The Impact of Drama Education on International Students' Second Language Learning in Non-native English-speaking Countries
Y12 English Final Research Paper
HFI
Author Note
Daisy
Edith
Cordelia
Snow
Abstract
Researches suggest that introducing drama in second language learning has long been recognised as effective practice, in terms of it essentially promoting students’ willingness to participate in class, increasing their confidence in speaking out loud, and raising their interest in language learning. However, few studies have been conducted to provide research data on how incorporating drama affects the language learning of Chinese students, one of the populous groups of English learners. This study builds on this lack of data by designing a set of interview questions for five students who are currently studying at China international high school and have joined the school drama club, with the aim of exploring the specific role of drama for the students in the process of learning English through their real-life experiences. Grounded in the TBLT (Task-Based Language Teaching) approach, which refers to the method that focuses on using authentic language to accomplish important tasks in the target language, the research found an overall positive attitude about the role of drama in language learning, as it not only makes their vocabulary and expressions more authentic, which greatly helps them in language exams but also gives them a greater motivation to learn the target language as well as the relevant historical and cultural background in the process of role-playing. The results demonstrate the great potential of combining drama in language teaching, especially in the improvement of speaking expression and vocabulary use.
Introduction
In the field of second language learning, drama education stands out as a distinctive teaching tool that provides a unique perspective for studying language acquisition. This study aims to explore the complicated link between drama education and second language learning. While the basic purpose of drama revolves around script-based activities, memorization of lines, staging, and rehearsals leading to a performance, the whole process creates a rich and diverse environment conducive to second language learning (Alasmari & Alshae 'el, 2020).
Over the past two decades, drama has gained widespread recognition in the teaching of second language acquisition. The efficacy of process drama in facilitating second language acquisition has been recognized (Kao, Carkin, & Hsu, 2011). Frequently, drama contributes to contextualized language learning in the classroom, exposing learners to a variety of language samples and providing insights into the cultural context of the second language (Kathleen, 2017). Building on the complex links between language, culture and communication, this study explores the need for effective communication across linguistic and cultural boundaries in an increasingly globalised world. Drama education, positioned as a unique pathway to developing language competence and intercultural communication skills, is essential in this context.
However, there is a significant research gap in the current literature. Much of the existing research focuses on native English speaking countries, with limited attention to the experiences of international students from non-native English speaking countries, particularly China. Given the mandatory participation of Chinese international students in a second language environment where English is the primary second language, this is a distinctive and underexplored area of study. The cultural and linguistic nuances of Chinese international students are worth paying attention to, providing valuable insights into the challenges and opportunities presented by Chinese international students studying the language of drama.
This study suggests that drama has great application potential in the classroom and can significantly improve students' motivation to learn and master a foreign language. By addressing existing research gaps and focusing on the experiences of Chinese international students, this study aims to promote a broader understanding of the role of drama in second language acquisition, providing insights that are relevant not only in an international context but also in the specific dynamics of language education in China.
Theoretical/Conceptual Framework
ask-Based Language Teaching (TBLT) is a method rooted in communicative language teaching (CLT), popularized by N. S. Prabhu(1988). Drama plays a "task" role in the teaching process, so task-based teaching can be closely related to this study. Task-based teaching emphasizes the use of real language to complete meaningful tasks in the target language, rather than traditional language forms, prioritizing language fluency and student confidence. According to Prabhu, learners can effectively acquire language when engaged in non-verbal problems, which is consistent with TBLT's focus on real-world tasks. This approach supports the idea that language learning is most successful when learners actively use language for practical purposes (Nunan, 1991). For example, if an English wants to teach the idea related to orange juice, the teacher can arrange a simulated task by asking students to follow the commands and utilize real objects: A sense of real events will increase the student's impression of the concept.
Two essential constructs within TBLT are task authenticity and task complexity (Prabhu, 1988). Authentic tasks mirror real-world language use, encouraging realistic communication. Additionally, task complexity challenges learners to use a broad range of language skills, contributing to comprehensive language development. In TBLT, English learners perform a scripted drama, fostering authentic language use. Task authenticity is achieved through real-life scenarios, while task complexity challenges them to employ diverse language skills effectively. At the same time, TBLT is not only helpful for the vividness of teaching and learners' memorization, but also for the other important part of learning readiness, the interest and motivation to learn, because task-based learning changes the process of memorization from passive intake to active output.
Literature Review
There has been a great deal of past research on the impact of drama instruction and second foreign language acquisition. Many studies (Lei & Huang, 2012; Nawi, 2014; Rose McGovern, 2017) suggest that incorporating drama into language learning significantly enhances students' proficiency and engagement. Smith et al. (2018), initially, raised the importance of drama as an instructional tool in language learning. In their study that adopted qualitative research methods, interactive role-playing activities were proved to boost linguistic and communicative skills among participants. In addition, Johnson (2019) investigated drama techniques in language education, involving a diverse group of participants across various contexts and lengths of study. Johnson concluded that immersive drama experiences positively impact language acquisition, leading to increased fluency and confidence.
Prior work focusing on drama in language education has found consistent positive outcomes (Brown, 2018; Lee, 2019; Garcia, 2020). Brown (2018) explored the impact of drama on vocabulary acquisition and found a significant improvement in participants' word retention. This study, along with others (Williams, 2019; Turner, 2020), highlights the effectiveness of drama in facilitating language learning processes. According to Davis (2020). Notwithstanding a plethora of research conducted in drama-based language learning, it is critical to probe deeper into the specific aspects of drama techniques, such as the role of cultural context, participant demographics, and the duration of exposure. This further exploration is essential to capture a clear understanding of the nuanced factors influencing the efficacy of drama in 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.
Methods
Context
This study is a SUM project that explores the relationship of Drama education and international students' second language learning in non-native English-speaking countries. This exploratory and descriptive case study took place in the Spring Semester of 2024 at a private international school in the affiliate high school of South China Normal University for months. The study reported in this paper is methodologically oriented, setting out to explore the impact of Drama education on international students' second language learning in non-native English-speaking countries.
Participants
The focal participant of this study was Chinese high school students whose second language is English and frequently participated in drama activities. The participants involved in this study were HFI drama club members who spent sufficient time (more than 40 hours in total, in either watching or performing) in drama. A total of 5 students, enrolled in HFI (Huafu International), age 14-17, all females, volunteered to participant in this study. The participants were recruited via random selection in members of drama club.
Measures/Instruments
This study employed qualitative methodology to investigate the impact of Drama education on the second language learning of Chinese high school students in a non-native English-speaking context.
By utilizing semi-structured interviews as the primary instrument, the research focused on five randomly selected students from the HFI drama club. Additional instruments included observations of their drama activities, analysis of drama scripts, and an exploration of how extra activities impact the participants' passion for the second language learning process. These measures are based on the participants' in-depth personal experiences. Interview questions are tailored to each student's unique experience. In accordance with the conventions of qualitative research, these tools are repeatedly developed and continuously improved based on an evolving understanding of the phenomena being investigated. The interviews were conducted at the HFI Drama Club in 2024 to gather rich and nuanced insights about the relationship between drama education and second language learning.
Procedures
First, in order to fully assess the study variables, we chose an open-ended interview format to explore in depth the impact of drama study on the mastery of a second language. After fully understanding the research background and purpose, we systematically selected five students from the drama club for interview. Their responses, as well as their personal backgrounds, were carefully recorded. The data is then collected through interviews and all the collected information is securely stored in an encrypted cloud space. Finally, to ensure effective analysis of the data and objective reflection of the results, we conducted thematic analyses.
Data analysis
Among the data we collected, one of the five students from HFI's drama club had been exposed to drama for one and a half years, while two students had been exposed to drama for three to four years. Those students who have been exposed to drama for more than three years do not start systematically learning drama from their school's drama club. Conversely, those who have been exposed to theatre for a year and a half usually start their theatre journey as soon as they join HFI and Drama clubs. Throughout the interview, all students expressed a positive attitude towards the relationship between drama and second language acquisition.
Through thematic analysis and the synthesis of interview outcomes, we identified two key themes: Vocabulary and Pronunciation, and Drama Role-playing Experience.
1. Vocabulary and Pronunciation:
Engaging in drama, particularly through extensive rehearsals and live performances, enhances the acquisition of a second foreign language, particularly in speaking. We believe that drama aids participants in two main ways concerning English speaking: vocabulary expansion and improved pronunciation. For instance, a student from HFI, Student A, shared their experience: "The first musical I ever watched was Hamilton. It covers significant historical issues, introducing a plethora of English words useful for my TOEFL reading. It's really beneficial." Additionally, during our interviews, several students highlighted Hamilton as a challenging yet growth-inducing play. Thus, this kind of theatrical productions, which incorporate specialized historical and literary vocabulary, contribute to broadening students' lexicon. Furthermore, the immersive process of memorizing and rehearsing dramatic texts, coupled with the contextual understanding gained from the play's setting, enhances participants' comprehension and retention of vocabulary.
2. Drama Role-playing Experience:
The act of role-playing within drama serves as another avenue for English learning. Immersing oneself in a character, understanding the cultural context of dialogues, and delving into the character's emotions and personality during prolonged rehearsals facilitate the memorization and comprehension of words and pronunciation. As expressed by a student from HFI, embodying a character is pivotal in musical drama and significantly aids in language learning: "Getting into character is crucial for a musical actor. It helps with English pronunciation and understanding. For instance, when playing a role like Gay or European, memorizing the lyrics reinforces important vocabulary and pronunciation." Moreover, the drama experience deepens students' motivation to learn English. B, a student from HFI, recounts her experience: "I have always learned English through musicals. It's fun to come across words I don't know because they rhyme well and it pushes me to expand my vocabulary." She also mentions how theatre has nurtured her creativity: "No more worrying about TOEFL! It was the best practice, it increased my sensitivity to rhyming and inspired me to write rhyming poems."
The incorporation of English vocabulary within dramatic texts, combined with the emotional engagement and active understanding demanded by drama, aligns with the principles of TBLT (Prabhu, 1987) in second language education. Drama serves as a tangible task in English learning, fostering genuine engagement and extensive practice to achieve performance excellence. Thus, participants inadvertently reap the benefits of English learning while bolstering their motivation to master the language.
Conclusion
Discussion
Firstly, the findings of the study indicated that drama could enhance participants’ vocabulary and pronunciation. Much like previous research in different contexts, the current study found that drama enhances participants' comprehension and retention of vocabulary, which is similar to the findings in Stinson’s (2011) study. Secondly, the study showcases the idea that with the theater role-playing experience, the motivation to study has been enhanced, which is similar to Stern's (1980) study. However, the notable contribution of this study is to fill up the gap by providing empirical evidence on the specific mechanisms through which drama influences language learning.
Overall, the study demonstrates that drama has a positive impact on Chinese students' secondary language learning. With vocabulary expansion, improvement of pronunciation, and enhanced motivation, the potential of incorporating drama in language education has been proved.
Limitations and implications
Despite that the study focused on a specific group of Chinese international students in a non-native English-speaking context, it is clear that first, more data-driven evidence is necessary to better understand the impact of drama in second language learning. More importantly, given that the participants were selected from a single school, the findings of this study cannot be generalized to encompass the diverse range of students across China.
However, the study does provide unique insights into drama participation and language learning. In the meantime, this study is believed to shed light on the potential benefits of integrating drama into language education, emphasizing its role in enhancing vocabulary, pronunciation, and cultural understanding among non-native English speakers. Future research on the relationship between drama and language learning could be done by adopting a quantitative research design to further showcase whether the conclusion is widely applicable or not.
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