The effect of process drama on english as a foreign language (EFL) learners’ use of communication strategies
Aydınlı, Julie Mathews
Please cite this item using this persistent URLhttp://hdl.handle.net/11693/33356
This study investigated the effect of taking part in process drama sessions on EFL learners’ use of communication strategies while communicating in English, and whether process drama activities should be incorporated into a yearly curriculum as a regular activity or should be conducted as an extracurricular activity for EFL learners. This mixed method study was conducted with twenty-seven EFL learners studying at the School of Foreign Languages of Bülent Ecevit University and three teachers working at the same institution. Ten process drama sessions were implemented in both an extracurricular and a curricular activity groups over six-week treatment period. Each process drama session was videotaped in both activity groups. The data were collected through structured observations, a perception questionnaire and semi-structured interviews. The findings obtained through the analysis of the observations using an observation scheme of communication strategies revealed that participating in process drama activities does not have a statistically significant effect on the EFL learners’ use of communication strategies while communicating in English in both groups. On the other hand, the data gained through a questionnaire and interviews showed that the students had positive attitudes towards process drama activities. Most of the students thought that the activities were helpful in terms of improving their competence and increasing their willingness to communicate in English. Additionally, the findings provided by the teachers taking part in the study showed that process drama activities were felt to be effective in terms of developing good rapport between students and teachers. Finally, the results showed that both the teachers and the students strongly supported the integration of process drama activities into the yearly curriculum as a way of increasing the efficiency of the course plan.