1. Dramatic Performance in
Teaching Drama in EFL Contexts
Presenter: Heng Mindy Jen
Instructor: Dr. Pi-Ying Teresa Hsu
Date: January 5, 2011
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2. Citation
Gorjian, B., Moosavinia, R. S. &
Jabripour, A. (March 2010), Dramatic
Performance in Teaching Drama in EFL
Contexts. The Electronic Journal for
English as a Second Language, 13(4),
Retrieved November 20, 2010, from
http://www.eric.ed.gov/PDFS/EJ898206
.pdf
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3. Contents
Introduction
Methodology
Results
Conclusions
Reflections
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4. Purpose of Study
Teaching English drama through
dramatic performance could
enhance English literature students’
knowledge of drama at university
level.
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5. Research Question
Will EFL students acquire a higher
understanding of a play through
traditional or performance-based
approach to teaching drama?
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6. Introduction
Talking about the author
Traditional
WITHOU
Talking about
characters Teaching T bringing
characters life to
the real world
Talking about the plot
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7. Introduction
Talking about the author
Performance
Talking about The
characters study the play on
stage
Talking about the plot Treatment7
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8. Methodology
Participants 90
Sample 60
Age 18-24
Country Iran
Background Major in English language and literature in
Drama II
Education Islamic Azad University of Shiraz
English Level Intermediate IELTS
Time The whole semester
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9. Methodology
15 session Choose the
Experimental Memorize the Perform the
of the two roles for each Post-test
Group scripts scenes
plays episode
Control 15 session
Survey the contents of the two plays Post-
of the two
Group plays test
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10. Post-test
Think-Aloud
30 multiple-choice
protocol
Classroom
2 points environment
Motivation in class
participants
The reliability was 0.90
by KR21 Activities in classroom
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11. Materials
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12. First edition cover page
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14. Materials
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16. Results
Table 1. Descriptive Statistics of the Groups on the Post-test
Std.
Groups N Max. Min. Mean
Deviation
Control 30 47.60 5.60 28.5600 10.2912
Experimental 30 56.00 3.80 37.0267 12.3657
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17. Ho: There will be no significant difference between EFL
Results
students’ knowledge of drama scores in traditional
versus performance-based approaches
Table 2. Independent Samples T-Test
Confidence level Sig.
Groups df t
(2-tailed)
Upper Lower
Control
-10.9988 -5.9345 29 .000 6.839
Experimental
P<.05
The null-hypothesis was REJECTED !!
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18. Classroom Environment
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19. Motivation in Class Participation
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20. Activities in the Classroom
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21. Conclusions
Performance-based approach
encourages group practice.
Learners’ self-confidence
was increased.
Learners’ motivation was increased.
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22. Reflections
Teachers should realize students are the
most important roles in classroom.
This research is beneficial to EFL learners.
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23. Reflections
This study only relied on multiple-choice
items to be the post-test.
IELTS score was not described clearly.
The effect of dramatic performance on
teaching L2 culture could also be
considered in future investigation.
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24. Thanks for
your listening!!
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25. KR-21 Formula
• 庫李法(Kuder-Richardson method): 庫-李二氏
於 1937年提出一些評估信度的公式，其中
比較常用者有兩個公式，稱為 KR20 和 KR21
• 當評量工具的難度指數大體上均在 50%左右
時，用 KR21來計算信度比較簡便，不過當試
題之難度不一，且變化很大時，使用 KR21
往往會低估信度。
Sorce: http://webcache.googleusercontent.com/search?q=cache:HbEK5Cj4-
LYJ:140.122.143.143/doc/evaluate3.htm+KR-21+formula&cd=7&hl=zh-TW&ct=clnk&gl=tw
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26. Think Aloud Report
Think-aloudprotocols involve participants
Think aloudasked to say whatever they are
Users are protocol (or think-aloud
This enables observers to see first-hand the
protocols, orthinking, a method used toa set they
thinking aloud as they are performing gather
looking at, TAP) is doing, and feeling, as of
process of task completion (rather than only its
dataabouttasks.task. in product design and
specified their testing
go in usability
final product).
development, in psychology and a range of
social sciences (e.g., reading, writing and
translation process research).
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Source: http://en.wikipedia.org/wiki/Think_aloud_protocol