The Impact of Drama Education on International Students' Second Language Learning in Non-native English-speaking Countries
Y12 English - Annotated Bibliography Project
HFI
Author Note
Diasy Ye: Two annotated bibliographies
Cordelia Yang: Conclusion and three annotated bibliographies
Edith Wen: Three annotated bibliographies
Snow Chen: Introduction and two bibliographies.
Introduction
In the realm of second language learning, drama education stands out as a distinctive and powerful pedagogical tool that provides a unique lens through which to examine language acquisition. This study aims to explore the intricate connection between drama education and second language learning. While the fundamental purpose of drama revolves around script-based activities, memorization of lines, staging, and rehearsals leading to a performance, the entire process fosters a rich and diverse environment conducive to second language learning (Alasmari & Alshae’el, 2020).
Over the past two decades, drama has gained widespread acceptance in second language acquisition pedagogy. The efficacy of process drama in facilitating the acquisition of a second language has been acknowledged (Kao, Carkin, & Hsu, 2011). Frequently, drama facilitates contextualized language learning in the classroom, exposing learners to a variety of language samples and offering insights into the cultural background of the second language (Kathleen, 2017). This study builds on the intricate connections between language, culture, and communication, addressing the growing imperative for effective communication across linguistic and cultural boundaries in our increasingly globalized world. Positioned as a distinctive avenue for developing language proficiency and intercultural communication skills, drama education is pivotal in this context.
However, a notable research gap exists in the current literature. Much of the existing research has primarily focused on Euromerican contexts, with limited attention to the experiences of international students, particularly those in China. Given the mandatory participation of Chinese international students in second language environments, where English is predominantly the second language, this presents a unique and underexplored research area. The cultural and linguistic nuances specific to Chinese international students warrant dedicated attention, offering valuable insights into the challenges and opportunities associated with drama-based language learning in this demographic.
This study contends that drama holds immense potential for application in the classroom, significantly enhancing students' motivation to learn and mastery of foreign languages. By addressing the existing research gap and focusing on the experiences of Chinese international students, this research seeks to contribute to the broader understanding of drama's role in second language acquisition, offering insights that are relevant not only in the international context but also within the specific dynamics of Chinese language education.
Research Questions/Hypotheses
1.The inclusion of drama can increase students' motivation to learn a second language.
2.Drama can improve students' effectiveness in learning a second language.
Annotated Bibliography
Summary:
The article delves into the integration of drama as an effective teaching tool in English language learning, focusing on its impact on young learners. Emphasizing the increasing global importance of English language, the paper asserts that conventional teaching methods may no longer meet the evolving needs of contemporary learners. It explores the historical roots of drama in education, drawing from philosophers like Plato and Aristotle, and highlights the advantages of employing drama in language classrooms. Additionally, it discusses the challenges of implementing drama, such as classroom management and teacher resistance, and presents a case study in Sakaka City, Saudi Arabia, demonstrating the positive impact of drama on English language proficiency among sixth-grade female pupils.
Evaluation & Reflection:
The theoretical foundations and real-world applications of incorporating drama into English language instruction for young students are thoroughly examined in this article. The emphasis on active learning aligns with contemporary educational paradigms, and the case study adds evidence to support the effectiveness of drama in enhancing language proficiency. However, a more thorough examination of potential cultural variations could be added to intensify the article. To sum up, the integration of theory, empirical evidence, and practical insights makes the article a valuable resource for educators seeking innovative approaches to language instruction.
Summary:
This thesis examines the application and effects of theater pedagogies in teaching English as a second language (ESL) in a thoughtful manner. Reflective practice is the study's primary technique. It follows a learning journey in which the author explores and applies several educational techniques, critically reflects on his own learning, and assesses their influence on his students' learning. His primary sources of data were his research journal and reflective memo, field notes and observations, interviews, social media, student assignments, conversations with other researchers, and the literature in the area. A recommended reflective practice approach for ELT practitioners interested in incorporating theater techniques into their instruction is derived from the research.
Evaluation & Reflection:
This study sheds light upon the application and effects of drama education on learning a second language. What’s more, it provides a model to improve this method and helps a more comprehensive syllabus for using drama pedagogies. However, the sample of this research is limited to people in Malaysia, which is not actually enough to generate this study results for the whole society.
This study enhances our understanding of the detailed perspectives that drama education has on second language learning and the methods to collect these data.
Summary:
The study explores the influence of educational drama as a teaching methodology in Japanese students' English learning class by investigating the reflection of Japanese primary school students and the teachers when using drama as a pedagogical tool. The research conducted a method called action research in the project, which is a type of introspective investigation done by individuals in social contexts to enhance the justice and logic of their own actions, their comprehension of these actions, and the circumstances in which they are carried out. By reviewing and analyzing the data, the author came to a conclusion that applying educational drama in class has great protentional in Japanese primary school setting, and most of the students feel positive towards this method. However, some teachers somehow hold mixed perspective in it.
Evaluation & Reflection:
This study benefits from a rigorous experimental design which was onced practiced by Australian educational researchers, and the author efficiently collect all the information from both teachers and students. The paper formed detailed description in both students and teachers' response and specify the characteristic of Japanese educational drama, which is considerably high validity. However, the research limited on only the Japanese grade six students and has limited reference value for students from other age groups and in other cultural background. This study fits into our research spectrum because it demonstrates a highly efficient research method in analyzing the impact of drama in English learning class and shows that applying educational drama methodology in language class did improve students' social, communication, linguistic, non-linguistic and problem-solving skills.
Summary:
The study explores the impact of dramas applying to English learning in Malaysia, focusing in secondary and higher education institution. It's found that drama techniques did function well in class, especially in improving students' listening and speaking skills. The author conducts quantitative research by practice the drama in English class involved over 300 teachers in different regions (urban, rural or tertiary school) and teaching students of various academic ability (low-levels, intermediate, or advanced learners) around Malaysia. The experiment results show that applying drama methods in class could motivate the students, hold their attention and stimulate their creativity when learning, which is really inspiring in second language teaching.
Evaluation & Reflection:
The research benefits from a variety of research groups and the mass number of samples, including all regions, age groups and learning abilities. However, it was hard to control the teachers' proficiency, attitude, and abilities in using drama techniques when tutoring the students, so basically when analyzing the research result, such factors need to be taken into consideration. This study fits into our research spectrum because it presents a positive correlation in combining drama with second language learning and the students' incentives to participate in second language learning.
Summary:
This study investigates how instructional goals were achieved in an intensive summer drama-oriented English course with a group of Taiwanese college students. According to the studies, the professors posed a lot of thought-provoking questions to elicit fresh knowledge and content contributions from the students in order to develop dramatic settings. The teachers also modified the students' segmental, inaudible, or grammatically incorrect remarks using faux, confirming, and clarifying inquiries to assist the children deal with language inadequacy. When the teachers were in character and when they weren't, distinct inquiry patterns were seen. According to the results, EFL theatrical exercises encourage more participatory questioning than traditional methods, which tend to favor check-to-understand and pseudo questions. The study comes to the conclusion that in order to support low-level learners in engaging in natural interaction in an EFL classroom, topic areas and linguistic aspects may be addressed through suitable questioning tactics.
Evaluation & Reflection:
This study shed light upon the advantage of teaching a second language under the pattern of drama education compared to traditional teaching methods from the interactive questioning perspective and so on. More importantly, it fills a gap in the detailed differences between drama education and traditional education on second language learning.
This study provides detailed benefits of studying a second language by drama, which supports our research in this field.
Summary:
This paper provides a comprehensive review of relevant literature in English concerning drama in second language (L2) pedagogy. The author examines (a) the significant role that drama has played in L2 teaching methodologies throughout the 20th and 21st centuries; (b) commonly referenced approaches for integrating drama into L2 instruction; (c) the utilization of drama as a tool for exploring cultural and power dynamics in society; and (d) the major definitions and categorizations established in the current body of literature. The conclusion emphasizes the importance of researchers clearly articulating and defining their approaches to incorporating drama into L2 instruction, grounding these approaches in pertinent theories of second language learning.
Evaluation & Reflection:
This study offers a insightful review of English literature on drama and second language (L2) pedagogy. It provides valuable insights into drama's role in L2 teaching methodologies, integration approaches, and its use in exploring societal culture and power relations. The call for clear explanations and grounded approaches in L2 instruction is a strong argument. However, the study has limitations, primarily focusing on English literature, potentially neglecting non-English contributions. Additionally, a more detailed discussion on practical implications and challenges in diverse educational settings would enhance the study's applicability. Despite these limitations, the research contributes meaningfully to the understanding of drama in L2 education.
Summary:
The research is looking for if the musicals could help the economically disadvantaged aboriginal Taiwanese students overcoming the difficulties in English leaning and improve their incentive of it. It's basically a case study, and the research designer divide the participants into two groups (join the musical program or not). Through interviewing and investigating the students’ performance in class, the authors find out that 90% of the students mention that through musicals they feel more confident in learning English and most of them are more willing to participate in class. 60% of the students who were previously afraid of speaking English loudly now think they are able to talk to others in English.
Evaluation & Reflection:
The research was conducted by a NGO which aims to assist the economically disadvantaged kids in Taiwan to get better access to education, in other words, the tutors help providing E-class are professionals and good at leading students in participating in class. The researchers offered 3 months of class to the students and handed out questionnaire before and after the program to them and collect their satisfactory and confidence rate data, and interviewed each of the students to talk about their feelings of this program. The combination of qualitative and quantitative data in this research demonstrates a relatively high reliability of the results. However, the research focuses only on economically disadvantage students, which failed to prove its universality. This study fits into our research by specifying how musicals (instead of a vague concept of drama) motivates students in class interaction with their classmates and teachers, and provides insights of how the development of empathy and self-esteem benefits students' learning ability.
Summary:
This study investigates the effectiveness of project-based learning with a focus on drama in enhancing the speaking skills of English as a Foreign Language learners. The research incorporates speaking tests, semi-structured interviews, and student reflections. The findings indicate that the use of project-based learning, centering on drama, significantly improves learners' speaking skills. Students obtain more opportunities for English speaking practice, and there are positive impacts on affective factors such as motivation and confidence. The article states that incorporating project-based learning with a focus on drama in language classrooms can foster a communicative environment and enhance speaking skills.
Evaluation & Reflection:
The study employed a one-group pre-test post-test design on the project-based learning focusing on drama and came to a conclusion that it's beneficial for learners' speaking skills and helps in developing confidence and motivation in speaking English. The study collected quantitative and qualitative data to assess the effectiveness of this approach which makes the results more reliable. This study fits into our study spectrum because it reveals the improvement of student's confidence by using drama.
Summary:
The article explores a symbiotic relationship between drama education and second language learning by citing the insights of Kao and O'Neill. They highlight the shared emphasis on context, social construction, and active participation in both disciplines. Language, which is viewed as the 'cornerstone' of drama, is posited as an essential and authentic medium of communication within the context of drama education. The beneficial effects of theater events on language learning are highlighted by research, most notably that conducted by Wagner (1998). The reports gains in vocabulary, articulation, spontaneity, fluency, and linguistic registers. The article suggests that drama creates a dynamic linguistic environment where learners actively engage, fostering enhanced expressive language, rare vocabulary use. It can improve grammar and narrative structures.
Evaluation & Reflection:
This article argued the transformative potential of drama in second language learning, The incorporation of research findings, particularly from Wagner, provides an empirical support for the claimed benefits. The emphasis on drama as a catalyst for linguistic competence and confidence resonates with a sea of educational goals.
It would also be helpful to discuss possible differences in efficiency between age groups or language backgrounds. Overall, the article serves as a advocate for the integration of drama into language education, prompting educators to consider innovative approaches for enriching language acquisition experiences.
Summary:
This research establishes the foundational principles for understanding the psycholinguistic aspects of drama in second language (L2) learning. The assumption that engaging in dramatic activities enhances communicative competence in L2 learners prompted an investigation into the shared assumptions underlying the use of drama in language education, psychotherapy, and speech therapy. The study hypothesized that drama fosters psychological factors such as heightened self-esteem, motivation, spontaneity, increased empathy, and reduced sensitivity to rejection, all of which facilitate communication. An exploratory study involving a questionnaire for 24 nonnative English speakers in three UCLA ESL classes, who participated in the same dramatic activities, along with open-ended questions to their instructors, supported the hypothesis.
Evaluation & Reflection:
This research lays the groundwork for understanding how drama helps in second language learning. It explores how drama boosts communication skills by investigating shared assumptions in language education. The study suggests that drama enhances psychological factors like self-esteem and empathy, supported by a study with 24 nonnative English speakers. However, the small sample size from specific ESL classes might limit generalization. Despite this, the research provides practical insights into the benefits of using drama in second language education.
Conclusion
The exploration of drama education in the realm of second language learning is a multifaceted journey that included historical context, practical applications, and theoretical foundations. The ten annotated bibliographies provide a comprehensive overview of studies and research conducted on the intersection of drama and second language acquisition. They emphasize the integration of drama as a tool for language learning, and state that drama is able to impact affective factors, such as motivation, confidence, and self-esteem. There are different research methods included in those articles, from quantitative to qualitative approaches, providing diverse perspectives on the impact of drama as a tool in language learning.
By underscoring the positive impact of drama on second language learning, focusing on various aspects such as questioning techniques, reflective practice, and motivation, the studies reveal that drama makes students more actively, promotes language proficiency, and contributes to a more holistic learning experience. However, there are also challenges, including concerns about classroom management, teacher resistance, and the need for a nuanced understanding of drama's application. Furthermore, the annotated bibliographies include studies that delves into the psycholinguistic aspects of drama in second language learning. They highlight the historical significance of drama in language education, common approaches for integration, and its role in exploring cultural dynamics. These reviews provide a theoretical framework and emphasize the need for clear articulation in incorporating drama into second language instruction.
In summary, the annotated bibliographies collectively reinforce the growing recognition of drama as a powerful tool in second language learning. The studies contribute empirical evidence, practical insights, and theoretical foundations, paving the way for a deeper understanding of how drama can enhance language acquisition experiences. Even though there are still some difficulties and need for improvement in integrating drama into teaching, teaching a second language with drama is undoubtedly a great innovation and progress in education.
References
Alasmari, N., & Alshae’el, A. (2020). The effect of using drama in English language learning among young learners: A case study of 6th grade female pupils in Sakaka City. International Journal of Education and Literacy Studies, 8(1), 61. https://doi.org/10.7575/aiac.ijels.v.8n.1p.61
Araki-Metcalfe, N. (2007). Introducing CreativeLanguageLearning inJapanThrougheducationalDrama. NJ, 31(2), 45–57. https://doi.org/10.1080/14452294.2007.11649517
Gaudart, H. (1990). Using drama techniques in language teaching. Institute of Education Sciences.
Kao, S., Carkin, G., & Hsu, L. F. (2011). Questioning techniques for promoting language learning with students of limited L2 oral proficiency in a drama-oriented language classroom. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4),
489–515. https://doi.org/10.1080/13569783.2011.616399
Lei, L.-W., & Huang, C.-F. (2012). Learning English through musicals: A case study of social economically disadvantaged Aboriginal students in Eastern Taiwan. International Journal of Humanities and Arts Computing, 6(1–2), 204–210. https://doi.org/10.3366/ijhac.2012.0049
Nawi, A. M. (2014). Applied Drama in English Language Learning. UC Library. https://doi.org/10.26021/9444
Rose McGovern, K. (2017). Conceptualizing drama in the Second Language Classroom. Scenario: A Journal of Performative Teaching, Learning, Research, XI(1), 4–16. https://doi.org/10.33178/scenario.11.1.3
Sirisrimangkorn, L. (2018). The use of project-based learning focusing on drama to promote speaking skills of EFL learners. Advances in Language and Literary Studies, 9(6), 14. https://doi.org/10.7575/aiac.alls.v.9n.6p.14
Stinson, M., & Winston, J. (2011). Drama education and Second language learning: A growing field of practice and Research. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 479–488. https://doi.org/10.1080/13569783.2011.616395
Stern, S. L. (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