Drama-Based Group Projects in EFL Classroom (Published)
This paper examines the effectiveness of leaning English through a drama-based group project in an EFL class. A whole language approach was adopted and students were required to accomplish their drama project by conducting a series of collaborative and skill- integrated activities throughout the semester. Forty-seven students, aged between 18-20 with low-intermediate to intermediate level enrolled in this communicative English class. In groups, activities such as reading movie critics, writing feedbacks about the critics, introducing the movie plots, casts, etc., through presentations, choosing the plot, adapting and editing the script, and finally performing the plot were enacted in class. Reflection and Evaluation sheets were provided for each group to observe and evaluate their peers’ group work. Finally, questionnaires and semi-structured interviews were conducted to explore what students were able to learn from this drama-based language project. The results revealed students’ positive feedback not only on the part of their improved language ability, but on their enhanced awareness and understanding of the pragmatic aspect of the target language use. In addition, positive comments on boosted confidence and gains from collaborative learning were also reported. Other findings, suggestions, and pedagogical implications will be discussed in the paper.
Keywords: A Whole Language Approach, Drama-Based Group Project
Developing Communicative Competence through Drama-Based Projects in an EFL Classroom (Published)
This paper examines student perceptions on the effectiveness of developing communicative competence through drama-based group projects in an EFL class in Taiwan. A whole language approach was adopted and students were required to accomplish their drama projects by conducting a series of collaborative and skill- integrated activities throughout the semester. Forty non-English major University freshmen, with intermediate English proficiency enrolled in this class. In groups, activities such as watching movie, reading movie reviews, introducing the movie plots and casts, providing feedback through presentations, choosing the plot, adapting and editing the script, and finally performing the plot were enacted in class. Questionnaires and semi-structured interviews were conducted to explore students’ perceived effectiveness on their overall language learning through the drama-based projects. The results revealed students’ positive feedback not only on the part of their improved language ability, but on their enhanced awareness and understanding of the proper use of target language. In addition, positive comments on boosted confidence and gains from collaborative learning were also reported.
Keywords: A Whole Language Approach, Communicative Competence, Drama-Based Group Project, Student Perceptions