Teaching English through Drama for EFL Adult Learners

• Main Authors: Chang Chiung-hwai, 張瓊惠
• Other Authors: Chung Raung-fu
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/56737146942840657130

碩士 === 國立高雄師範大學 === 英語學系 === 93 === Abstract The primary goal of this study is to examine the effects of teaching English through drama on EFL adult learners. How drama method affects EFL adult learners’ motivation, self-confidence, English proficiency, stereotypes, peer-interaction, and teacher-student-interaction in terms of learning English was investigated. In addition, the subjects’ responses and difficulties in learning English through drama method were explored. The subjects were 76 third-grade students from continuing education program of Chia-yi Senior High School in Chia-yi. The researcher administrated the pretest of English learning survey before the teaching experiment. Then, the teaching experiment of drama method was carried for ten weeks. Therefore, the researcher administrated the post-test of English learning survey to see if any significant difference existed. The major findings of this study were summarized as follows: 1. The characteristics of the participants include 1> male subjects are younger than female ones, 2> job or work is the first priority instead of schoolwork, and 3> most participants have specific expectations towards English learning. 2. In motivation, male subjects’ motivations were promoted extrinsically while females’ were both extrinsically and intrinsically. 3. In self-confidence of learning English, both male and female subjects increased. 4. In self-evaluated proficiency, female subjects significantly made progress than male ones while middle-age group subjects significantly made progress than the subjects from other age groups. 5. The drama method didn’t significantly affect the subjects’ stereotypes in the aspect of learning English, especially the aged subjects above 60 years old. 6. Male and middle-aged participants made significant progress on peer-interaction while female participants made significant progress on teacher-student-interaction. 7. The subjects hold positive attitude towards drama method, but think it’s too time-consuming. 8. The major difficulties in English learning for the subjects include age limit and minimal exposure on English.