| Summary: | 碩士 === 朝陽科技大學 === 應用外語研究所 === 97 === ABSTRACT
Teaching drama activities to EFL students to improve their language learning has become one of the main trends in the past decades. Readers Theater can be a simple classroom drama activity for language learning (Sierra, 1996). This study aimed to examine the effects of English teaching through Readers Theater (RT) on English major learners. It investigated how Readers Theater affects their English learning motivation, attitude, and oral proficiency. The participants of this study consisted of 58 English major freshmen at the Department of Applied Foreign Languages at Chaoyang University of Technology (CYUT). This study utilized the experimental method and applied Readers Theater approach to two English listening and speaking courses for one semester. Before the teaching experiment, the researcher implemented a pre-test to examine the learners’ initial oral English proficiency, and a pre-survey to investigate their initial learning motivation and attitude. At the end of the experiment, a post-test and a post-survey were implemented to examine whether significant differences existed or not. Moreover, interviews were implemented for the researcher to learn about participants’ opinions about the course. The data were analyzed by descriptive statistics, Pair-Sample t Test, and Independent t Test. The results of this study indicated that participants had better learning outcomes in English speaking proficiency. Furthermore, the participants’ English learning motivation and attitudes were improved after the conduct of Readers Theater related instruction. The results of the interviews also showed that most participants were interested in learning through Readers Theater. According to the results, the researcher proposed limitation and suggestions for English instruction and future research. Finally, the reflections upon the implementation of this study were proposed.
|
|---|
