The Effect of Drama Pedagogy on Iranian EFL Learners’ Oral Proficiency and Speaking Anxiety [پايان نامه لاتين]
Sahar Farshadbakht
| Record Identifier: | 51797 |
| Title: | The Effect of Drama Pedagogy on Iranian EFL Learners’ Oral Proficiency and Speaking Anxiety |
| Personal Name: | Sahar Farshadbakht |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Mohammad Khatib |
| Department: | English language |
| College: | Humanities |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2024 |
| Abstract: | The purpose of this mixed-methods study was to investigate the effect of drama pedagogy on Iranian EFL learners’ oral proficiency and speaking anxiety. To this end, 40 female EFL learners, aged between 18 and 30 years, were meticulously selected from an initial pool of 60 learners after taking a proficiency test (Oxford Placement Test). Having selected the participants, they were assigned to an experimental group (i.e., drama pedagogy) and a control group. Then, oral proficiency tests and speaking anxiety tests were conducted. The experimental group was exposed to eight sessions, two drama-focused sessions per week, featuring role-play and improvisation activities, whereas the control group was exposed to conventional speaking instruction. Subsequent to the intervention, oral proficiency post-tests and speaking anxiety questionnaires were administered. Data were analyzed using independent sample t-tests. The quantitative results revealed that drama pedagogy had a statistically significant impact on the oral proficiency and speaking anxiety of Iranian intermediate EFL learners. In addition to the quantitative analysis, qualitative findings were also collected and analyzed thematically. This approach provided deeper insights into the learners' experiences and perceptions of the drama pedagogy intervention. The thematic analysis uncovered several key themes related to the effectiveness of drama in improving engagement and reducing anxiety, namely: feelings of comfort, challenging but enjoyable, becoming spontaneous, and building confidence. These themes highlighted how drama activities, such as role play and improvisation, contributed to creating a more interactive and supportive learning environment. The findings have fruitful pedagogical implications for EFL students, language teachers, and material developers. |
| شماره ثبت | نسخه | جلد | بخش | مرجع | شماره بازیابی | در دست امانت | تاریخ بازگشت | ملاحظات | |
|---|---|---|---|---|---|---|---|---|---|
| 228483 | 1 |
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