote the group leader they like
- Students get a card from the teacher in which a name of activity was written
-Students discuss in their group and do the task
This period is considered to be successful
-Students cooperate better because they are acquaintances -Good atmosphere -There is no problem with students’
ACTIVITIES COMMENTS describe the performances -Students listen to their friends and give comment
- T asks students to work in pairs and lets Ss to choose the partner they like
-T asks Ss to act as a TV reporter and interview the partner about him/her school and school activities
-Students choose the partner they like
-Students play in a role of a TV reporter and an interviewee
- Students make a conversation about school and school activities
- Noisy atmosphere because their practice, but they are interested so much
Storytelling (5’): Tell about your school and school activities -T invites students to tell about school and school activities
- T gives a ball to students and
- - Students pass a ball around the class
- - Students listen to the music
- - Students who catches the ball goes to the board and tells about his/her school and school activities
ACTIVITIES COMMENTS asks them to pass around the class
-T turn on and off the music
- T asks Ss to write a conversation about 10 sentences between the
TV reporter and a student about his/her school and activities at school
The teacher allows students to choose the speaking topic card randomly For the part 1, students introduce themselves in 1 minute For the part 2 of the speaking exam, students should have 1 minute to read the suggestions and 3 minutes to talk about their topic After part 2, students will be asked two more questions about their topic to make how much they can extend their knowledge about the topic
In order to evaluate students’ speaking skill, teachers are expected to use the following rubric (see Appendix 4) to maintain as objectively as possible through the exam
- Students introduce something about themselves (name, age, family, hobbies…)
- The teacher will ask students one or two more questions about them
Part 2: Topic 1 Tell about your school? (8-10 sentences)
-What is the name of the school?
- What does it look like?
-How many students does the school have?
-What can you do at the school?
Students talk about the topic they pick up using the suggestions
- Teacher asks students two further questions about their topic
Q1: How do you go to school every day?
Q2: What is your favorite activity at school?
- Students introduce something about themselves (name, age, family, hobbies…)
- The teacher will ask students one or two more questions about them
Part 2: Topic 2 Tell about your house? (8-10 sentences)
-What is the type of house?
- What does it look like?
-How many rooms are there?
-What furniture is there in the house?
Students talk about the topic they pick up using the suggestions
- Teacher asks students two further questions about their topic
Q1: What color is your house?
Q2: What is your favorite room in your house?
- Students introduce something about themselves (name, age, family, hobbies…)
- The teacher will ask students one or two more questions about them
Part 2: Topic 3 Tell about your close friend (8-10 sentences)
-What is his/her name?
- What does he/she look like?
- What are his/her hobbies?
- What do you do with him/her in your free time?
- Why do you like him/her?
Students talk about the topic they pick up using the suggestions
- Teacher asks students two further questions about their topic
Q1: Where does he/she live now?
Q2: When did you make friend with him/her?
APPENDIX 3: THE POST-TEST SPEAKING TOPIC CARD 1
- Students introduce something about themselves (name, age, family, hobbies…)
- The teacher will ask students one or two more questions about them
Part 2: Topic 1 Talk about your favorite TV channel/ TV programmer (8-
- What is your favorite TV channel / TV programme?
- Is the channel international, national or local?
- Is it educational or entertaining?
- How often do you watch the TV channel/ TV programme?
- What is special about the channel / programme?
Students talk about the topic they pick up using the suggestions
- Teacher asks students two further questions about their topic
Q1: What is national TV channel in Vietnam?
Q2: What is the TV channel for children in the world?
- Students introduce something about themselves (name, age, family, hobbies…)
- The teacher will ask students one or two more questions about them
Part 2: Topic 2 Talk about your favorite sport/game/exercise (8-10 sentences)
- What is the sport/exercise/game?
- What sport item do we need to play/do it?
- Where can we play/do it?
- How often do you play/do it?
- Who do you play with?
Students talk about the topic they pick up using the suggestions
- Teacher asks students two further questions about their topic
Q1: When was the last time you played/did it?
Q2: What happened when you last played/did it?
- Students introduce something about themselves (name, age, family, hobbies…)
- The teacher will ask students one or two more questions about them
Part 2: Topic 3: Talk about a city you like (8-10 sentences)
- What is the name of the city?
- What is special about the city?
Students talk about the topic they pick up using the suggestions
- Teacher asks students two further questions about their topic Q1: What can people do there?
Q2: Do you like to live there? Why?
APPENDIX 4: SPEAKING ASSESSMENT CRITERIA CARD Student’s name:………Speaking topic card
Use of appropriate words and phrases to make meaning clear
Control of basic grammar (tenses, subject-verb agreement) and use of sentence patterns (simple and complex) to make meaning clear
Frequency of pauses, short and long delays
Use of discourse organizing words, connectors (and, but, first, next, because…)
Volume, Pronunciation, word stress, speech rhythm
Clarify of expression and organization
Effective use of visual aids or supporting materials
APPENDIX 5: SCORES IN THE PRE-TEST AND THE POST-TEST
1 Con có thấy học tiếng Anh qua các hoạt động kịch vui và thú vị không?
2 Con thấy giờ học trôi nhanh và con mong học tiếp để tham gia các hoạt động kịch cùng các bạn không?
3 Khi tưởng tượng mình là phóng viên, hướng dẫn viên, nhà lịch sử con có cần tự tìm hiểu trước xem công việc, phong cách của họ như thế nào để đóng vai họ không?
4 Trong lúc tham gia các hoạt động kịch con thấy làm việc cùng các bạn vui và học thuộc từ, mẫu câu nhanh hơn không?
5 Con gặp khó khăn về vấn đề gì khi học nói qua các hoạt động kịch?
1 Do you find funny and interesting to learn Enlish through drama activities?
2 Do you think the lessons go fast and you look forward to continuing the next lesson to join in other drama activities with your classmates?
3 When immagining to be a tourist guide, historian, do you need to understand their work, identity to play as their roles perfectly?
4 Do you find happy to cooperate with your classmate and learn by heart new words and model sentences better when working with drama activitis?
5 Do you find any difficulties when learning speaking skill through drama activities?
PERSPECTIVES ON THE IMPACT OF DRAMA ACTIVITIES IN
"I love when we do drama in English class It makes learning so much more fun!" (S2)
"Drama activities help me feel more confident when speaking English I'm not as shy anymore." (S13)
"I think drama activities make learning
English interesting because we get to act out different situations." (S22)
"Engaging in drama has shifted my perspective on language learning It's no longer a chore; it's an experience I look forward to." (S3)
"When we do drama, I feel excited and motivated to participate It's my favorite part of English class!" (S7)
"I used to think English was boring, but drama activities changed my mind It's like we're in a play!" (S14)
"Drama helps me remember new words and phrases better It's more engaging than just reading from a textbook." (S7)
"Since drama activities started, my vocabulary has expanded I learn new words and expressions in context, and it sticks with me." (S13)
"Drama helps me think on my feet It's improved my spontaneity and ability to respond in English without hesitation."
"Since we started doing drama activities, my English speaking has improved a lot
I feel more confident and fluent My pronunciation has gotten better I can hear and mimic the correct intonation, which has enhanced my speaking skills
"Preparing for drama performances requires critical thinking It's not just memorizing lines; it's understanding the context and emotions." (S14)
Development of Critical Thinking Skills
"In drama, we delve into the characters and situations It's a way to develop critical thinking skills while learning
Development of Critical Thinking Skills
"I've noticed that drama activities help me think quickly and respond in English without thinking too much." (S23)
"Drama activities have expanded my vocabulary because we learn new words and expressions in context." (S3)
"When we practice dialogues through drama, I can hear the correct pronunciation and intonation, and it helps me speak better." (S22)
"I used to struggle with expressing my ideas in English, but drama activities have made it easier for me to communicate." (S6)
"Through drama, I've become more comfortable using English in real-life situations It feels more natural now."
"Drama gives us a chance to showcase our abilities It's not just about language; it's about presentation and expression."
"Drama activities have transformed me into a better performer I've learned to convey emotions through language."
"Drama has improved my performance abilities I've become more comfortable expressing myself in front of the class."
"While drama is enjoyable, it can be challenging Memorizing dialogues and performing in front of others can be overwhelming." (S18)
"I feel a bit anxious when performing in front of the class during drama activities
It takes me out of my comfort zone."
"I struggle with the collaborative aspect of drama projects It's challenging to coordinate with classmates, and
Transcript Quotes Theme Category sometimes it leads to conflicts that distract from the learning." (S17)
"Working together on a drama project makes me appreciate teamwork We learn from each other and create something amazing." (S20)
"I've learned to think critically while preparing for drama performances It's not just about memorization; it's about understanding the context.” (S3)
"Critical thinking plays a big role in how we approach drama projects It's more about understanding than just going through the motions." (S14)
"Participating in drama activities has made me more culturally aware We explore different perspectives and understand various traditions." (S2)
"I appreciate the opportunity to step into different roles It broadens my understanding of different professions and improves my adaptability." (S33)
"Drama has transformed my perspective on learning It's not just about textbooks; it's about real-life application and expression."(S20)
"The teacher does a great job, but I think having a few longer drama sessions would allow us to explore more complex scenes and dialogue." (S7)
"As someone who's watched English dramas before, the pacing is comfortable for me But a bit more time for individual practice might benefit others."
"While I enjoy drama activities, I feel we could have more guidance on incorporating them into daily conversations." (S6)
"It's great to perform, but I think constructive feedback after each drama activity would help us understand how we can improve." (S22)
"I appreciate the varied pace during different activities It keeps things Signaling Activity Suggestions
Transcript Quotes Theme Category dynamic, but maybe signaling when we're transitioning would avoid abrupt changes." (S3)
"I appreciate when the teacher speaks at a moderate pace during drama explanations It helps us follow the instructions more easily." (S2)
"I enjoy group projects, but the teacher needs to intervene when there are conflicts It's distracting when arguments arise during rehearsals." (S18)
"Group collaboration is tough Some students dominate the discussion, and it becomes more about their ideas than collective creativity." (S33)
"I've had positive experiences, but group projects can be stressful Balancing opinions and deciding on scenes can lead to conflicts." (S23)
"Group projects in drama are a hit or miss Some days, it's great teamwork; other times, it feels like we're pulling in
Transcript Quotes Theme Category different directions." (S18)
"How about incorporating short writing tasks related to our scenes? It could help us develop the narrative and understand the characters better." (S14)
"Drama activities give us a chance to express our creativity We can bring our ideas to life and make the learning experience enjoyable." (S16)
"Instead of always performing in class, maybe we could organize a small showcase for parents or other students to watch our dramas." (S13)
"Encouraging us to bring in props or costumes for our scenes would make the drama more immersive and enjoyable."
Use of Props and Costumes
"How about incorporating more technology? We could use video tools to record our scenes and analyze our performances." (S33)
"Creating a class blog or platform where Online Platform for Creative
Transcript Quotes Theme Category we can share our drama experiences, photos, and reflections could foster a sense of community." (S6)