Research Article
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Year 2024, Issue: 39, 937 - 955, 21.04.2024

Süleyman Başaran

https://doi.org/10.29000/rumelide.1469466

Abstract

References

  • Alam, S., Karim, M. R., & Ahmad, F. (2020). Process drama as a method of pedagogy in ESL classrooms: Articulating the inarticulate. Journal of Education Culture and Society, 11(1), 255-272.
  • Altweissi, A. I. & Maaytah, R. Y. (2022). The effect of using educational drama on developing speaking skill of the sixth graders in the English language. The Universal Academic Research Journal, 4(1), 10-21. https://doi.org/10.17220/tuara.2022.01.02
  • Angelianawati, L. (2019). Using drama in EFL classroom. Journal of English Teaching, 5(2), 125-134.
  • Bailin, S. (1998). Critical thinking and drama education, research in drama education. The Journal of Applied Theatre and Performance, 3(2), 145-153. DOI: 10.1080/1356978980030202
  • Bailin, S. (2011). Creativity and drama education. In Key Concepts in Theatre/Drama Education (pp. 209–213). Sense Publishers. https://doi.org/10.1007/978-94-6091-332-7_34
  • Batt-Rawden, S. A., Chisolm, M. S., Anton, B., & Flickinger, T. E. (2013). Teaching empathy to medical students: an updated, systematic review. Academic Medicine, 88(8), 1171-1177.
  • Beaven, A., & Alvarez, I. (2014). Non-formal drama training for in-service language teachers. Scenario: Journal for Drama and Theatre in Foreign and Second Language Education, 8(1).
  • Belliveau, G., & Kim, W. (2013). Drama in L2 learning: A research synthesis. Scenario: A Journal of Performative Teaching, Learning, Research, 7(2), 7-27.
  • Burton, J. M., Horowitz, R., & Abeles, H. (2000). Learning in and through the arts: The question of transfer. Studies in Art Education, 41(3), 228-257.
  • Chen, Y. (2019). Enhancing EFL students’ English competency through drama: A case study in a primary school in China. English Language Teaching, 12(7), 68. https://doi.org/10.5539/elt.v12n7p68
  • Dawson, K., Cawthon, S. W., & Baker, S. (2011). Drama for Schools: teacher change in an applied theatre professional development model. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(3), 313-335.
  • Dönük, D. (2018). İngilizce öğretiminde drama kullanımı: İngilizce öğretmenliği programı için örnek bir ders tasarımı. International Journal of Language Academy. 24, 230-239.
  • Güner, P. & Uygun, T. (2016). Investigation of learning in creative drama-based classrooms through community of practice. Bartın University Journal of Faculty of Education, 5(2), 557. https://doi.org/10.14686/buefad.v5i2.5000184628
  • Hahl, K. & Keinänen, N. (2021). Teachers’ perceptions of using drama- and other action-based methods in language education. Journal of Creative Practices in Language Learning and Teaching (CPLT), 9(2), 27. https://doi.org/10.24191/cplt.v9i2.16437
  • Heathcote, D. (1984). Collected writings on education and drama Dorothy Heathcote. Illinois: Northwestern University Press.
  • Hulse, B. & Owens, A. (2017). Process drama as a tool for teaching modern languages: supporting the development of creativity and innovation in early professional practice. Innovation in Language Learning and Teaching, 13(1), 17-30. https://doi.org/10.1080/17501229.2017.1281928
  • Işigüzel, B. (2020). The effect of the drama-based German foreign language course application on motivation and flow experience. Dil ve Dilbilimi Çalışmaları Dergisi, 16(2), 883-895. https://doi.org/10.17263/jlls.759333
  • Kruger, M. (2020). Drama-based second language teaching and learning (Doctoral dissertation, University of Pretoria).
  • Lasisi, B. A. (2020). Applied drama: Reflection on the practice and the question. Journal of Arts and Humanities, 9(1), 06-15.
  • Mardas, G. & Magos, K. (2020). Drama in education and its influence on adolescents’ empathy. Randwick International of Education and Linguistics Science Journal, 1(1), 74-85. https://doi.org/10.47175/rielsj.v1i1.32
  • Mercer, N., & Littleton, K. (2007). Dialogue and the development of children's thinking: A sociocultural approach. Routledge.
  • Murray, K., Reis-Jorge, J., & Regan, J. (2021). Becoming a process drama practitioner: An exploratory study of higher education language teachers in japan. Language Teaching Research, https://doi.org/10.1177/13621688211060942
  • Nilson, J. (2021). Drama and critical intercultural language pedagogy. Scenario - Journal for Performative Teaching Learning Research, XV (2), 47-62. https://doi.org/10.33178/scenario.15.2.3
  • Norton, B. (2010). Identity, literacy, and English-language teaching. TESL Canada Journal, 1-1.
  • Okoli, E. C. (1997). Reconciling cultural values through drama education [Thesis, National Library of Canada = Bibliothèque nationale du Canada]. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20798.pdf
  • Peppler, K., Bender, S., Phonethibsavads, A., Yankova, N., & Stewart, M. (2023). Lights up! Assessing standards-based performance skills in drama education. Studies in Educational Evaluation, 77, 101259.
  • Piazzoli, E. (2010). Process drama and intercultural language learning: An experience of contemporary Italy. Research in Drama Education: The Journal of Applied Theatre and Performance, 15(3), 385-402.
  • Piazzoli, E. (2012). Engage or entertain? The nature of teacher/participant collaboration in process drama for additional language teaching. Scenario - A Journal for Performative Teaching Learning Research, VI (2), 28-46. https://doi.org/10.33178/scenario.6.2.5
  • Raatikainen, E., Rauhala, L. A., & Mäenpää, S. (2017). Qualified Empathy: A key element for an empowerment professional. Sosiaalipedagogiikka, 18, 113-121.
  • Rohd, M. (1998). Theatre for Community, Conflict, and Dialogue: The Hope Is Vital Training Manual. Portsmouth, NH: Heinemann.
  • Sadler, K. (2010). Art as activism and education: Creating venues for student involvement and social justice education utilizing Augusto Boal's theater of the oppressed. The Vermont Connection, 31(1), 10.
  • Saygili, H. (2015). Fostering speaking strategies of ESP students via drama: case study. İstanbul Gelişim Üniversitesi Sosyal Bilimler Dergisi, 2(2), 81. https://doi.org/10.17336/igusbd.83065
  • Sharma, C. (2015). Co-creating joyful learning and augmenting social skills in children by employing creative drama. Education as Social Construction, 140.
  • Stern, S. (1980). Drama in second language learning from a psycholinguistic perspective. Language Learning, 30(1), 77-100. https://doi.org/10.1111/j.1467-1770.1980.tb00152.x
  • Sun, P. Y. (2005). Drama in education: the process of self-discovery and transformative learning. Indiana University.
  • Toivanen, Pyykkö & Ruismäki. (2012). Challenge of the Empty Space. Group Factors as a Part of Drama Education. Procedia - Social and Behavioral Sciences. 29. 402–411. 10.1016/j.sbspro.2011.11.256.
  • Udalla, J. (2020). The effect of drama based instruction on reading comprehension. Innovations and Critical Issues in Teaching and Learning 1(2), 21-45. https://cornerstone.lib.mnsu.edu/icitl/vol1/iss2/2
  • Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & health sciences, 15(3), 398-405.
  • Wagner, B. J. (1999). Dorothy Heathcote: Drama as a Learning Medium. Portsmouth, NH: Heinemann.
  • Walker, R., Anderson, M., Martin, A.J., & Gibson, R. (2015). Constructing identity and motivation in the drama classroom: A sociocultural approach. In S. Davis, B. Ferholt, H Grainger Clemson, S-M Jansson, & A. Marjanovic-Shane (Eds). Dramatic interactions in education: Vygotskian and sociocultural approaches to drama, education and research. London: Bloomsbury Academic.
  • Winston, J. & M. Tandy. (1998). Beginning Drama 4-11. London: David Fulton.
  • Zakopoulos, V., Makri, A., Ntanos, S., & Tampakis, S. (2023). Drama/Theatre Performance in Education through the Use of Digital Technologies for Enhancing Students’ Sustainability Awareness: A Literature Review. Sustainability, 15(18), 13387.

How to Use Drama Techniques in English Language Teaching: Guiding Principles for Teachers

Year 2024, Issue: 39, 937 - 955, 21.04.2024

Süleyman Başaran

https://doi.org/10.29000/rumelide.1469466

Abstract

Educational drama techniques are invaluable devices for language teachers to engage students in riveting language learning experiences. By creating fictitious plots and putting students in the role of characters, process drama enables language learners to use language in context and develop communication skills in an active and synergistic way. This approach also fosters creativity, critical thinking, and problem-solving skills, which are vital for language acquisition. This study underlines the importance of drama techniques in language teaching and learning, emphasizing their potential to engage learners, improve communication skills, and develop creativity. It probes into the principles of utilizing process drama techniques in language teaching through a qualitative content analysis of systematic observation notes concerning the English with Educational Drama program that was underway for 11 weeks from the beginning of December 2021 until the end of February 2022. Analyses of collected data entailed codification and classification of the content, which resulted in the identification of nine themes, which brought about the formation of nine principles: preparation, repetition, entertainment, unpredictability, diversity, flexibility, willingness, collaboration, and feedback. These principles are presented and discussed in detail. The principles were found to guide the effective use of process drama techniques in training English teachers and teaching English to young learners. This study contributes to the flourishing research on drama techniques in language education and proposes guidelines for language teachers interested in employing process drama techniques in their classrooms. We hope that the identified principles will help teachers plan and apply effective and engaging language lessons while also enhancing learner motivation and participation.

Keywords

Educational Drama Drama Techniques English Language Teaching Principles

References

  • Alam, S., Karim, M. R., & Ahmad, F. (2020). Process drama as a method of pedagogy in ESL classrooms: Articulating the inarticulate. Journal of Education Culture and Society, 11(1), 255-272.
  • Altweissi, A. I. & Maaytah, R. Y. (2022). The effect of using educational drama on developing speaking skill of the sixth graders in the English language. The Universal Academic Research Journal, 4(1), 10-21. https://doi.org/10.17220/tuara.2022.01.02
  • Angelianawati, L. (2019). Using drama in EFL classroom. Journal of English Teaching, 5(2), 125-134.
  • Bailin, S. (1998). Critical thinking and drama education, research in drama education. The Journal of Applied Theatre and Performance, 3(2), 145-153. DOI: 10.1080/1356978980030202
  • Bailin, S. (2011). Creativity and drama education. In Key Concepts in Theatre/Drama Education (pp. 209–213). Sense Publishers. https://doi.org/10.1007/978-94-6091-332-7_34
  • Batt-Rawden, S. A., Chisolm, M. S., Anton, B., & Flickinger, T. E. (2013). Teaching empathy to medical students: an updated, systematic review. Academic Medicine, 88(8), 1171-1177.
  • Beaven, A., & Alvarez, I. (2014). Non-formal drama training for in-service language teachers. Scenario: Journal for Drama and Theatre in Foreign and Second Language Education, 8(1).
  • Belliveau, G., & Kim, W. (2013). Drama in L2 learning: A research synthesis. Scenario: A Journal of Performative Teaching, Learning, Research, 7(2), 7-27.
  • Burton, J. M., Horowitz, R., & Abeles, H. (2000). Learning in and through the arts: The question of transfer. Studies in Art Education, 41(3), 228-257.
  • Chen, Y. (2019). Enhancing EFL students’ English competency through drama: A case study in a primary school in China. English Language Teaching, 12(7), 68. https://doi.org/10.5539/elt.v12n7p68
  • Dawson, K., Cawthon, S. W., & Baker, S. (2011). Drama for Schools: teacher change in an applied theatre professional development model. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(3), 313-335.
  • Dönük, D. (2018). İngilizce öğretiminde drama kullanımı: İngilizce öğretmenliği programı için örnek bir ders tasarımı. International Journal of Language Academy. 24, 230-239.
  • Güner, P. & Uygun, T. (2016). Investigation of learning in creative drama-based classrooms through community of practice. Bartın University Journal of Faculty of Education, 5(2), 557. https://doi.org/10.14686/buefad.v5i2.5000184628
  • Hahl, K. & Keinänen, N. (2021). Teachers’ perceptions of using drama- and other action-based methods in language education. Journal of Creative Practices in Language Learning and Teaching (CPLT), 9(2), 27. https://doi.org/10.24191/cplt.v9i2.16437
  • Heathcote, D. (1984). Collected writings on education and drama Dorothy Heathcote. Illinois: Northwestern University Press.
  • Hulse, B. & Owens, A. (2017). Process drama as a tool for teaching modern languages: supporting the development of creativity and innovation in early professional practice. Innovation in Language Learning and Teaching, 13(1), 17-30. https://doi.org/10.1080/17501229.2017.1281928
  • Işigüzel, B. (2020). The effect of the drama-based German foreign language course application on motivation and flow experience. Dil ve Dilbilimi Çalışmaları Dergisi, 16(2), 883-895. https://doi.org/10.17263/jlls.759333
  • Kruger, M. (2020). Drama-based second language teaching and learning (Doctoral dissertation, University of Pretoria).
  • Lasisi, B. A. (2020). Applied drama: Reflection on the practice and the question. Journal of Arts and Humanities, 9(1), 06-15.
  • Mardas, G. & Magos, K. (2020). Drama in education and its influence on adolescents’ empathy. Randwick International of Education and Linguistics Science Journal, 1(1), 74-85. https://doi.org/10.47175/rielsj.v1i1.32
  • Mercer, N., & Littleton, K. (2007). Dialogue and the development of children's thinking: A sociocultural approach. Routledge.
  • Murray, K., Reis-Jorge, J., & Regan, J. (2021). Becoming a process drama practitioner: An exploratory study of higher education language teachers in japan. Language Teaching Research, https://doi.org/10.1177/13621688211060942
  • Nilson, J. (2021). Drama and critical intercultural language pedagogy. Scenario - Journal for Performative Teaching Learning Research, XV (2), 47-62. https://doi.org/10.33178/scenario.15.2.3
  • Norton, B. (2010). Identity, literacy, and English-language teaching. TESL Canada Journal, 1-1.
  • Okoli, E. C. (1997). Reconciling cultural values through drama education [Thesis, National Library of Canada = Bibliothèque nationale du Canada]. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20798.pdf
  • Peppler, K., Bender, S., Phonethibsavads, A., Yankova, N., & Stewart, M. (2023). Lights up! Assessing standards-based performance skills in drama education. Studies in Educational Evaluation, 77, 101259.
  • Piazzoli, E. (2010). Process drama and intercultural language learning: An experience of contemporary Italy. Research in Drama Education: The Journal of Applied Theatre and Performance, 15(3), 385-402.
  • Piazzoli, E. (2012). Engage or entertain? The nature of teacher/participant collaboration in process drama for additional language teaching. Scenario - A Journal for Performative Teaching Learning Research, VI (2), 28-46. https://doi.org/10.33178/scenario.6.2.5
  • Raatikainen, E., Rauhala, L. A., & Mäenpää, S. (2017). Qualified Empathy: A key element for an empowerment professional. Sosiaalipedagogiikka, 18, 113-121.
  • Rohd, M. (1998). Theatre for Community, Conflict, and Dialogue: The Hope Is Vital Training Manual. Portsmouth, NH: Heinemann.
  • Sadler, K. (2010). Art as activism and education: Creating venues for student involvement and social justice education utilizing Augusto Boal's theater of the oppressed. The Vermont Connection, 31(1), 10.
  • Saygili, H. (2015). Fostering speaking strategies of ESP students via drama: case study. İstanbul Gelişim Üniversitesi Sosyal Bilimler Dergisi, 2(2), 81. https://doi.org/10.17336/igusbd.83065
  • Sharma, C. (2015). Co-creating joyful learning and augmenting social skills in children by employing creative drama. Education as Social Construction, 140.
  • Stern, S. (1980). Drama in second language learning from a psycholinguistic perspective. Language Learning, 30(1), 77-100. https://doi.org/10.1111/j.1467-1770.1980.tb00152.x
  • Sun, P. Y. (2005). Drama in education: the process of self-discovery and transformative learning. Indiana University.
  • Toivanen, Pyykkö & Ruismäki. (2012). Challenge of the Empty Space. Group Factors as a Part of Drama Education. Procedia - Social and Behavioral Sciences. 29. 402–411. 10.1016/j.sbspro.2011.11.256.
  • Udalla, J. (2020). The effect of drama based instruction on reading comprehension. Innovations and Critical Issues in Teaching and Learning 1(2), 21-45. https://cornerstone.lib.mnsu.edu/icitl/vol1/iss2/2
  • Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & health sciences, 15(3), 398-405.
  • Wagner, B. J. (1999). Dorothy Heathcote: Drama as a Learning Medium. Portsmouth, NH: Heinemann.
  • Walker, R., Anderson, M., Martin, A.J., & Gibson, R. (2015). Constructing identity and motivation in the drama classroom: A sociocultural approach. In S. Davis, B. Ferholt, H Grainger Clemson, S-M Jansson, & A. Marjanovic-Shane (Eds). Dramatic interactions in education: Vygotskian and sociocultural approaches to drama, education and research. London: Bloomsbury Academic.
  • Winston, J. & M. Tandy. (1998). Beginning Drama 4-11. London: David Fulton.
  • Zakopoulos, V., Makri, A., Ntanos, S., & Tampakis, S. (2023). Drama/Theatre Performance in Education through the Use of Digital Technologies for Enhancing Students’ Sustainability Awareness: A Literature Review. Sustainability, 15(18), 13387.
There are 42 citations in total.

Details

Primary Language English
Subjects British and Irish Language, Literature and Culture
Journal Section World languages and litertures
Authors

Süleyman Başaran 0000-0002-3262-098X

Publication Date April 21, 2024
Submission Date March 15, 2024
Acceptance Date April 20, 2024
Published in Issue Year 2024 Issue: 39

Cite

APA Başaran, S. (2024). How to Use Drama Techniques in English Language Teaching: Guiding Principles for Teachers. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(39), 937-955. https://doi.org/10.29000/rumelide.1469466
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