PE‌ 174

The Effect of Drama Techniques on the Reduction of Speaking Anxiety of the Iranian Junior High School EFL Learners

كارشناسي ارشد

زبان و ادبيات انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

1400/03/30

151ص.

درجه ارزشيابي: خوب

هدي ديوسر

فريدون وحداني

Drama techniques , EFL , Junior high school , Speaking anxiety

ديوسر،هدي،راهنما , وحداني،فريدون،مشاور

This study sought to investigate the effect of drama techniques on the reduction of speaking anxiety of pre-intermediate Iranian junior high school EFL learners. To this end, 20 EFL learners were selected based on convenience sampling. To ensure their homogeneity in terms of the proficiency level, Oxford Placement Test was administered followed by Balemir’s (2009) Foreign Language Speaking Anxiety Scale (FLSAS) to check their level of speaking anxiety before the treatment. The treatment included employing six drama techniques, namely role play, mime, simulation, acting play scripts, drama games, and improvisation. Further data were also gathered through questionnaire, interview and diaries. The results of Wilcoxon Signed Ranks revealed that there was statistically significant difference between the group’s level of speaking anxiety measured at the beginning and at the end of the study. The results of the content analysis of the diaries also revealed the positive change of the participants’ perspectives toward the use of drama techniques. As we all know, speaking in the foreign language is often considered by the learners as their most anxiety-producing experience. The analysis of the teacher’s observation and reflections also revealed the effectiveness of drama techniques in mitigating the participants’ anxiety in speaking. The findings offer some pedagogical implications for EFL teachers, university instructors, EFL researchers, and textbook writers.

1400/09/20

منتخبي

64239