The Effect of Creative Drama English Teaching on Creativity and Learning Achievements for the Students in Extensive Education Division of University of Technology

• Main Authors: Hsin-Lan Chen, 陳欣蘭
• Other Authors: Fu-Shun Huang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/14614952789746176210

博士 === 國立中正大學 === 成人及繼續教育所 === 97 === The main purpose of this study was to explore the effect of creative drama English teaching on creativity and learning achievements for the students in Extensive Education Division of University of Technology. This study was a quasi-experimental design with the pretest and the posttest. The total samples were 68, accepting a 14-week (28-hour) instruction, the experiment group with creative drama teaching, and the control group with traditional one. “Test of Unusual Uses of Chopsticks”, “English Proficiency Test”, and “Questionnaire of English Learning Attitudes” were used as the instruments of this study. Statistical analysis was concluded as follows: (1) Compared with traditional teaching, creative drama English teaching enhanced much more creativity; (2) Creative drama English teaching significantly promoted student’s creativity, especially the facet of “Fluency”; (3) Both of the teaching methods mentioned above helped upgrade student’s English; (4) Creative drama English teaching obviously advanced students’ English, especially in “Listening”; however, the traditional teaching in “Reading”; (5) Compared with traditional teaching, creative drama English teaching improved student’s English learning attitudes; (6) Creative drama English teaching significantly helped better students’ learning attitudes, especially the facet of “Enthusiasm for learning English”. Based on the results mentioned above, some suggestions were proposed to the Adult English teachers, University Administrators, and future researchers. For Adult English teachers, suggestions such as using creative drama for English teaching, using real-life teaching materials, and being an advisory counselor were made. For University Administrators, administrative support was recommended. For future researchers, different fields, subjects, methods, and variables were recommended to vary the research results.