The Views of ELT Pre-Service Teachers on Using Drama in Teaching English and on Their Practices Involved in Drama Course
Abstract views: 252
/ 
PDF downloads: 86
DOI:
https://doi.org/10.33200/ijcer.596406Keywords:
Drama, English Language Teaching, Qualitative Study, Pre-Service teacher educationAbstract
Drama provides an opportunity for students to use their imagination to express themselves verbally and with body language and is concerned with the world of 'let's pretend'. It has been widely used to foster language skills in foreign language teaching and engages both students and the teachers affectively and cognitively. Apart from its motivational aspect, drama enhances students’ socio-semiotic capabilities by enabling them to engage with various modes simultaneously. Considering the wide range of contributions of drama, its integration into foreign language teaching curriculum and investigating ELT pre-service teachers' (PSTs) views on this integration seem highly valuable. Therefore, the aim of this qualitative study is to find out the perceptions of junior ELT PSTs on using drama in English Language Teaching and on their practices in a drama course. The study included twenty-eight junior ELT PSTs studying at a state school in Turkey. The participants were enrolled in Drama in ELT course in 2018, fall. This research adopted a Grounded Theory study design. Data were collected through an open-ended questionnaire and a semi-structured focus group interview with randomly chosen five participants in order to find out the participants’ views on drama and their Drama in ELT course. The results revealed that ELT PSTs find Drama course useful for their professional development. Furthermore, they indicated positive feelings during the Drama in ELT course and the participants mostly stated that they will use drama as a part of their future English lessons. Therefore, drama courses offered by ELT curriculum has been found to contribute to ELT PSTs’ academic development as well as professional development by freeing them from the conventional classroom environment and giving them opportunity to benefit from their own experiences and imagination.
References
Afacan, Ö. & Turan, F. (2012). Fen bilgisi öğretmen adaylarının iletişim becerilerine ilişkin algılarının belirlenmesinde yaratıcı drama yönteminin kullanılması [Using creative drama method to determine the perceptions of prospective science teachers about communication skills]. Sosyal Bilimler Enstitüsü Dergisi, 2 (33), 211-237.
Ajayi-Dopemu, Y., & Talabi, J. K. (1986). The effects of videotape recording on microteaching training techniques for education students. Journal of Educational Television, 12(1), 39-44.
Akey, T. M. (2006). School context, student attitudes and behavior, and academic achievement: An exploratory analysis. MDRC.
Akoğuz, M. (2002). İletişim becerilerinin geliştirilmesinde yaratıcı dramanın etkisi [The effect of creative drama on the development of communication skills]. (Unpublished master’s thesis). Ankara University, Ankara, Turkey.
Akyol, T., Kahriman-Pamuk, D., & Elmas, R. (2018). Drama in education for sustainable development: preservice preschool teachers on stage. Journal of Education and Learning, 7(5), 102-115.
Aldavero, V. A. (2008). Drama in the development of oral spontaneous communication. Encuentro, 17, 40-43.
Altıntaş, H. (2010). İlköğretim dördüncü sınıf Türkçe dersinin yaratıcı drama ile öğretiminin öğrencilerin istendik davranışları geliştirmeye etkisi[The effect of teaching elementary fourth grade Turkish course with creative drama on students' desired behaviors development]. (Unpublished master’s thesis). Sakarya University, Sakarya, Turkey.
Ananthakrishnan, N. (1993). Microteaching as a vehicle of teacher training--its advantages and disadvantages. Journal of postgraduate medicine, 39(3), 142.
Arslan, E., Erbay, F. & Saygın, Y. (2010). Yaratıcı drama ile bütünleştirilmiş iletişim becerileri eğitiminin çocuk gelişimi ve eğitimi bölümü öğrencilerinin iletişim becerilerine etkisinin incelenmesi [The effects of creative drama integrated communication skills education on communication skills of students in child development and education department]. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 23, 1-8.
Athiemoolam, L. (2013). Using drama-in-education to facilitate active participation and the enhancement of oral communication skills among first year pre-service teachers. Scenario, 7(02), 22-36.
Aydın Şengül, O., & Topçuoğlu Ünal, F. (2018). The Effect of Creative Drama on Pre-service Teachers’ Communication Skills. Kırşehir Eğitim Fakültesi Dergisi, 19(2), 1150-1161. doi: 10.29299/kefad.2018.19.02.001
Backlund, P. (1985). Essential speaking and listening skills for elementary school students. Communication Education, 34(3), 185-195. doi: 10.1080/03634528509378606
Başçı, Z., & Gündoğdu, K. (2011). Öğretmen adaylarının drama dersine iişkin tutumları ve görüşleri: atatürk üniversitesi örneği [Pre-service teachers' attitudes and views on drama lesson: The case of Atatürk university]. İlköğretim Online, 10(2), 1-14.
Bolton, G. (1979). Towards a theory of drama in education. London: Longman.
Bolton, G. (1986). Freedom and imagination- and implications for teaching drama. In D. Davis & C. Lawrence (Eds.). Gavin Bolton: Selected writings. London: Longman.
Bolton, G. (1993). A brief history of classroom drama. In M. Schewe, & P. Shaw, owards trama as a method in the foreign language classroom. Frakfurt/Main: Verlag Peter Lang Publishing.
Booth, D., & Thornley-Hall, C. (1991). The talk curriculum (Vol. 1991). Heinemann Educational Books.
Bräuer, G. (2002). Body and Language: Intercultural Learning Through Drama. Santa Barbara, CA: Greenwood Publishing Group.
Britton, L. R., and Anderson, K. A. (2010). Peer coaching and pre-service teachers: Examining an underutilized concept. Teaching and Teacher Education, 26(2), 306– 314.
Çakır, Ö., & Aksan, Y. (1992). Yabancı dil öğretmeni yetiştirmede mikroöğretimin rolü: Bir model [The role of micro-teaching in training foreign language teachers: A model.]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 7, 313-320.
Cebeci, N. (2016). Prospective teachers' beliefs about micro-teaching. ELT Research Journal, 5(1).
Celep, C. (2001). Sınıf yönetiminde öğretmen öğrenci ilişkisi [Teacher-student relationship in classroom management]. Çağdaş Eğitim, 26, (272), 19-24.
Celik, B. (2019). The role of drama in foreign language teaching. proceedings of the 8th international conference on education, teaching, learning & innovation (ICE19Thailand Conference). Bangkok-Thailand. Retrieved July 23, 2019, from http://globalbizresearch.org/Thailand_Conference_2019_Feb2/docs/doc/Education/TE949.pdf
Çelik, Ş. (2001). The attitudes of the student teachers towards microteaching technique as a tool for reflection in a teacher education programme. (Unpublished master's thesis). University of Uludag, Bursa, Turkey.
Ceyhun, İ. & Karagölge, Z. (2002) “Kimya eğitiminde tezsiz yüksek lisans öğrencileri ile mikroöğretim [Micro education with non-thesis master students in chemistry education]” V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 16-18 Eylül 2002, ODTÜ, Ankara.
Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The counseling psychologist, 35(2), 236-264.
Council of Higher Education. (2007). Education Faculty Teacher Education Undergraduate Programs, June 2007.
Council of Higher Education. (2018). Education Faculty Teacher Education Undergraduate Programs, May 2018. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf
Courtney, R. (1990). Drama and intelligence: A cognitive theory. McGill-Queen's Press-MQUP.
Cousin, W. D., Carver, D. J., Dodgson, C. F., & Petrie, J. K. F. (1978). Prescriptive categories in micro-teaching in a pre-service TEFL programme. System, 6(2), 98-105.
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, New Jersey: Pearson Education, Inc.
Demircioğlu, Ş. (2010). Teaching English vocabulary to young learners via drama. Procedia-Social and Behavioral Sciences, 2(2), 439-443.
Doğan, S. H., & Cephe, P. T. (2018). A suggested syllabus for creative drama course in ELT. Journal of Language and Linguistic Studies, 14(2), 305-324.
Dönük, D. (2018). İngilizce öğretiminde drama kullanımı: ingilizce öğretmenliği programı için örnek bir ders tasarımı [Use of drama in English language teaching: designing a sample course for english language teaching program]. International Journal of Language Academy, 6(24), 230-239. doi:10.18033/ijla.3963
Ekşi, G. (2012). Implementing an observation and feedback form for more effective feedback in microteaching. Education & Science, 37(164), 267-282
Elksnin, L. K. & Elksnin, N. (1995). Assessment and instruction of social skills. London: Singular Publishing Group.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115.
Fleming, M. (2000). Wittgenstein and the Teaching of Drama. Research in Drama Education: The Journal of Applied Theatre and Performance, 5(1), 33-44.
Fleming, M. (2018). The art of drama teaching. Routledge.
Freeman, G. D., Sullivan, K., & Fulton, C. R. (2003). Effects of creative drama on self-concept, social skills, and problem behavior. The Journal of Educational Research, 96(3), 131-138.
Gill, C. (2013). Enhancing the english-language oral skills of international students through drama. English Language Teaching, 6(4), 29-41.
Gönen, M. & Dalkılıç, N.U. (1998). Çocuk eğitimde drama [Drama in Child Education]. İstanbul: Epsilon Yayıncılık.
Griggs, T. (2001). Teaching as acting: Considering acting as epistemology and its use in teaching and teacher preparation. Teacher Education Quarterly, 28, 23-37.
Gürses, A., Bayrak, R., Yalçın, M., Açıkyıldız, M., & Doğar, Ç. (2005). Öğretmenlik uygulamalarında mikro öğretim yönteminin etkililiğinin incelenmesi [Investigation of the effectiveness of micro teaching method in teaching practices]. Kastamonu Eğitim Dergisi, 13(1), 1-10.
Güryay, B. (2015). Is creative drama a way to excellence in elt classrooms?. Yaratıcı Drama Dergisi, 10(2), 211-222.
He, C. & Yan, C. (2011). Exploring authenticity of microteaching in pre-service teacher education programmes. Teaching Education, 22(3), 291-302.
Heathcote, D. (1984a). Drama and learning. In L. Johnson & C. O’Neill (Eds), Collected writings on education and drama. London: Hutchinson.
Heathcote, D. (1984b). The authentic teacher and the future. In L. Johnson & C. O’Neill (Eds.), Collected writings on education and drama (pp. 170–199). Evanston, IL: Northwestern University Press.
Heathcote, D. (1991). Collected writings on education and drama. Northwestern University Press.
Higgins, A., & Nicholl, H. (2003). The experiences of lecturers and students in the use of microteaching as a teaching strategy. Nurse Education in Practice, 3(4), 220-227.
Hismanoğlu, S. (2012). Prospective EFL teachers’ views on English language teacher training program. Journal of Research in Education and Teaching, 1(2), 330-341.
Iamphitakporn, R. (2002). The comparison of English speaking achievement between dramatic activities and non-dramatic teaching for first year accountancy students at Nakhonpathom Technology. (Unpublished master’s thesis). Graduate School of Silpakorn University, Bangkok, Thailand.
Iamsaard, P., & Kerdpol, S. (2015). A study of effect of dramatic activities on improving english communicative speaking skill of grade 11th students. English Language Teaching, 8(11), 69. doi:10.5539/elt.v8n11p69
Ismail, S. A. A. (2011). Student teachers' microteaching experiences in a preservice English teacher education program. Journal of Language Teaching and Research, 2(5), 1043.
Janudom, R., & Wasanasomsithi, P. (2009). Drama and questioning techniques: Powerful tools for the enhancement of students’ speaking abilities and positive attitudes towards EFL learning. ESP World, 8(5), 23-28.
Johnson, L & O’Neill, C (Eds.) (1984) Dorothy Heathcote: Collected writings on education and drama. London: Hutchinson.
Kaf, Ö. G. Ö. (1999). Hayat bilgisi dersinde bazı sosyal becerilerin kazandırılmasında yaratıcı drama yönteminin etkisi [The effect of creative drama method on gaining some social skills in life science course]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(6).
Kahriman, M. (2014). İlkokul 3. sınıf hayat bilgisi dersi benim eşsiz yuvam temasındaki konuların drama yöntemine dayalı öğretiminin öğrencilerin iletişim, empati becerileri ve değer algıları üzerine etkisi [The effect of drama based teaching of the subjects of the primary school 3rd grade life science lesson on the theme of my unique home on students' communication, empathy skills and value perceptions]. (unpublished master’s thesis). Mustafa Kemal Üniversitesi, Kars, Turkey.
Kara, Y. ve Çam, F. (2007). Yaratıcı drama yönteminin bazı sosyal becerilerin kazandırılmasına etkisi [The effect of creative drama method on gaining some social skills]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 145-155.
Karamanoğlu, Ş. (1999). İngilizce öğretiminde yaratıcı drama uygulamalarının hedef kelime bilgisi ve hatırlamaya etkisi [The effect of creative drama practices in teaching English on vocabulary and recall]. (Unpublished master thesis). Uludağ Üniversitesi, Sosyal Bilimler Enstitüsü, Bursa, Turkey.
Kılıç, A. (2010). Learner-Centered Micro Teaching in Teacher Education. Online Submission, 3(1), 77-100.
Kılıç, Ş., & Tuncel, M. (2009). Yaratıcı dramanın İngilizce konuşmaya ve tutuma etkisi [The effect of creative drama on English speaking and attitude]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 9(2). Kılıçaslan, M. K., & Yayla, A. (2018). Yaratıcı drama yönteminin öğretmen adaylarının iletişim becerilerine etkisi [The effect of creative drama method on the communication skills of prospective teachers]. Ulusal Eğitim Akademisi Dergisi, 2(2), 1-13.
Koc, B., & Ilya, A. (2016). Exploring Pre-service Language Teachers’ Perceptions and Actual Practices of Giving Feedback in Micro-teaching. Procedia-Social and Behavioral Sciences, 232, 421-429.
Kocayoruk, Y. A. (2000). llköğretim öğrencilerinin sosyal becerilerini geliştirmede dramanın etkisi. [The effect of drama on improving elemantary school student’s social skills]. (Unpublished master thesis). Ankara University, Sosyal Bilimler Enstitüsü, Ankara, Turkey.
Korucu Kis, S., & Kartal, G. (2019). No pain no gain: reflections on the promises and challenges of embedding reflective practices in large classes. Reflective Practice, 20(5), 637-653.
Köylüoğlu, N. (2010). Using drama in teaching English for young learners. (Unpublished doctoral dissertation). Selçuk Üniversitesi, Sosyal Bilimleri Enstitüsü, Konya, Turkey.
Kpanja, E. (2001). A study of the effects of video tape recording in microteaching training. British Journal of Educational Technology, 32(4), 483-486.
Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Arnold Publishers.
Küçükoğlu, A., Köse, E., Taşgın, A., Yılmaz, B. Y., & Karademir, Ş. (2012). The teacher candidates’ opinions regarding the effect of microteaching implementation on teaching skills. Journal of Educational Sciences Research, 2 (2), 19–32.
Landy, R. J. (1982). Handbook of educational drama and theatre. London: Greenwood Press.
Lauri S. & Kyngäs H. (2005) Developing Nursing Theories (Finnish: Hoitotieteen Teorian Kehittäminen). Werner Söderström, Dark Oy, Vantaa.
Liu, J. (2002). Process drama in second-and foreign-language classrooms. Body and language: Intercultural learning through drama, 51-70.
Mages, W. K. (2008). Does creative drama promote language development in early childhood? A review of the methods and measures employed in the empirical literature. Review of Educational Research, 78(1), 124-152.
Maley, A., & Duff, A. (1982). Drama techniques in language learning: A resource book of communication activities for language teachers. Cambridge University Press.
Maley, A., & Duff, A. (2005). Drama Techniques: A Resource Book of Communication Activities for Language Teachers. Cambridge, England: Cambridge University Press.
McCaslin, N. (1999). Children and drama. CA: Players Press.
Miccoli, L. (2003). English through drama for oral skills development. ELT journal, 57(2), 122-129.
Miles, M. B., Huberman, A. M., Huberman, M. A., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Ntelioglou, B. Y. (2011). ‘But why do I have to take this class? ‘The mandatory drama-ESL class and multiliteracies pedagogy. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 595-615.
O’Toole, J. (1992) The process of drama: Negotiating art and meaning. Routledge.
O'Gara, P. (2008). To be or have not been: Learning language tenses through drama. Issues in Educational Research, 18(2).
Ögeyik, M. C. (2009). Attitudes of the Student Teachers in English Language Teaching Programs towards Microteaching Technique. English Language Teaching, 2(3), 205-212.
Önalan Akfırat, F. (2006). Sosyalyeterlilik, Sosyal Beceri ve Yaratıcı Drama [Social Competence, Social Skills and Creative Drama]. Yaratıcı Drama Dergisi, 1(1), 39-58.
Önder, A. (2000). Yaşayarak öğrenme için eğitici drama: Kuramsal temellerle uygulama teknikleri ve örnekleri [Educational drama for experiential learning: Application techniques and examples on theoretical basis]. Epsilon Yayıncılık.
O'Neill, C. (1995) Drama worlds: A framework for process drama. Portsmouth, NH: Heinemann.
O'Neill, C., & Kao, S. (1998). Words into worlds: Learning a second language through process drama. London: Ablex Publishing Corporation.
Oreck, B. (2004). The artistic and professional development of teachers: A study of teachers‟ attitudes toward and use of the arts in teaching. Journal of Teacher Education, 55(1), 55-69. DOI: 10.1177/0022487103260072
Özdemir, P., & Üstündağ, T. (2007). Fen ve teknoloji alanındaki ünlü bilim adamlarına ilişkin yaratıcı drama eğitim programı [Creative drama training program for famous scientists in science and technology]. İlköğretim Online, 6(2), 226-233.
Paley, V. (1978). The uses of dramatics in kindergarten. Elementary School Journal, 78(5), 319–323.
Paley, V. G. (1990). The boy who would be a helicopter: The uses of storytelling in the classroom. Cambridge, MA: Harvard University Press.
Piaget, J. (1962). Play, dreams, and imitation in childhood (G. Gattegno & F. M. Hodgson, Trans.). New York, NY: Norton
Poston-Anderson, B. (2008). Drama: learning connections in primary schools. UK: Oxford University Press.
Punia, V., Miglani, P., & Singh, S. P. (2016). Perception of pupil-teachers’ regarding micro-teaching sessions. World Scientific News, (26), 61-69.
Royka, J. G. (2002). Overcoming the fear of using drama in English language teaching. The Internet TESL Journal, 8(6), 1-4.
Sağlamel, H., & Kayaoğlu, M. N. (2013). Creative drama: a possible way to alleviate foreign language anxiety. RELC Journal, 44(3), 377–394. https://doi.org/10.1177/0033688213500597
Schewe, M., & Scott, T. (2003). Literatur verstehen undinszenieren. Foreign language literature through Drama.A Research Project. GFL-Journal, 3,56–83.
Şen, A. İ. (2009) A research on the effect of peer microteaching on teacher training programs. Education and Science, 34(151), 165-174.
Şen, A. İ. (2010). Effect of peer teaching and micro teaching on teaching skills of pre-service physics teachers. Eğitim ve Bilim-Education and Science, 35(155), 78-88
Simbo, F. K. (1989). The effects of microteaching on student teachers’ performance in the actual teaching practice classroom. Educational Research, 31(3), 195-200.
Şimşek, H. (2016). Drama yoluyla İngilizce kelime öğretimi: Gölbaşı MYO örneği [teaching English vocabulary through drama: the case of Gölbaşı vocational school]. The Journal of Academic Social Science Studies, 3(Number: 44), 421-421. doi:10.9761/jasss3144
Soyer, S . (2016). Yabancı dil öğretim yöntemi olarak yaratıcı drama ve etkileri [Creative drama as a foreign language teaching method and its effects]. Uluslararası Güncel Eğitim Araştırmaları Dergisi, 2 (1), 157-163. Retrieved from http://dergipark.org.tr/intjces/issue/25669/270736
Stern, S. L. (1983). Why drama works: A psycholinguistic perspective. Methods that work: A smorgasbord of ideas for language teachers, 207-225.
Stinson, M., & Freebody, K. (2006). The DOL project: The contributions of process drama to improved results in English oral communication. Youth Theatre Journal, 20(1), 27-41.
Tajareh, M. J., Oroji, M. R., & Damavand, I. (2017). The impact of drama on Iranian EFL young learners’ reading comprehension performance. Bulletin de la Société Royale des Sciences de Liège.
Taşkıran, S. (2005). Drama yöntemi ile ilköğretim dördüncü sınıf sosyal bilgiler dersinin işlenişinin öğrenme ve öğrencilerin benlik kavramına etkisi yönünden değerlendirilmesi [Evaluation of the fourth grade social studies course with drama method in terms of learning and the effect of students on self-concept]. (Unpublished doctoral dissertation). Selçuk University, Konya, Turkey.
Tokmakçıoğlu, Z. (1990). Improving active vocabulary and developing speaking through drama in ELT classes (unpublished master's thesis). Middle East Technical University, Ankara, Turkey.
Tomlinson, B., & Masuhara, H. (2017). The complete guide to the theory and practice of materials development for language learning. John Wiley & Sons.
Ulas, A. H. (2008). Effects of creative, educational drama activities on developing oral skills in primary school children. American Journal of Applied Sciences, 5(7), 876-880.
Üstündağ, T. (1998). Yaratıcı drama eğitim programının öğeleri [Elements of creative drama education program]. Eğitim ve Bilim, 22(107).
Üstündağ, T. (2002). İlköğretim programlarında eleştirel düşünme becerileri ve yaratıcı drama: İlköğretimde drama ve tiyatro [Critical thinking skills and creative drama in primary education programs: Drama and theater in primary education]. Oluşum Tiyatrosu ve Drama Atölyesi Türkiye, 4, 29-40.
Van de Water, M., McAvoy, M., & Hunt, K. (2015). Drama and education: Performance methodologies for teaching and learning. Routledge.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. London: Harvard, UP.
Way, B. (1967). Development through drama. Amherst, NY: Humanity Books.
Wessels, C. (1987). Drama. Oxford: Oxford University Press
Yasar, M. (2006). An ethnographic case study of educational drama in teacher education settings: issues of resistance, community, and power. (Unpublished doctoral dissertation). The Ohio State University, Ohio, USA.
Yılmaz, G., & Dollar, Y. K. (2017). Attitudes of Turkish EFL learners towards the use of drama activities in English. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 14(1), 245-277.
Yusuf, M. O. (2006). Influence of video and audiotapes feedback modes on student teachers’ performance–Malaysian. Online Journal of Instructional Technology (MOJIT). 3(1), pp 29-35
Zúñiga, E. E. C., Gallardo, M. P. V. (2013). Classroom management using drama techniques in EFL classrooms. Research Project FONDECYT N°11090198. Retrieved July 23, 2019, from http://cybertesis.uach.cl/tesis/uach/2013/ffc796c/doc/ffc796c.pdf
Zyoud, M. (2010). Using drama activities and techniques to foster teaching English as a foreign language: A theoretical perspective. Al Quds Open University, 1-11.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Nazlı BAYKAL, İdil SAYIN, Gülin ZEYBEK
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
