Journal articles: 'English drama'

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Donegan, Robert. "Process Drama and Teacher in Role in ELT." JALT PIE SIG: Mask and Gavel 8, no. 1 (January 2020): 5–12. http://dx.doi.org/10.37546/jaltsig.pie8.1-1.

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This paper is a discussion of the potential of using specific drama techniques during English lessons at a Japanese private senior high school. The techniques in focus are process drama and specifically teacher in role (TiR). TiR is a specific technique that is often used in the broader area of process drama. Process drama concerns itself more with the experiential rather than the performance aspect of drama. In it, a teacher, or facilitator, goes into role with the participants in the co-construction of extended role-plays and dramas. Such methods have been used in English language teaching by many practitioners. The methods are discussed in this paper, with the focus on their suitability for teaching in a Japanese senior high school.

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Shell, Alison. "Priestly playwright, secular priest: William Drury’s Latin and English drama." Sederi, no. 31 (2021): 117–45. http://dx.doi.org/10.34136/sederi.2021.6.

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This article examines the literary career of the secular priest William Drury, with an emphasis on his drama. The Latin plays which he wrote for performance at the English College in Douai are among the best-known English Catholic college dramas of the Stuart era; markedly different from the Jesuit drama which dominates the corpus of British Catholic college plays, they suggest conscious dissociation from that imaginative tradition. Hierarchomachia: or the Anti-Bishop, a satirical closet drama which intervenes in the controversy surrounding the legitimacy and extent of England’s Catholic episcopacy, can also be attributed to Drury. In both his Latin and English drama, Drury draws imaginative stimulus from his ideological opposition to Jesuits and other regulars. Yet his characteristic blend of didacticism and comedy, and his sympathy for the plight of all English Catholics—surely fomented by the death of his Jesuit brother in the notorious “Fatal Vesper”—point to broader priestly concerns.

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Prihatini, Syafrina. "INCORPORATING DRAMA IN ENGLISH CLASSROOM." EXCELLENCE: Journal of English and English Education 2, no. 2 (December 12, 2022): 28–32. http://dx.doi.org/10.47662/ejeee.v2i2.513.

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This article attempts to describe using drama to teach students of English classroom. Drama can be one source and effective way to assist students learns English. It uses active teaching and learning activities in the classroom which are likely can motivate and engage the attention of the students. Teaching English using drama is not easy. Drama classroom activities can include role-play, drama games, improvisation, group discussion and individual or pair work. Therefore, teaching English using drama needs serious attention from the lecturer. This article focuses on how to teach English with drama. It is expected that this strategy will give significant improvement on students’ achievement in mastering English language skills.

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Hsu, Wenhua. "Korean Drama Fever—Expanding English Lexicon through Watching English-Subtitled K-Dramas: The Case of Non-Compositional Multiword Expressions." JET (Journal of English Teaching) 9, no. 2 (June 20, 2023): 269–85. http://dx.doi.org/10.33541/jet.v9i2.4761.

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This research was prompted by the phenomenon of binge-watching Korean television series (K-drama) amongst college students in Taiwan, where English as a foreign language (EFL) is a required course. The researcher-teacher sought to create a pedagogically useful list of the frequent semantically non-compositional multi-word expressions (MWEs) for EFL learners with K-drama fever who often binge-watch K-dramas. A corpus of 25+ million English subtitled words derived from 240 K-dramas across different genres was compiled. Based upon a set of criteria (frequency, range, meaningfulness, well-formedness, non-decomposability and semantic non-compositionality), a total of 326 MWEs of 2 to 6 words were selected. The 326 phrasal expressions are mostly composed of the first 3000 word families. As with other individual word lists, it is hoped that the listing of the non-compositional MWEs may serve as a reference for General English teachers.

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Atiya, Alexandra. "Juan del Encina’s Nativity Eclogues: A New English Translation." ROMARD 58 (December 23, 2021): 39–72. http://dx.doi.org/10.32773/lkql1174.

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Juan del Encina has long been recognized as a crucial figure in Iberian drama, yet few of his works have been translated into English. Encina wrote plays, poetry, and music in the late fifteenth and early sixteenth centuries, and scholars have traditionally regarded Encina’s writing as a turning point in early Spanish drama, both because of the secular material included in his plays and because Encina supervised the publication of his own works. He is also credited with contributing to the professionalization of Spanish theater by depicting the court of his patrons, the Duke and Duchess of Alba, as a site of theatrical performance. Encina’s innovative dramas interweave courtly, religious, and pastoral drama with metafictional elements. Atiya presents translations of two plays included in Encina’s 1496 Cancionero, a printed compilation of poetic, dramatic, and musical works.

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Hodgson, Terry. "English Drama since 1980." Moderna Språk 88, no. 1 (June 1, 1994): 19–29. http://dx.doi.org/10.58221/mosp.v88i1.10090.

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Ma, Shelin, and Jie Liu. "A Field Study on the Script Structure of English Drama in Education in Chinese Primary and Secondary School." English Language and Literature Studies 12, no. 4 (October 8, 2022): 16. http://dx.doi.org/10.5539/ells.v12n4p16.

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Drama in Education (DIE) is believed to play a specially positive role in helping students in primary and secondary schools to form language awareness and develop language abilities. It has gradually formed its own script structure characteristics in the practice of local English teaching. By analyzing the scripts of 31 dramas staged by three local schools in the English culture and drama festivals, this paper summarizes the implementation characteristics of DIE from the aspects of story source, script source, students’ involvement, and theme distribution. In addition, this paper also analyzes the script structure favored by local teachers and students from four stages: the beginning, the development, the climax and the ending, which will greatly help solve the problem of drama creation for primary and secondary school teachers and students, and improve their enthusiasm to implement DIE in English classroom.

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Sagar, Aparajita, and Bruce King. "Post-Colonial English Drama: Commonwealth Drama since 1960." World Literature Today 68, no. 1 (1994): 228. http://dx.doi.org/10.2307/40150112.

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Albashir Mohammed Alhaj, Ali, and Mesfer Ahmed Mesfer Alwadai. "Female Students’ Perception of the Use of (Trans)languaging within English Literature Classrooms at King Khalid University." Arab World English Journal 13, no. 4 (December 15, 2022): 398–411. http://dx.doi.org/10.24093/awej/vol13no4.26.

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The recent research paper peruses the perception of female students of drama on the use of translanguaging within English classrooms at King Khalid university. The uppermost aim of this study is to scrutinize the perceptions of translanguaging by undergraduate female students of English literature (drama) as a major. The study’s central question is how female drama students perceive translanguaging in their English literature classroom. Moreover, The critical significance of this research paper is how female drama students perceive the use of translanguaging for the first second language (L2) learning. The results of this study are expected to fill the knowledge gap about how the students perceive the use of the first language ( L1) in English literature classrooms in Arabs contexts in general and in King Khalid University’s contexts in particular. Female students’ perceptions of drama were scrutinized by using a Likert-type questionnaire of thirteen items which were assayed quantitatively utilizing descriptive data. The participants of the study were twenty-five female students of drama majoring in English language and pursuing their undergraduate program at King Khalid university. The paramount results of the probe indicated that responses of female students of English drama to the statements in the questionnaire were mixed and echoed both positive and negative about using the first language and the second language in an English literature classroom. Moreover, female students’ perceptions of the application of (L1) in classes of English drama were generally good on the use of both the first language and the second language. The study revealed that the use of the English language is advantageous and can help enhance English fours skills, English proficiency, and understanding of the drama.Their views are more optimistic about using (L2) than using( L1). Also, they perceived that they would learn more successfully in English drama classes if translanguaging practice was utilized by a professor of English drama which means that the application of translanguaging within English drama classrooms is a practical and sound strategy that benefits female students of drama to boost their English fluency, generate insights, comprehend the content, and delve deeper into the subject matter of English drama.

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Kim, Hyun-Sook, and Doo-Hyun Park. "A Study on the Teaching Method of Primary English Using Process Drama Based on Primary English Textbook." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 1–16. http://dx.doi.org/10.22251/jlcci.2022.22.19.1.

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Objectives The purpose of this study is to introduce an educational method for primary school students to develop context-oriented real English communication skills through process drama based on primary English textbook. Methods A fairy tale(Peter pan) for process drama activities was extracted by analyzing English textbook for primary school 3rd grade of publishing D. In addition, a model for process drama education was developed by referring to the models of Kao & O’Neill(1998) and Ellis(1988). Results Based on the process drama model developed in this study, two lesson plans were constructed using the fairy tale ‘Peter pan’ from the 3rd grade English textbook of publishing D. Additionally, various process drama activities(Pre-text, Mime, Improvisation, Teacher in role, Writing in role, Still image & Thought tracking, Hot seating) were introduced based on the context through the fairy tale(Peter pan) by composing three stages of Preparation Phase, Drama Scenes, and Reflective Phase for each lesson. Conclusions To develop primary school students' real English communication skills, it is necessary to move away from mechanical and formal memorization practice, and to provide context-based and real communication-oriented education through process drama education. In order for process drama education to be successful, teachers must break free from authoritarian attitudes and open education that can negotiate meaning with students must be supported.

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Godfrey, B. "Medieval English Drama: Performance and Spectatorship." English 59, no. 226 (March 31, 2010): 307–9. http://dx.doi.org/10.1093/english/efq008.

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Jacobsen, Ushma Chauhan. "Does subtitled television drama brand the nation? Danish television drama and its language(s) in Japan." European Journal of Cultural Studies 21, no. 5 (January 29, 2018): 614–30. http://dx.doi.org/10.1177/1367549417751150.

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This article explores the relationships between nation branding, authenticity, language and their ideologies by considering two themes. First, how language ideologies and language practices texture the transnational production, distribution and viewing of subtitled television drama. Second, the extent and ways by which subtitled television dramas, in languages other than English, brand the nation to which they are associated. Using the context of increasing exports of Danish television drama to other nations, the article draws its empirical material from fieldwork interactions with industry professionals and viewers in Japan to consider both themes. The article proposes that there are different intensities by which Danish television dramas brand Denmark and the Nordic region; it discusses the implications of the use of English, and how branding the nation involves processes that are intrinsically fragile and require symbiotic relations with other languages and other nations to be successful. This article forms part of the Theorizing Media in Nation Branding Special Issue.

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Šetka Čilić, Ivona, and Tonina Ibrulj. "The frequency of using conditional sentences in drama, based on the analysis of three drama texts: Flour in the veins by Igor Štiks, Crocodile Lacoste by Zlatko Topčić and Romeo and Juliet by William Shakespeare." Post Scriptum 11, no. 11 (September 13, 2022): 19–40. http://dx.doi.org/10.52580/issn.2232-8556.2022.11.11.19.

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This paper deals with the frequency of use of conditional sentences in contemporary dramas that were not originally written in English but were translated into it. The hypothesis that the paper tries to prove here, states that conditional sentences are not used so frequently in modern dramas, unlike classical plays, which is tried to be proved by analyzing three plays, one of which was written in Croatian (Flour in the veins by author Igor Štiks), and the other in Bosnian (Silvertown / Crocodile Lacoste, by author Zlatko Topčić), both translated into English. Finally, the third drama, Romeo and Juliet, is a classic drama by William Shakespeare. Since the two plays that served as a basis for this analysis, were not originally written in English, the first part of the paper provides a theoretical background on conditional sentences and types of conditional sentences in Croatian, then in English, listing potential translational equivalents of conditional sentences in both languages. The results of the analysis conducted on three dramas, clearly show that the hypothesis was successfully confirmed. However, although only three plays were analyzed, it is expected that the results would be similar in case there were more plays.

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Mardiani, Ridha, and Merina Hanifah. "Enhancing English Language Skills through a Collaborative Drama Project." Athens Journal of Education 10, no. 3 (July 12, 2023): 463–80. http://dx.doi.org/10.30958/aje.10-3-6.

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We have to admit that drama activities can give a variety of benefits for English foreign language learners of all ages in Indonesia. This article describes how a collaborative drama project could enhance twenty-seven undergraduate students in the sixth semester of the English education study program of a small private college in Cimahi, West Java, Indonesia. Drama, which could be considered a literary exposure for the participants, is one subject being taught as intra-curricular activities for 3 credit hours per semester, where they took the subject for the whole semester. The final assignment for this subject is a collaborative drama project in the English language. The article summarises the benefits of using collaborative drama activities to enhance the participants’ English language skills and offers recommendations for the implementation of similar projects for other language instructors. Further, the challenges of organizing collaborative English language drama projects at the college will be outlined. As the final elucidation of this article, the participants’ experiences during the collaborative drama project were analysed briefly through an interview as feedback on the research. Their self-perceived learning through collaborative drama is also highlighted. Keywords: collaborative drama project, English language learning, undergraduate students

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Mykhailova, Oksana, and Olga Humankova. "THE FORMATION OF ENGLISH LISENING COMPREHENSION COMPETENCE OF PRIMARY SCHOOL LEARNERS USING ELEMENTS OF DRAMA." Baltic Journal of Legal and Social Sciences, no. 1 (August 1, 2022): 122–31. http://dx.doi.org/10.30525/2592-8813-2022-1-15.

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The article deals with the issue of using drama in the process of the formation of English listening comprehension competence of primary school learners. The essence of the concepts "listening comprehension competence", "drama" is analyzed and the characteristics of drama in the process of teaching English to primary school learners are determined. The peculiarities of using drama in teaching English to primary school learners are outlined and the importance of their usage at the initial stage of education is proved. Particular attention is paid to the practical aspects of the implementation of the method of drama in the process of the formation of English listening comprehension competence of primary school learners in English lessons. The authors identify the stages of teaching listening comprehension competence. The article presents a step-by-step set of exercises for the formation of English listening comprehension competence of primary school learners using elements of drama and a practical illustration of each stage. The authors consider the method of drama to be an effective means of optimizing the formation of English listening comprehension competence of primary school learners in English lessons.

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Ismailia, Titik, Nanik Mariyati, Adriadi Novawan, Meiga Rahmanita, and Ihwan Huda Al Mujib. "PELATIHAN KETERAMPILAN BERBICARA (SPEAKING) BAHASA INGGRIS MELALUI TEKNIK DRAMA DI SMP 14 JEMBER." SWADIMAS: JURNAL PENGABDIAN KEPADA MASYARAKAT 1, no. 01 (January 27, 2023): 56–60. http://dx.doi.org/10.56486/swadimas.vol1no01.284.

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SMP 14 is one of the state junior high schools in Jember that has conducted learning process using 2013 curriculum. This school has various sports and arts extracurricular activities but it does not have Engliah language extracurricular or English tutoring yet. The absence of learning methods with English tutoring and extracurriculars makes the ability in speaking skills unable to contribute to school achievement. Based on this problem, the Polije (Politeknik Negeri Jember) community service team provides English speaking skill training to improve students’ knowledge and skill by using drama technique. The implementation method includes conducting preliminary studies, carrying out speaking skill training with drama technique with the stages: introduction of drama media in speaking skill learning, viewing some examples of the usage of drama in learning English, mentoring speaking skill training through drama scripts, and evaluation of training by asking students to perform drama. The targets and outcomactivity video, one article published in accredited community service journal, and improvement of English speaking skill for SMP 14 Jember students. Based the results and evaluation, there was an increase in students’ speaking skill when they perform drama at the end of the training. In addition, students are able to increase self-confudence by demonstrating these abilities in front of friends and teachers. Thus, the drama technique for learning English especially for speaking skill.SMP 14 sebagai salah satu SMP negeri di Jember telah melakukan pembelajaran menggunakan kurikulum 2013 dan berbagai kegiatan ekstrakurikuler olagraga dan seni tetapi belum memiliki kegiatan ekstrakurikuler bahasa Inggris maupun bimbel bahasa Inggris. Belum adanya metode pembelajaran dengan bimbingan belajar maupun ekstrakurikuler bahasa Inggris menjadikan kemampuan dalam keterampilan berbicara belum dapat memberikan kontribusi prestasi untuk sekolah. Dengan adanya masalah tersebut, tim pengabdian masyarakat Polije (Politeklnik Negeri jember) memberikan pelatihan keterampilan berbicara (speaking) bahasa Inggris untuk meningkatkan pengetahuan dan keterampilan siswa menggunakan teknik drama. Metode pelaksanaan meliputi mengadakan studi pendahuluan, melaksanakan pelatihan keterampilan berbicara dengan teknik drama dengan tahapan: pengenalan media drama dalam keterampilan berbicara, melihat contoh-contoh penggunaan media drama dalam belajar bahasa Inggris, pendampingan pelatihan keterampilan berbicara melalui skrip drama yang telah disiapkan, dan evaluasi pelatihan dengan meminta siswa melakukan pertunjukan drama yang telah di dilatihkan. Target dan luaran yang akan dicapai meliputi 3 luaran wajib yaitu: satu artikel pada media massa cetak/elektronik, video kegiatan, satu artikel yang dimuat dalam jurnal pengabdian masyarakat terakreditasi, dan peningkatan keterampilan berbicara bahasa Inggris siswa SMP 14 Jember. Berdasarkan hasil dan evaluasi terdapat peningkatan keterampilan berbicara (speaking) pada siswa pada saat melakukan penampilan drama di akhir pelatihan. Selain itu siswa mampu meningkatkan rasa percaya diri dengan menunjukkan kemampuannya tersebut di depan teman-teman dan guru. Dengan demikian teknik drama dapat menjadi alternatif teknik pembalajaran bahasa Inggris khususnya untuk keterampilan berbicara (speaking).

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Wickham, Glynne, Marianne G. Briscoe, and John C. Coldewey. "Contexts for Early English Drama." Modern Language Review 86, no. 4 (October 1991): 971. http://dx.doi.org/10.2307/3732563.

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WIGGINS, MARTIN. "MORINDOS AND ENGLISH RENAISSANCE DRAMA." Notes and Queries 41, no. 4 (December 1, 1994): 505–7. http://dx.doi.org/10.1093/nq/41-4-505.

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Wetmore, Kevin J. "Modern Japanese Drama in English." Asian Theatre Journal 23, no. 1 (2006): 179–205. http://dx.doi.org/10.1353/atj.2006.0013.

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Kryshtaliuk, H. A., O. V. Halaibida, and I. V. Melnyk. "RUDENESS IN ENGLISH DRAMA DISCOURSE." "Scientific notes of V. I. Vernadsky Taurida National University", Series: "Philology. Journalism", no. 4 (2023): 103–7. http://dx.doi.org/10.32782/2710-4656/2023.4/18.

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Wulstan, D. "Early English religious drama: Richard Rastall, Minstrels playing: music in early English religious drama." Early Music XXX, no. 4 (November 1, 2002): 620–21. http://dx.doi.org/10.1093/em/xxx.4.620.

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Vidal, B. "English Heritage, English Cinema: Costume Drama since 1980." Screen 44, no. 3 (September 1, 2003): 351–54. http://dx.doi.org/10.1093/screen/44.3.351.

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Ding, Li. "The form and meaning. When English language teachers learn to teach through drama." Scenario: A Journal for Performative Teaching, Learning, Research XVI, no. 2 (December 31, 2022): 121–36. http://dx.doi.org/10.33178/scenario.16.2.8.

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This article investigates the challenges teachers experience while learning to teach English through drama in an action research project. Through closely examining the fundamental causes, it discerns the knowledge constituents crucial for successful learning and implementation of drama for English teaching. Difficulties are identified from three aspects: text selection and interpretation, translation into drama activities, and classroom implementation. Referring to Shulman’s teacher knowledge construct (1986, 1987), the author argues that drama pedagogy for English teaching demands a changed perspective on language regarding its form and meaning and also on drama as both subject and pedagogy. Only then can teachers effectively link language and drama and create a meaningful learning experience.

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Seniarika, Seniarika. "Investigating Drama in Teaching Practice." Edukasi Lingua Sastra 15, no. 2 (January 11, 2018): 92–100. http://dx.doi.org/10.47637/elsa.v15i2.71.

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Drama is widely used in English class inasmuch as drama is considered as a way to learn English effectively. A lot of researcher conducted studies on drama either aimed to find out the benefits obtained through drama or aimed to find out the difficulties that might be found by the learners in drama. This article reviews five articles in relation with drama. The researcher in those studies investigated drama from different perspective. The result found in this study is expected to be consideration in implementing drama in teaching practice.

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Carpenter, James. "Drama in Project-Based Learning." JALT PIE SIG: Mask and Gavel 3, no. 1 (August 2014): 16–23. http://dx.doi.org/10.37546/jaltsig.pie3.1-2.

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This paper describes a student-centered project-based language learning approach currently practiced at an English language school in Japan. The approach focuses on the creation and performance of original dramas as part of a school festival held every six months. These dramas are written and staged entirely by students. Instructors are responsible for providing language support and content feedback. Assessments are handled through peer and self-assessment based on criteria developed in consultation with instructors. While there are a number of important empirical questions about both project-based learning generally and this learning approach specifically that need to be addressed, the learning approach outlined here provides a good organizing frame for incorporating drama into more rigorous, student-centered project-based language courses in a variety of contexts, e.g., elementary, high school, or university English language courses.

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Moghadam, Saman M., and Reza Ghafarsamar. "Using Drama and Drama Techniques to Teach English Conversations to EFL Learners." Global Journal of Foreign Language Teaching 8, no. 2 (May 29, 2018): 92–101. http://dx.doi.org/10.18844/gjflt.v8i2.3319.

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The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

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Namundjebo, Elizabeth, Jairos Kangira, and Elizabeth Morgan. "The role of drama in teaching English." JULACE: Journal of the University of Namibia Language Centre 3, no. 1 (December 31, 2018): 1–8. http://dx.doi.org/10.32642/julace.v3i1.1371.

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The purpose of this study was to explore the role of drama in teaching English to enhance students’ communicative skills at the University of Namibia. The discussions of the research focused on assessing the benefits of using drama in the teaching of English to increase students’ motivation and self-confidence, as well as to enhance their communicative skills. Research findings revealed the effectiveness of drama oriented English lessons to the benefits of students’ speaking skills, motivation, self-esteem and confidence in their abilities to communicate in English. In addition, the findings revealed that drama activities aided students develop a community and foster group cohesiveness, which helped in building students’ confidence when speaking English in front of their classmates. Moreover, the study results revealed that motivation is linked to self-confidence as the drama activities accorded students the opportunity to use the target language in real life situations.

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Ta Park, Van My, R. Henry Olaisen, Quyen Vuong, Lisa G. Rosas, and Mildred K. Cho. "Using Korean Dramas as a Precision Mental Health Education Tool for Asian Americans: A Pilot Study." International Journal of Environmental Research and Public Health 16, no. 12 (June 18, 2019): 2151. http://dx.doi.org/10.3390/ijerph16122151.

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Precision mental health (MH) holds great potential for revolutionizing MH care and reducing the burden of mental illness. Efforts to engage Asian Americans in precision MH research is necessary to help reduce MH disparities. Korean drama (“K-drama”) television shows may be an effective educational tool to increase precision MH knowledge, attitudes, and behaviors (KAB) among Asian Americans. This study determined whether KAB improved after participating in a K-drama precision MH workshop, and examined the participants’ perspectives about K-dramas’ utility as an educational tool. A K-drama precision MH workshop in English/Vietnamese/Korean was conducted with a convenience sample (n = 122). Pre-/post-tests on precision MH KAB (genetics and genetic testing, and MH and help-seeking) and a survey on K-dramas’ utility as an educational tool were administered. Findings revealed a significant difference in the pre- and post-test KAB scores overall, by genetics and genetic testing, and by MH and help-seeking. There were also significant increases in the overall post-test KAB scores by workshop (language) participation. Overall, participants responded positively on the utility of K-dramas as a precision MH educational tool. This study demonstrates the feasibility of K-drama as an innovative and widely available health education tool to educate communities about precision MH.

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Kwiecień-Niedziela, Edyta, Krzysztof Polok, and Eva Mala. "Drama Techniques as Correlators of the Level of English Language Speaking Anxiety." Integration of Education 24, no. 1 (March 31, 2020): 98–110. http://dx.doi.org/10.15507/1991-9468.098.024.202001.098-110.

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Introduction. The study aims to investigate what factors strengthen and weaken personal speaking anxiety. With the use of selected standardized surveys, the research examines how drama techniques affect a learner’s level of English language speaking anxiety. Materials and Methods. The research group includes 17 Polish primary school learners who attended drama classes and prepared two performances in English for other learners and their parents. The questionnaire with the stated research questions was applied, and the data ob tained were statistically analyzed. Results. The research results show that the learners participating in English drama classes had a lower level of speaking anxiety than those who did not practice drama at all. As to the learners´ English language proficiency, the level of speaking anxiety dropped with the rise of academic level. No significant difference was observed either in the level of speaking anxiety between male and female participants or in the level of speaking among learners of different age. The impact of drama techniques implemented into the English language classes is discussed in the study. The research results indicate the influence of drama techniques on the reduction of the level of speaking anxiety. The decrease is very noticeable that should inspire teachers to use drama techniques while teaching a foreign language, especially speaking skills. The analysis also indicates a close correlation between drama classes and the inc reasing level of English proficiency. Discussion and Conclusion. The topic of the article is to meet the interest of foreign language teachers and learners, would-be teachers of the English language.

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Zheng, Sisi, and Adam Cziboly. "What can the translation of key terms reveal about understandings of drama education in China?" Applied Theatre Research 10, no. 2 (December 1, 2022): 119–40. http://dx.doi.org/10.1386/atr_00066_1.

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Based on the authors’ previous academic exchange and observations, translation of terms related to drama and theatre from English to Chinese and vice versa is likely to cause misunderstandings. This research investigated what the translation of key terms may reveal about the understandings of drama education in China. Through a desk research, we collected key terms primarily related to drama and theatre from 26 seminal English and Norwegian books in the field of drama education and their Chinese translations, sorting out and comparing the English/Norwegian originals and the Chinese translations of each term. Findings confirmed that the same Chinese expressions had been used for completely different drama-related terms, while applied theatre-related terms may be misleading as the translation may refer to theatre architectures. Elaborating on the understanding of drama and theatre in China and the new drama praxis, the Drama Etudes, this study discusses what the term ‘drama education’ may refer to in the Chinese context. The overall aim of this study is to contribute to an extended understanding of drama education and its relevant praxis in a global context.

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A. Aladini, Alaa, and Mohammad Abu Owda. "Students' Self-Efficacy Towards Learning English Through Drama and CLIL." Research Journal of Education, no. 68 (October 14, 2020): 113–20. http://dx.doi.org/10.32861/rje.68.113.120.

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This study aimed at exploring the impact of Content and Language Integrated Learning (CLIL) and drama on students’ self-efficacy towards learning English through drama. The sample of the study was (68) ninth graders (divided into two equal groups) from Al-Mamounia preparatory school in Gaza Strip. The two researchers used a self-efficacy scale. The findings revealed that the program based on CLIL and Drama was effective to improve the students’ self-efficacy towards learning English in general and towards learning English through drama. The researchers recommend that EFL Palestinian teachers should use the CLIL and drama approach as a tool for enhancing students’ self-efficacy.

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French, Katherine L. ":Lincolnshire: Records of Early English Drama, 2 vols. Records of Early English Drama." Sixteenth Century Journal 41, no. 4 (December 1, 2010): 1292–93. http://dx.doi.org/10.1086/scj40997725.

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Islam, Md Rafiqul. "Use of Drama to Enhance Speaking Skills of English as a Second Language (ESL) Learners." Sudurpaschim Spectrum 1, no. 1 (December 31, 2023): 92–106. http://dx.doi.org/10.3126/sudurpaschim.v1i1.63390.

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This study delves into the transformative potential of Shakespearean drama staging in enhancing the speaking skills of English as a Second Language (ESL) learners in higher education. Employing a qualitative interpretive research paradigm and drawing on Vygotsky’s sociocultural theory, the research utilizes semi-structured interviews as the primary tool to explore the experiences of teachers and students in a specific Department of English Language and Literature at a private university in Chattogram, Bangladesh. The findings illuminate the manifold benefits of drama, including heightened speaking confidence, improved teamwork, enhanced improvisational skills, and increased self-esteem. This study not only contributes valuable insights into the advantages of incorporating Shakespearean dramas in ESL settings but also establishes a foundation for future research in diverse contexts beyond national borders.

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Mugiraneza, Emmanuel, Alexandre Habintwali, Jean Damascene Kanyambo, and Epimaque Niyibizi. "How Drama Enhances English-Speaking Skills: The Role of Drama in Teaching English-Speaking Skills in Selected Secondary Schools in Kigali City, Rwanda." African Journal of Empirical Research 5, no. 2 (June 13, 2024): 764–72. http://dx.doi.org/10.51867/ajernet.5.2.66.

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The incorporation of drama in teaching English-speaking skills plays a crucial role in promoting students’ speaking skills. Despite drama being among genres of literature that may improve and sharpen the higher level of students ‘speaking skills, in Kigali City secondary schools, poor speaking skills are due to the low level of students and it is difficult to pronounce some words, which is mostly influenced by the excessive use of their mother tongue. The objective of this research was to identify the role of drama in teaching English-speaking skills in selected secondary schools in Kigali City. This research was qualitatively designed to achieve the general objective "tto find out the extent and role of using drama in teaching English language to promote students’ speaking skills in selected secondary schools in Kigali City." The social-cultural theory of using drama to teach the English language guided this investigation. It used a descriptive research design with a random sample of 100 students and 4 teachers in selected schools in Kigali City from a target population of 1004. Data were collected using questionnaires and interviews to gather primary data. The results of the study revealed that the application of drama features and drama activities in the classroom in teaching English language had positively promoted students’ speaking skills in Kigali City secondary schools, especially in the control group (language combinations). In addition, the results of the study confirmed that students developed a positive attitude when drama was used in classes and could improve their speaking skills. Moreover, the limited use or lack of drama in the non-control group (non-language combinations) led to an unsatisfactory level of English-speaking skills. Therefore, using drama in four selected secondary schools in Kigali City improved students’ speaking skills to the extent of fluency, pronunciation, and accuracy. The research recommends that teachers should be aware of the importance of using drama to increase their learners’ motivation in speaking skills and initiate clubs of speaking competitions through drama.

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Wahyuningtyas, Dwi, and Adelia Savitri. "EXPLORING THE USE OF DRAMA WAYANG FOR ESP SPEAKING ACTIVITIES." Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics 9, no. 1 (June 6, 2022): 21–38. http://dx.doi.org/10.22219/celtic.v9i1.17767.

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Drama is among English teaching and learning activities that can improve students' communication and speaking skills. However, only a few studies documented the integration between local culture and drama for English teaching and learning activities. This study aims at exploring the use of drama wayang in the English for Specific Purposes Speaking activities. A descriptive qualitative study was employed as the study design, with observation, documentation, and questionnaire as methods of data collection. The subjects of this study were first-semester university students from the Indonesian Language and Literature Department. Findings showed that students were enthusiastic about performing drama wayang and could perform it well. Furthermore, drama wayang can be integrated into English teaching and learning activities to improve activity variety and attract students’ interest in learning speaking. This study also implies that drama wayang can be developed into an ESP teaching method combined with Indonesia's local culture and serves as an innovative and contextual ESP teaching method.

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Rojabi, Ahmad Ridho, and Ali Mustofa. "Exploiting Drama for Children in EFL Teaching to Promote Creativity, Confidence, and Motivation." Journal of English Education and Teaching 5, no. 4 (November 19, 2021): 544–55. http://dx.doi.org/10.33369/jeet.5.4.544-555.

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Drama is a powerful tool for actively engaging children in the English learning process. By creating meaningful contexts, drama techniques help them develop their integrated linguistic competence. This research aims to explore how drama impacts the students’ confidence, creativity, and motivation to learn. This research used a literature review by selecting appropriate journal articles regarding drama in EFL teaching. The findings revealed that drama is beneficial in increasing students' confidence, creativity, and motivation to learn. Further research is recommended to exploit drama for children as it boosts the learners’ enthusiasm to learn English effectively.

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Wahya, Tiara Nadiya Itabi, Muhammad Iqbal Amrullah, and Wahyu Indah Mala Rohmana. "Drama as The Way To Integrate Literature in English Language Teaching." International Journal of English Learning and Applied Linguistics (IJELAL) 3, no. 2 (July 10, 2023): 88–94. http://dx.doi.org/10.21111/ijelal.v3i2.9057.

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This article analyzes how drama in learning English can be an interesting and not boring lesson for students at school. This is to ensure that learning English is well integrated. Drama can be used to teach English skills, speaking, and listening. In addition, the teacher hopes that learning drama can be a way to improve learning literature in schools and increase students' talents. This study was conducted at the Al-Mahduqiah Modern Islamic Boarding School in East Java that uses a curriculum muallimin. The research methodology used in this article is qualitative, using a literature survey and interviews. As a basis for the analysis, interviews were conducted with two teachers. The purpose of studying literature learning is to find out how English is used in the process of teaching. The results of this study revealed that drama can improve the integration of literature learning in the classroom. Moreover, drama can be used as a means to engage students more enthusiastically in learning English and make it a more effective medium for teaching English.

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Barahmeh, Mosaddaq, and Tahani Bsharat. "The Influence of Applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study)." Advances in Social Sciences Research Journal 8, no. 4 (May 6, 2021): 662–84. http://dx.doi.org/10.14738/assrj.84.10026.

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This paper sheds light on the importance of applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study). First of all, this paper discloses the Coyote teaching method. Later, this paper also explains the importance of Experiential learning in teaching English as a Foreign Language. It also explains the educational drama and its techniques in teaching-learning the English language. Finally, this paper suggests a new teaching-learning method which is Experiential Coyote Drama (ECD). All in all, from the previous studies and researches the researchers found that mixing educational drama with Experiential learning and Coyote method will bring a full package of new methods and activities for the teachers, learners and future researchers in teaching English as a Foreign Language.

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Dewi, Puspita, Riyana Rizki Yuliatin, Hilda Hastuti, and Abdul Muhid. "Drama in Enhancing Motivation of Non-English Department Students: Computer Science Students." Metathesis: Journal of English Language, Literature, and Teaching 4, no. 2 (October 8, 2020): 118. http://dx.doi.org/10.31002/metathesis.v4i2.2279.

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<p>Teaching English for the non-English Department has a huge challenge. Most of the students are in low motivation to learn a foreign language including English because they are more interested in their main subject than the supported subject. They assumed that English is difficult and complicated so that they have a low desire to learn the subject. It affects their competences and performances, therefore another creative method is crucial to be implemented in the classroom. One of the solutions is creating a fun learning of English final project. This research aims to identify whether drama can build their motivation and interest to speak and learn English. Drama can be performed by the students in groups and create stories based on their creativity. The research method used is qualitative by interviewing some of the students and the quantitative research methods by distributing a questionnaire. The research results show that most of the students stated that learning English through drama has a positive effect on their motivation, it is more than 45% of the students agree that drama encourages them to learn English. It is expected that drama can be implemented in the classroom to enhance students’ motivation in the first semester of the year.</p>

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Azeez, Ahmed Saadoon, and N. Solomon Benny. "Exploring the Themes of Conflict and Peace in Contemporary English and Iraqi Drama." International Journal of Literature Studies 4, no. 1 (February 5, 2024): 43–51. http://dx.doi.org/10.32996/ijts.2024.4.1.6.

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This research paper explores the themes of conflict and peace in contemporary English and Iraqi drama. The paper analyzes several plays from both traditions to examine the portrayal of conflict and peace, as well as the cultural, political, and historical contexts that inform these portrayals. The paper argues that contemporary drama serves as a powerful means of artistic expression that reflects and responds to the complexities of the world around us. In English drama, conflict and peace are often portrayed as elusive and difficult to achieve. The plays examined in this paper depict a range of conflicts, including those arising from personal relationships, social injustice, and political upheaval. The paper analyzes the causes and effects of conflict in these plays, as well as the ways in which conflict is resolved or perpetuated. The examination of the challenges and benefits of achieving peace highlights the difficulties in achieving resolution and the toll that conflict takes on individuals and communities. In Iraqi drama, the potential for hope and reconciliation is emphasized, even in the most challenging circumstances. The paper examines the causes and effects of conflict in these plays, as well as the ways in which peace is achieved or lost. The examination of the cultural, political, and historical contexts that inform the portrayal of conflict and peace in Iraqi drama emphasizes the significance of Iraq's recent history of war and occupation and the ongoing struggle for social justice and human rights. The paper also identifies similarities and differences between the treatment of conflict and peace in the two traditions. While both English and Iraqi dramas address the complexities of conflict and the difficulties of achieving peace, they do so in different ways. The examination of the cultural, political, and historical contexts that inform the portrayal of conflict and peace in the two traditions highlights the diversity and richness of contemporary drama as a form of artistic expression.

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Farrah, Mohammed, Balsam Halahla, and Shahd Sider. "Using drama in the Palestinian EFL classroom: teachers’ attitudes, advantages, problems, and teaching techniques." Journal on English as a Foreign Language 11, no. 1 (March 7, 2021): 85–103. http://dx.doi.org/10.23971/jefl.v11i1.2270.

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The use of drama activities is a method that allows learners to improve their communication skills, think critically, learn new vocabulary, and increase their motivation for learning. This study investigates the attitudes of English language teachers, as well as the advantages, problems faced in, and teaching techniques of the English language learning process in Palestinian schools using drama activities. Using both qualitative and quantitative research methods, the researchers investigated the extent to which drama activities are used while teaching English as a second language in Palestinian schools using a questionnaire and interviews. In the questionnaire, the participating English language teachers were 39 females and 12 males. Two teachers were interviewed. The findings confirm the need to implement changes and improvements regarding the use of drama activities in the language classroom. Moreover, the findings suggest following specific drama usage recommendations to ensure satisfactory results for both teachers and students to improve the four language skills. The implication of this study calls for providing clear and sufficient materials for drama classes, as well as offering teachers training programs to enhance their abilities to use drama activities in an effective way.

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Budiarto, Budiarto. "THE IMPORTANCE OF THE IMPLEMENTATION OF DRAMA AND CULTURE IN SPEAKING CLASS." Journal of English Language and Literature (JELL) 5, no. 02 (September 4, 2020): 11–16. http://dx.doi.org/10.37110/jell.v5i02.100.

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A research conducted at STIBA IEC Jakarta investigated the importance of the implementation of drama and culture in Speaking Class of students from the second semester in 2018. It was intended to see how the phenomena of teaching English speaking skill through drama and culture was implemented. The findings indicated that drama and culture were able to help the students use English more naturally or authentically. The students were able to see whether their English was authentic and culturally acceptable by relating to their experience or knowledge they got from drama. It showed that the more topics in drama the students practiced, the more knowledge about culture they learnt, and the more authentic or natural the language they acquired. Therefore, both teacher and students think that the implementation of drama and culture in teaching speaking skill is important.

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Jihan and Hendriwanto. "University Students' Reflection on Learning English through Drama." Borneo Educational Journal (Borju) 3, no. 1 (February 26, 2021): 1–7. http://dx.doi.org/10.24903/bej.v3i1.705.

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Speaking skills is common in higher education and can be a significant source of anxiety and stress. This study was designed to measure the student's experience and self-esteem of speaking skills through drama performance. The research was conducted a qualitative interviewing method and analyzed using narrative inquiry. This study participants were English department students who have completed the drama subject in the fifth semester. The instrument used for collecting the data was an interview guide. This study revealed that drama makes students feel confident and self-esteem, freedom of expression, and improved speaking skills. It is supported by students' preparation in action and lecturers' feedback and appreciation in drama. The implications for lecturers involved in speaking performance include drama to consider their involvement in the process of student engagement in preparing for the performance. Because with the preparation time, the input and praise they receive can significantly affect their self-confidence, self-esteem, and the results of their appearance.

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Alshraideh, Doniazad Sultan, and Nesreen Saud Alahmdi. "Using Drama Activities in Vocabulary Acquisition." International Journal of English Language Teaching 7, no. 1 (February 6, 2020): 41. http://dx.doi.org/10.5430/ijelt.v7n1p41.

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Many different pedagogical methodologies are applied in the field of English as a foreign language. One of the less-used strategies in Saudi Arabia is teaching and learning vocabulary through drama. This study represents an attempt to investigate the effectiveness of English drama activities for the vocabulary acquisition of second\foreign language learners and how English teachers can use drama in the L2 classroom. Five types of drama activities for learning vocabulary are used in this research: mime, storytelling, role play, simulation, and improvisation. This study was conducted on two preparatory-year classes. Each class was divided into six classes of 36 students. The students were homogenous in terms of gender and level of English language proficiency. The results show that drama helped the learners engage in learning new vocabulary in non-constructed learning environment, and facilitated vocabulary acquisition effectively and accurately in various contexts.

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Aquilia, Pieter. "Endangered Genre: English-Language Television Drama in Singapore." Media International Australia 115, no. 1 (May 2005): 71–81. http://dx.doi.org/10.1177/1329878x0511500108.

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For 40 years, the Singapore government has successfully promoted the English language for its citizens to operate in an international Western economy. However, English-language television drama, with no cultural-linguistic roots in Singapore's multi-Asian society, has been heavily criticised for its lack of quality in comparison to its successful Chinese-language counterpart. A case study of the prime-time drama @Moulmein High demonstrates how state involvement in English-language television has an impact on drama's content, popularity and commercial aims. This paper explores whether a television network endowed with the responsibility of maintaining a national value system can produce a TV drama series able to win favour with an increasingly English-educated local audience, and whether the drama can translate to television markets outside Singapore.

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Chang, Hsiao-hua, and Shan Jing. "Applying the Role Drama Approaches of die in Teaching English Famous Play: Taking “The Cop and the Anthem” in a High School as an Example." Beijing International Review of Education 3, no. 4 (January 31, 2022): 625–54. http://dx.doi.org/10.1163/25902539-03040009.

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Abstract The teaching of famous English play is generally either for the comprehension of texts or a stage performance in our schools. While considering about an integrated curriculum of Drama and English could enable students to have a deeper, broader, more complete, and interesting course in the learning process, we designed and implemented a curriculum of Role Drama approaches of Drama in Education (die) into the teaching of an English play “The Cop and the Anthem” for the class of students who study English as a second language in a high school. From observing participant students and evaluating the 5-session teaching process in the class, we found that the effectiveness of the curriculum on Role Drama approaches of die not only lets students to have enjoyable English performing courses but also improves students’ capabilities in English expression and personal literacy. Depending in this teaching experience, finally, we present our conclusions on the feasibilities of activities for improving teaching.

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Parham, Chris. "Living Newspaper in the English Discussion Classroom." JALT PIE SIG: Mask and Gavel 7, no. 1 (December 2018): 27–37. http://dx.doi.org/10.37546/jaltsig.pie7.1-2.

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Since 2003, the Japanese government has been urging universities to improve and reform the way they teach English to develop young people who can actively and immediately work in global contexts after graduation (MEXT, 2003). Some universities are using drama in the English language classroom to nurture students’ creativity, cooperation, and confidence. As has been shown, drama brings a multitude of psychological and communicative benefits – it helps students think about pronunciation, meaning, emotion, motivation, cooperation, confidence, and active participation, all of which can help to promote language acquisition and the spontaneous use of language (Miccoli, 2003; Ranzoni, 2003; Sato, 2001; Shapiro & Leopold, 2012; Zyoud, 2010). With a background in theatre and some useful drama resources at my disposal, I have been seeking ways to give my English classes a communicative and performative edge, and this article examines how I tried to incorporate a drama activity into my university discussion class.

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Davies, Paul. "The Use of Drama in English Language Teaching." TESL Canada Journal 8, no. 1 (October 26, 1990): 87. http://dx.doi.org/10.18806/tesl.v8i1.581.

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This essay aims to examine the use of drama and dramatic activities in English Language Teaching CELT). Its opening part looks at some of the theories behind the use of drama with learners of English, and tries to answer questions such as what is drama, who needs it, and when should it be used. The essay then takes a look at some practical procedural strategies such as lesson preparation, students' language needs, how to present and integrate drama into the lesson, and overall classroom organization. The next section tackles the question of how dramatic activities can be employed in the language classroom. The possibilities considered include mime, simulation, role-play, scripted plays, improvisation, and coursebook dialogue. Some concluding remarks finish off the main body of the essay.

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Kardiansyah, M. Yuseano. "English Drama in the Late of Victorian Period (1880-1901): Realism in Drama Genre Revival." TEKNOSASTIK 15, no. 2 (October 18, 2019): 64. http://dx.doi.org/10.33365/ts.v15i2.100.

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A progressive growth in literature was seen significantly during Victorian period. These decades also saw an overdue revival of drama, in which the existence of drama was started to improve when entering late of Victorian period. Along with that situation, Thomas William Robertson (1829-1871) emerged as a popular drama writer at that time besides the coming of Henrik Ibsen’s works in 1880’s. However, Robertson’s popularity was defeated by other dramatists during late of Victorian period (1880-1901), drama writer like Oscar Wilde (1854-1900). Beside Wilde, there were several well known dramatists during late of Victorian period. Dramatists as Shaw, Jones, and Pinero were also influential toward the development of drama at that time. In the discussion of English drama development, role of late Victorian period’s dramatists was really important toward the development of modern drama. Their works and efforts really influenced the triumph of realism and development of drama after Victorian period ended. Therefore, the development of drama during late of Victorian period is discussed in this particular writing, due to the important roles of dramatist such as Wilde, Shaw, Pinero, and Jones. Here, their roles to the revival of English drama and the trend of realism in the history of English literature are very important.

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Maglaya, Rommel. "Raising the Curtain: The Impact of Drama in Developing the Speaking Skills of ESL learners in Mongolia." Journal of English Language Teaching and Applied Linguistics 2, no. 3 (August 31, 2020): 16–27. http://dx.doi.org/10.32996/jeltal.2020.2.3.2.

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The study utilized drama-infused lessons in English language classes as a tool to develop the speaking skills of adult ESL learners in Mongolia. The descriptive-developmental method was utilized in this study, which went through the process of development, infusion, and try-out of drama-infused language lessons to develop the speaking skills in English of adult ESL learners. The development of the participants’ speaking skills as they went through the lessons as described. It was discovered that drama-infused ESL lessons effectively develop the speaking skills of learners. It made them more confident when it comes to speaking in front of the class and expressing themselves in English. Hence, the drama-infused ESL lessons helped develop self-confidence and fostered active participation inside the ESL classroom. Drama-infused activities also provided an ideal opportunity for timorous learners to overcome their inhibitions; it sturdily guided inactive learners to some awareness of others' feelings and led to the more creative use of the English language in speaking.

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Journal articles on the topic 'English drama'

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