enhancing the english speaking proficiency of 7th grade students by using drama actvities in a lower secondary school

Justification of the study The research study titled "Enhancing English Speaking Skills for the 7th Graders by Using Drama Activities in a Lower Secondary School" holds significance due

INTRODUCTION

Rationale

English has become a ubiquitous language, and its prevalence has made it an essential tool for global communication and academic purposes In today's world, proficiency in English has become a vital objective for many students, particularly those in lower secondary schools Among the various language skills, speaking is undoubtedly a crucial aspect of language proficiency and is often considered the most challenging for language learners

The traditional approach to teaching speaking skills, which primarily emphasizes grammar and vocabulary, has proven to be insufficient in developing fluency and confidence needed for effective communication In the past, language teachers focused mainly on grammar and vocabulary exercises, such as memorizing grammar rules, learning vocabulary lists, and drilling verb tenses However, such activities did not provide learners with the opportunity to develop their speaking skills in a more interactive and engaging environment Consequently, alternative teaching methods are required to supplement traditional language instruction and support the development of speaking skills

Effective speaking skills are essential in both personal and professional settings, and they enable individuals to express themselves, communicate ideas, and build relationships Speaking is perhaps the most natural and common form of human communication, and it represents the most enjoyable component of any language Moreover, individuals communicate more often through speaking than writing, and thus, speaking is the primary goal of anyone learning a foreign language

Despite its importance, learners may face several challenges when developing their speaking skills, such as shyness, lack of confidence, fear of judgment by others, laziness, and other factors Overcoming such difficulties can be challenging, and learners may become disinterested in learning, leading to stress and boredom Therefore, creating a supportive learning environment that encourages learners to take risks, make mistakes, and learn from their experiences is essential in developing learners' speaking skills

Alternative teaching methods, such as role-plays, debates, discussions, and simulations, can help learners develop their speaking skills by providing them with opportunities to practice in a safe and supportive environment Teachers should use such approaches to create an interactive and engaging learning environment that encourages learners to participate actively and feel comfortable practicing their speaking skills By adopting such methods, learners can develop fluency and confidence in speaking English, which will enable them to communicate effectively and build stronger relationships both personally and professionally

During observation with lower secondary school student Chu Van An, an obvious problem was discovered when dealing with speaking activities Students seem to use their first language most of the time, with little or no effort in practicing speaking skills In addition, they feel embarrassed and restrained when speaking in front of their partner, appearing annoyed, preoccupied, and uncooperative Therefore, the first step in conducting this study is to discover why students are finding it difficult and then find some suggestions for solving the problem

Although 7th graders learn a foreign language, especially in textbooks, lessons are focused on faithfully sticking to book structure and syllabus, and students can rarely cooperate Alternatively, express their ideas The teacher tried to involve them in the activities Still, getting their attention and getting them to speak English was challenging, especially if the exercises were done without context Students may feel they are not the real protagonist of the class, so they act passively They must move around the classroom, collaborate in peer and group activities, talk about exciting and relevant topics, and give their opinions They must engage in more student-centered lessons.

Aims and Objectives

The main objectives of the study were to analyze the impact of drama activities on the development of students' speaking ability at Chu Van An Lower Secondary School, to determine the efficacy of drama in improving students' speaking ability, and to examine students' attitudes towards speaking ability through the drama technique

The investigation was also conducted according to the following specific objectives:

- Reviewed the literature on the use of drama activities in language education and their impact on speaking skills

- Conducted a case study in a lower secondary school where 7th grade students participated in drama activities as part of their English language classes

- Assessed the students' speaking skills before and after the intervention using a standardized test

- Analyzed the results and compared the improvement in speaking skills before and after the intervention

- Provided insights into the potential benefits of using drama activities in enhancing speaking skills and informed language education practices in lower secondary schools.

Scope of the study

The primary purpose of this study was to find the answer to the question,

“How can I improve my students' speaking skills?” The study was completed within the scope of an action study conducted by English teachers (first author) and 7th- grade students at Chu Van An Lower Secondary School First, relevant documentation was reviewed At the end of the review, we considered creative drama activities could improve speaking skills This development can positively influence students' attitudes toward the course and their attitudes and can help students succeed in the following tasks Creative drama-based activities have been prepared and implemented based on this idea The study’s secondary objective was to test the effectiveness of performance in achieving speaking speed in seventh- grade English lessons Through analysis of 7th graders at Chu Van An Lower Secondary School, this study wants to demonstrate that the use of dramatic techniques increases overall interest in the classroom and, therefore, improves students' speech because there can be no improvement in a language without motivation This investigation will hopefully guide teachers in creating ideal drama activities by engaging students' interests, making real communication needs, and improving students' speaking skills.

Research questions

The research questions for this study are:

Question 1 To what extent are Drama activities effective in enhancing the seventh graders’ speaking ability?

Question 2 What are the students’ attitudes toward the use drama-based lessons?

Definition of Terms

Drama-based activities use active and dramatic approaches to engage students' learning through meaningful dialogue Activities include drama, discussion, and role-playing and can be incorporated into classroom instruction In the theatrical process, there is a dynamic production of the target language as learners write, produce, rehearse and perform the play (Dawson, 2018) Several studies (Hulse, 2019); (Jarayseh, 2010) confirm that the benefits of drama-based activities involve enhancing students' speaking ability and improving their attitudes and motivation Specifically, drama-based activities can enhance students' verbal communication skills in the EFL classroom (Boudreault, 2010) Teachers can use drama-based activities to create interactive sessions for students to learn the target language in a specific context (Guryay, 2016) If done correctly, they can help students develop a positive attitude towards foreign language learning because students are invited into an exciting environment where active participation is required (Batdı, 2015) They can also fulfill the goals of learner-centered instruction, which seeks to involve learners more actively in process teaching (Sasaki, 2006)

The research study titled "Enhancing English Speaking Skills for the 7th Graders by Using Drama Activities in a Lower Secondary School" holds significance due to several compelling justifications that underscore its importance and relevance within the field of language education

In today's globalized world, effective communication in English is a vital skill for students to navigate various academic, professional, and social contexts The study's focus on enhancing English speaking skills directly addresses the educational needs of students, especially those in their formative years By targeting 7th graders, the research caters to a critical developmental stage where language skills are honed and foundational learning occurs

The use of drama activities as a pedagogical tool represents an innovative approach to language teaching This study seeks to demonstrate the value of integrating drama into language instruction, showcasing its potential to foster engagement, creativity, and active participation By exploring this alternative method, the research contributes to diversifying teaching strategies, enhancing the quality of education, and promoting a learner-centered environment

Language learning is not confined to vocabulary and grammar; it encompasses various skills, including communication, critical thinking, and empathy Drama activities, as demonstrated by this study, encourage holistic skill development By assuming different roles, using language in context, and immersing in characters, students enhance their speaking abilities while also nurturing other cognitive and emotional competencies

The study's empirical approach, incorporating both quantitative and qualitative methodologies, provides tangible evidence of the impact of drama activities on language learning Through pre- and post-assessments, classroom observations, and student feedback, the research establishes a robust foundation of evidence that educators can rely upon when considering the integration of drama into their teaching methods

In conclusion, the research study on enhancing English speaking skills through drama activities serves as a timely and relevant exploration in the realm of language education The outcomes of this study can potentially influence teaching practices and shape a more effective approach to language instruction for the 7th graders and beyond.

Organization of the study

The thesis is divided into five segments:

Chapter 1: The reason for choosing the thesis topic, the topic’s meaning, the main objective, some main research questions, and the scope and barriers of the research Chapter 2: Provides an overview of English in Vietnam on the theoretical basis of drama in enhancing the seventh graders’ speaking ability

Chapter 3: This chapter also describes how the research was done to collect and analyze the data

Chapter 4: Present the results and analyze the collected data

Chapter 5: Discuss the findings of recent studies, make suggestions for improvement, and answer the research question.

LITERATURE REVIEW

Speaking

Speaking is a skill which is used by someone to communicate in daily life, whether at school or outside the school Speaking is an activity involving or more people in which the participants are both the listeners and the speakers having to act what they listen and make their contribution at high speed (Brown, 2004, p.140) Kayi (2006) added that speaking is the productive skill in the oral mode It likes the other skills, is more complicated than it seems at first and involves more than just pronouncing words While Chaney (2006) stated that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts Based on the explanations above it can be concluded that speaking is an interactive process between teacher and students where the teacher gives the knowledge to the students in order to produce language as a skill

In other words, Brown (2001) stated that “the successful of language acquisition is almost always the demonstration of an ability to accomplish pragmatic goals through interactive discourse with other speakers of the language.” When people speak, they do not only think about the use of right sounds or patterns but also the choice of words in order to communicate with other persons so they can convey the right meaning

Although EFL situations place a great emphasis on enhancing the learners' linguistic competence, among the speaking difficulties are grammar structures, limitations of vocabulary and mispronunciation (Foppoli, 2009) Togatorop (2009) conducted a study on students' problems in speaking English, the results showed that owing to their lack of new words and stuctures, students could not express themselves successfully Similarly, Rababah (2003) suggests that Arab learners feel troubled when involved in communicative interactions because they have less vocabulary which makes them unable to further conversations According to Smith (2011), inadequate vocabulary not only can hamper speaking, but also understanding others, which leads to communication breakdown One of the elements of comprehensible communication is clear and nice pronunciation, otherwise the whole talk exchange will be hard to follow and that stands as a barrier for EFL learners (Dan, 2006) Moreover, EFL learners are hesitant to speak because of inability to pronounce some words, which is embarrassing for them In the study of Hamouda (2012) on Saudi students' reluctance to speak, he found that 71.70% of them have pronunciation problems In addition to the linguistic difficulties, there are different affective variables that are involved in learning a new language where emotions such as fear and anxiety emerge and can therefore delay effective learning, particularly in communication Speaking places a great demands on students who believe that L2 learners are judged by how good they are in speaking the language, and thus worry about performing in public

2.1.3 The strategies of speaking process

Here are some speaking strategies:

Practice: "The more opportunities you have to speak, the better you become at it You can't get better at swimming if you don't go in the water, and you can't get better at speaking if you don't speak" (Ehrman & Oxford, 1990) Regular practice is essential for improving speaking skills The more learners engage in speaking, the more they can develop their fluency, accuracy, and confidence

Focus on fluency first: "Fluency practice is important because fluency affects the overall perception of language proficiency" (Segalowitz, 2010) Fluency is a crucial aspect of speaking proficiency, as it affects the overall perception of language ability When learners focus on fluency, they can improve their ability to speak smoothly and coherently, which can enhance their overall performance

Use of repetition: "Repeating practice with a goal of improving fluency has been found to be an effective method of developing speaking proficiency" (Rost, 2013) Repetition is an effective method for developing speaking proficiency By repeating practice, learners can improve their fluency and accuracy, as well as their ability to use the language in real-life situations

Get feedback: "Immediate and informative feedback is crucial for speaking development" (Ellis & Barkhuizen, 2005) Feedback is essential for speaking development, as it can help learners identify areas for improvement and adjust their speaking accordingly Immediate and informative feedback can be particularly effective in helping learners improve their speaking skills

Engage in conversation: "The best way to learn how to speak is to speak with someone who already knows how" (Nation & Newton, 2009) Engaging in conversation with others who are proficient in the language can be an effective way to improve speaking skills Through conversation, learners can practice using the language in real-life situations, as well as receive feedback and corrections from their conversation partner

Listen actively: "Effective speaking is often a function of effective listening" (Goh & Burns, 2012) Active listening is crucial for effective speaking By listening carefully to others, learners can better understand the language and the context in which it is used, as well as pick up on new vocabulary and expressions

Use visual aids: "The use of visual aids can provide context and support for speaking development" (Galloway & Rose, 2015) Visual aids can be effective in supporting speaking development By providing context and visual support, learners can better understand the language and feel more confident in using it Visual aids can include things like pictures, videos, and diagrams

In conclusion, the strategies outlined in this section emphasize the importance of regular practice, focus on fluency, and use of repetition, feedback, engaging in conversation, active listening, and use of visual aids for improving speaking skills These strategies can be helpful for learners who want to enhance their overall speaking proficiency and develop their ability to communicate effectively in real-life situations.

Drama activities

Drama activities in teaching and speaking involve the use of dramatic techniques and exercises to engage learners in the language learning process Such activities can include role-playing, improvisation, scripted dialogues, and performances, among others These activities are designed to provide learners with opportunities to practice their language skills in context, and to develop their confidence and communicative competence

Scientific research has shown that drama activities can be an effective way to improve teaching and speaking For example, a study by Chen and Huang (2018) found that drama-based instruction can significantly enhance language learning and comprehension, and promote oral proficiency and critical thinking skills Similarly, a study by Wang (2016) found that drama-based activities can help learners to improve their language proficiency and fluency, increase motivation, and foster creativity and collaboration

Other research has highlighted the unique benefits of drama activities in teaching and speaking For example, Kao (2015) found that drama-based instruction provides a unique opportunity for learners to experience authentic communication, to use language in context, and to develop cultural awareness and sensitivity Meanwhile, Chen & Liu (2014) found that drama-based instruction can be an effective way to enhance learners' listening and speaking skills, and to provide opportunities for learners to engage in meaningful interactions and to develop their communicative competence

Today, capturing students' interest and motivation in learning during class is not easy, so teachers use many means to involve students in the learning process actively They are a learning program Among such techniques used in language classes, there are so-called "dramatic operations,” whose terminology can create some ambiguity (Dougill, 1987) distinguishes between the traditional form of drama, namely the performance of a play, and a range of other activities such as role-playing, simulations, games, songs, etc He called the former “the theater” and the latter the

“informal drama” (Dougill, 1987) He believes these two spheres should not be seen separately since they are both "imitations of an action,” as Aristotle put it (Dougill, 1987) Both theater and informal drama are valuable resources to be used in a language classroom In this article, they are often referred to as “drama” or “drama activity.” As we shall observe, drama concerns productions, performances, and language learning (Phillips, 2003)

Having a definition for dramatic techniques, let us now analyze why and how they are so influential in English-speaking classrooms

Overall, drama activities in teaching and speaking comprehension can be a valuable tool for language educators, as they provide an engaging and interactive way for learners to develop their language skills and to build confidence in using the language

Drama activities in language learning have been shown to be an effective way to enhance language learning and acquisition Here are some features of drama activities in language learning:

Improves language fluency and accuracy: "Drama techniques facilitate the acquisition of a foreign language, including fluency and accuracy in speaking and writing" (Brinton & Snow, 2017) Drama techniques involve learners in using the language in context, which can lead to a greater acquisition of language skills, including fluency and accuracy in both speaking and writing As learners engage in improvisation, role-play, and other dramatic activities, they use the language naturally and repeatedly, which can help them become more confident and fluent in using the language

Provides a context for language use: "Drama provides a context for learners to use language naturally and authentically, as they are engaged in meaning-focused communication" (Maley & Duff, 2016) Drama activities provide learners with an authentic context for using the target language This can help them develop their communicative competence, as they are encouraged to engage in meaning-focused communication with others Drama-based language learning can also make the learning process more enjoyable and engaging for learners

Increases motivation and engagement: "Drama-based language instruction has been found to increase learners' motivation and engagement in the learning process" (Pavlenko & Lantolf, 2000) Drama-based language instruction has been found to increase learners' motivation and engagement in the learning process This is because drama activities are often interactive and involve learners in real-life situations that require them to use the language The social and interactive nature of drama-based activities can also help learners feel more connected to the language and the culture in which it is spoken

Enhances cultural awareness and understanding: "Drama activities can promote intercultural understanding and awareness by providing opportunities for learners to explore cultural differences and similarities" (Boland, 2017) Drama activities can help learners develop their intercultural competence by providing them with opportunities to explore cultural differences and similarities As learners engage in role-play and other dramatic activities, they can experience and reflect on different cultural practices, beliefs, and values, which can increase their understanding and appreciation of other cultures

Develops communication skills: "Drama activities develop learners' communication skills, including listening, speaking, and non-verbal communication" (Lin & Chen, 2019) Drama activities can help learners develop a range of communication skills, including listening, speaking, and non-verbal communication As learners engage in improvisation and other dramatic activities, they must listen carefully to their peers, express their ideas clearly, and use appropriate body language and facial expressions to convey meaning

Provides opportunities for creativity: "Drama activities can foster creativity in language learning by allowing learners to express themselves and experiment with language in a supportive environment" (Brọuer, 2002) Drama activities can foster creativity in language learning by allowing learners to express themselves and experiment with language in a supportive environment Learners can use the language in new and unexpected ways, creating characters and scenarios that require them to stretch their linguistic abilities and try out new language functions

Increases confidence: "Drama activities can help learners overcome language anxiety and increase their confidence in using the target language" (Benesch, 2015) Drama activities can help learners overcome language anxiety and increase their confidence in using the target language As learners engage in drama-based activities, they are often working in groups, which can help them feel more comfortable and supported as they use the language Additionally, the playful and creative nature of drama-based language learning can make the language learning process more enjoyable and less intimidating

Overall, drama activities in language learning have been shown to be an effective and engaging way to enhance language learning outcomes

Drama activities can provide numerous benefits in language learning Here are some benefits:

Improving language skills: Drama activities can help improve language skills, including listening, speaking, reading, and writing Research has found that drama- based language teaching can increase students' language proficiency and fluency (Lee & Lim, 2018)

Enhancing creativity: Drama activities can help enhance creativity and imagination, which are essential for language learning According to a study by Yu (2018), drama activities can help learners to create their own meanings, ideas and perspectives

Teaching speaking using drama activities technique

2.3.1 Guidelines to use drama activities

Here are some research-backed guidelines for using drama activities to teach speaking comprehension:

Firstly, it is important to choose appropriate materials, as highlighted by Lee and Lim (2018) The materials should be relevant, engaging, and match the learners' age and proficiency level

Secondly, planning the drama activity is crucial for its success, as found in a study by Pan, Wu, and Lin (2021) Clear learning objectives, instructions, and timing should be included in the activity plan

Thirdly, creating a safe and supportive environment is essential for promoting learners' confidence and engagement in drama-based language learning, as emphasized by Lee and Lim (2018)

Fourthly, introducing the drama activity clearly and modeling it for the learners can help them understand the task and improve their performance, as shown in a study by Zheng (2021)

Fifthly, according to Chen and Lin (2018), engaging learners actively in the drama activity is vital for promoting their language use and proficiency Learners should be encouraged to use the language they have learned in the activity

Sixthly, providing feedback and reflection is important for promoting learners' self-awareness and improvement in drama-based language learning, as highlighted by Lee and Lim (2018) Pan, Wu, and Lin (2021) suggest providing feedback on learners' language use, pronunciation, and intonation

Lastly, following up the drama activity with language practice and review can help learners consolidate their language learning and improve their proficiency, as found in a study by Lee and Lim (2018)

Overall, research suggests that incorporating drama activities into teaching speaking comprehension can be an effective way to promote learners' engagement, language use, and proficiency By following these guidelines, teachers can create a supportive and engaging learning environment for their learners

2.3.2 Drama activities in teaching and speaking

Drama activities have been found to be an effective method for teaching and improving speaking in language learning Research has shown that drama-based instruction can enhance learners' language skills, confidence, and engagement

"Drama-based instruction can significantly enhance language learning and comprehension, and promote oral proficiency and critical thinking skills" (Chen & Huang, 2018) This quote highlights the positive impact of drama-based instruction on language learning and comprehension The study found that using drama activities can significantly improve learners' motivation, critical thinking skills, and oral proficiency The researchers suggest that drama activities can be an effective way to engage learners and help them to develop their language skills in a meaningful way

"Drama-based activities can help learners improve their language proficiency and fluency, increase motivation, and foster creativity and collaboration" (Wang, 2016) This quote emphasizes the multiple benefits of using drama-based activities in language learning The study found that drama-based instruction can help learners to improve their language proficiency and fluency, while also fostering motivation, creativity, and collaboration The researchers suggest that drama activities can provide an engaging and dynamic way for learners to develop their language skills and to build confidence in using the language

"Drama-based instruction provides a unique opportunity for learners to experience authentic communication, to use language in context, and to develop cultural awareness and sensitivity" (Kao, 2015) This quote highlights the unique opportunities that drama-based instruction can provide for language learners By engaging in drama activities, learners can experience authentic communication in context, which can help them to develop their language skills in a more meaningful way Additionally, drama activities can help learners to develop cultural awareness and sensitivity by exposing them to different perspectives and cultural practices

"Drama-based instruction can be an effective way to enhance learners' listening and speaking skills, and to provide opportunities for learners to engage in meaningful interactions and to develop their communicative competence" (Chen & Liu, 2014) This quote emphasizes the impact of drama-based instruction on learners' listening and speaking skills By engaging in drama activities, learners can develop their ability to listen and respond to others, while also building their confidence in using the language Additionally, drama activities can provide learners with opportunities to engage in meaningful interactions, which can help them to develop their communicative competence

"Drama activities provide an engaging and dynamic way to promote language learning and comprehension and to develop learners' confidence and self- esteem" (Gibson & Ewing, 2013) This quote highlights the engaging and dynamic nature of drama activities, and the positive impact they can have on learners' confidence and self-esteem By engaging in drama activities, learners can develop their language skills in a fun and interactive way, which can help to boost their confidence and self-esteem Additionally, drama activities can provide learners with a safe and supportive environment in which to practice their language skills and to take risks in using the language

These research quotes demonstrate the potential benefits of incorporating drama activities in teaching and speaking comprehension, and highlight the importance of using engaging and dynamic methods to facilitate language learning and development.

Previous studies

Previous studies to investigate the roles of drama activities in teaching and learning language

The section discusses several studies that highlight the importance of drama activities in teaching and learning language The studies indicate that drama activities have numerous benefits for language learners of all ages

"Drama activities facilitate the acquisition of language, including fluency and accuracy in speaking and writing, and can be particularly effective in developing communicative competence" (Maley & Duff, 2016) In this study, drama activities have been found to be effective in improving language proficiency, particularly in developing learners' communicative competence Through drama, learners can practice using language in a meaningful and authentic context, which can enhance their fluency and accuracy

Pavlenko & Lantolf (2000) stated that: "Drama-based language instruction has been found to increase learners' motivation and engagement in the learning process." Drama activities have been found to be effective in increasing learners' motivation and engagement in language learning This is because drama activities are typically interactive and engaging, and can provide learners with a sense of accomplishment and enjoyment

"Drama activities can promote intercultural understanding and awareness by providing opportunities for learners to explore cultural differences and similarities" (Boland, 2017) In the study, drama activities can be effective in promoting intercultural understanding and awareness By engaging in drama activities, learners can explore cultural differences and similarities, and gain a deeper understanding of other cultures

"Drama activities develop learners' communication skills, including listening, speaking, and non-verbal communication" (Lin & Chen, 2019) Drama activities have been found to be effective in developing learners' communication skills, including listening, speaking, and non-verbal communication Through drama activities, learners can practice these skills in a supportive and engaging context

"Drama activities can help learners overcome language anxiety and increase their confidence in using the target language" (Benesch, 2015) In the study, drama activities can be effective in helping learners overcome language anxiety and increase their confidence in using the target language This is because drama activities typically provide learners with a supportive and low-stress environment in which to practice their language skills

"Drama activities can foster creativity in language learning by allowing learners to express themselves and experiment with language in a supportive environment" (Brọuer, 2002) In the study, drama activities can be effective in fostering creativity in language learning By allowing learners to express themselves and experiment with language in a supportive and creative environment, drama activities can help learners develop their language skills in a more holistic and creative way

The studies discussed in this section have similar conclusions about the benefits of using drama activities in language teaching and learning Maley & Duff (2016) and Lin & Chen (2019) both found that drama activities can improve learners' language proficiency, particularly in developing communicative competence and communication skills Additionally, Pavlenko & Lantolf (2000) and Benesch (2015) both found that drama activities can increase learners' motivation, engagement, and confidence in using the target language Brọuer (2002) and Boland (2017) also found that drama activities can promote creativity and cultural awareness and understanding, respectively

It is worth noting that while the studies share common findings, they also have their unique perspectives and contexts For instance, Maley & Duff (2016) focused on drama-based approaches to teaching English as a foreign language, while Boland (2017) emphasized the potential of drama activities in promoting intercultural understanding Despite these differences, the studies collectively suggest that drama activities can play an important role in language teaching and learning by providing a dynamic and engaging learning environment

Overall, the studies indicate that drama activities have numerous benefits for language learners These activities can enhance language proficiency, promote cultural awareness and understanding, develop communication skills, increase learners' confidence, and foster creativity The findings from these studies suggest that drama activities can be a highly effective method for promoting language learning and development, and should be incorporated into language teaching programs for learners of all ages

Previous studies to investigate the roles of Drama activities in speaking

Here are some scientific researches about the roles of drama activities in speaking for students of all ages:

"Drama can provide a safe and supportive environment for learners to take risks, experiment with language, and receive feedback from their peers and teacher" (Maley & Duff, 2016) Drama activities can help students of all ages to overcome their fear of speaking in front of others by providing a non-threatening space to practice and develop their speaking skills

"Drama-based instruction can facilitate the development of speaking skills by providing opportunities for learners to practice and refine pronunciation, intonation, and stress patterns" (Lin & Chen, 2019) In a drama-based setting, learners can imitate native speakers' speech patterns and be given feedback on their pronunciation and intonation

"Drama activities can promote learners' ability to express themselves fluently and accurately, as well as their ability to understand and respond appropriately to others in different communicative contexts" (Brinton & Snow, 2017) By engaging in drama activities, students can develop their ability to communicate effectively with others in different situations, thus improving their overall speaking proficiency

"Drama can help learners develop their oral fluency by promoting their ability to think quickly, use appropriate vocabulary and grammar, and respond naturally to others" (Boland, 2017) Drama activities require learners to think on their feet and respond quickly to different prompts, which can help them to develop their oral fluency and confidence in speaking

"Drama can promote learners' metacognitive awareness of their speaking abilities by providing opportunities for self-reflection and evaluation of their own and others' performances" (Maley & Duff, 2016) Drama activities can help learners to develop their metacognitive skills by reflecting on their own speaking abilities and those of their peers This self-reflection can lead to a deeper understanding of their speaking strengths and areas for improvement

Summary

The chapter provides a comprehensive literature review of the roles of drama activities in language learning and teaching The chapter begins by defining key terms and concepts related to drama activities and language learning, followed by a discussion of the theoretical frameworks and research studies that support the use of drama activities in language teaching

The literature review highlights the various benefits of using drama activities in language teaching, including improvements in language fluency and accuracy, providing a context for language use, increasing motivation and engagement, enhancing cultural awareness and understanding, developing communication skills, providing opportunities for creativity, and increasing confidence The chapter also provides an overview of previous studies that have investigated the roles of drama activities in language learning for students of all ages and specifically in speaking skills for students of all ages

Overall, the literature review suggests that drama activities can be a valuable tool for enhancing English speaking skills for 7th graders in a lower secondary school The chapter provides a solid theoretical foundation and empirical evidence to support the use of drama activities in language teaching and lays the groundwork for the research methodology and analysis in the following chapters.

METHODOLOGY

Research questions

The research questions for this study are:

Question 1 What are the students’ attitudes toward the use drama-based lessons? Question 2 To what extent are Drama activities effective in enhancing the seventh graders’ speaking ability?

Context of the study

The study was conducted at Chu Van An Lower Secondary School in spring 2023 with the participation of 40 7 grade’s students Chu Van An Lower Secondary School is a public school located in a rural area in Vietnam The school has around 700 students from grade 6 to grade 9, with a team of dedicated teachers who strive to provide quality education to their students The school has been facing challenges in developing students' English speaking skills, which is a crucial aspect of language learning

The main purpose of teaching English to 7th grade students at Chu Van An Lower Secondary School is to equip them with the necessary communication skills to interact with people from different cultures and backgrounds The school aims to provide an English language program that promotes the development of all language skills, with a focus on enhancing students' speaking abilities

The reference book chosen for this study is "Drama in Language Learning" by Maley and Duff This book focuses on the use of drama activities as a means of promoting language learning, particularly in developing students' speaking skills The book provides a detailed explanation of how drama activities can be integrated into language teaching, as well as practical examples of drama activities that can be used in the classroom The book also emphasizes the importance of creating a safe and supportive environment for learners to take risks and experiment with language, as well as the role of teachers in facilitating the learning process.

Subjects of the study

The participants of the research were the 7th graders studying at Chu Van An Lower Secondary School To fulfill the aim of the study, there were 40 participants (22 females and 18 males) chosen randomly from different classes of the Chu Van

An Lower Secondary School Their ages varied from 12 to 13 The study was conducted in the second semester of their 7th grade year (December 2022) Therefore, they had some understanding about the learning environment and teaching methods in Chu Van An Lower Secondary School, which are two of the factors affecting the participants’ English speaking skill Most of them were not confident with their speaking skill and some of them had bad academic results because they had not fully adapted into the environment at Lower Secondary School

Fourty 7th grade students at Chu Van An Lower Secondary School were invited to participate in this study The characteristics of the 40 7th grade students at Chu Van An Lower Secondary School participating in the study survey are as follows: The gender ratio of the 40 7th grade students at Chu Van An Lower Secondary School is almost equal, with 21 male students and 19 female students The age of the 40 students is between 12 and 13 years old There is a difference in English proficiency among the 40 students, with some students being more proficient in English than others However, the use of drama activities can help improve the English speaking skills of the students and narrow this gap.

Method of the study

The study used action research method Action research is a research method used by educators, teachers, and practitioners to improve their practice through systematic inquiry It involves a cyclical process of problem-solving, data collection, analysis, and reflection, with the ultimate goal of improving the situation or problem being investigated The action research process involves several steps First, the researcher identifies a problem or area for improvement in their practice Next, they develop a plan of action to address the problem, which typically involves implementing a change or intervention The researcher then collects data to assess the impact of the intervention and analyzes the data to determine its effectiveness Finally, the researcher reflects on the process and outcomes of the intervention and identifies areas for further improvement One of the key features of action research is its emphasis on collaboration and participation It involves working closely with stakeholders, such as students, colleagues, and community members, to develop a shared understanding of the problem and to identify potential solutions Action research can be used in a variety of settings and contexts, including classrooms, schools, organizations, and communities It is a flexible and adaptable method that allows practitioners to tailor their approach to their specific needs and circumstances Overall, action research is a powerful tool for improving practice and addressing real-world problems in a systematic and effective manner

Action research is a method of inquiry that involves actively engaging in a process of change while simultaneously conducting research on that change process In this thesis, action research can be used to study the impact of drama activities on the English speaking skills of 7th graders at Chu Van An Lower Secondary School

Here is how the action research method can be used in the thesis:

The first step in using action research was to identify a problem or area of improvement In this case, the problem was the need to enhance the English speaking skills of 7th graders in a lower secondary school This step involves recognizing the gap between the desired state (better English speaking skills) and the current state (the skills as they are now)

The next step was to plan the intervention In this case, the intervention was the implementation of drama activities as part of the English language classes for 7th graders and planned how these activities will be integrated into the curriculum, the frequency of the activities, and their duration The activities were designed to promote the development of speaking skills, such as pronunciation, fluency, vocabulary, grammar, and communication skills

Step 3: Implementation of the Intervention

The third step is to implement the intervention The drama activities were integrated into the English language classes and taught by the English teacher The implementation of the intervention should be carefully monitored to ensure that the activities are being carried out as planned

The fourth step is to collect data on the impact of the intervention Different methods were employed to gather data that reflected changes in the students' English speaking skills These methods included administering standardized tests to

Step 3: Implementation of the Intervention

Step 6: Reflection and Adjustment measure specific aspects of speaking, conducting classroom observations to note improvements in behavior and interaction, collecting self-assessments from students about their perceived progress, and obtaining evaluations from the English teacher regarding the students' performance

The fifth step is to analyze the data collected The data should be analyzed using descriptive statistics to identify trends and patterns in the data The results of the analysis should inform the interpretation of the effectiveness of the intervention in enhancing English speaking skills

The final step is to reflect on the results of the action research and make adjustments as needed If the results indicate that the intervention has had a positive impact on the students' speaking skills, the intervention should be continued If the results indicate that the intervention has had limited or no impact, the intervention should be adjusted or modified to address the identified issues

It is important to note that action research is an ongoing process and that each step should be repeated multiple times to ensure that the intervention is effective and that the research is comprehensive Additionally, it is important to be transparent and ethical in the conduct of action research, ensuring that the rights and well-being of participants are protected at all times.

Models for using drama activities learning platforms in teaching

There are different models for using drama activities and learning platforms to enhance English speaking skills among students at the study

Role-playing model: In this model, students were assigned different roles and asked to act out a scenario or a conversation This model encouraged students to use language in context and promoted their fluency and accuracy in speaking English

Improvisation model: In this model, students were given a topic or a theme and are asked to create a scene or a conversation on the spot This model promoted creativity, spontaneity, and quick thinking among students

Reader's theatre model: In this model, students read a script and acted out the scenes from the script This model focused on pronunciation, intonation, and expression, and helped students improve their overall speaking skills

Digital storytelling model: In this model, students used digital tools such as videos, animations, and slideshows to tell a story or present a topic This model promoted the use of technology and multimedia in language learning and helped students develop their speaking skills in a fun and engaging way

Virtual reality model: In this model, students used virtual reality technology to simulate real-life situations and practiced their speaking skills This model provided a realistic and immersive learning experience for students and helped them overcome their fear of speaking English in public.

Data collection instruments

A good questionnaire may be an effective tool for guiding evaluation Furthermore, questionnaire is not only helpful in collecting descriptive data, but they can also be quickly analyzed using a variety of available tools, saving both researchers and participants time, money, and effort Questionnaire for students will be used as one of the significant data-collecting devices in this study In this study, a questionnaire is designed for students before and after taking part in drama-based activities (see Appendix 1) The questionnaire was designed based on previous studies which are briefly introduced in chapter 2 Literature review

The questionnaire was created by taking into account the validity and reliability issues In the questionnaire, each aspect had similar and adequate representation in questions All of the items were written under the related factors and unrelated items were eliminated from the questionnaire in order to increase validity The statements were made clear to understand and were put in a form that was testable

In this study we assumed that all participants had responded to the questions in an honest and candid manner Moreover, we assured that all participants had a sincere interest in participating in our research Also, it was assumed that all participants were similarly experienced in English learning

The questionnaire was administered to 40 randomly selected students The participants of the questionnaire were composed of the 7th graders at Chu Van An Lower Secondary School They were composed of 40 respondents, 18 of whom were male and 22 of whom were female They were sophomores, so their ages were generally in the twelve All 40 participants were guided how to complete the questionnaire carefully, and also required to complete all of the questions Participants were also asked to fill all the answers without any discussion and within 15 minutes to make sure the reliability of the study

The information about the students' expectations when taking drama-based activities was gathered through a questionnaire The students would not be asked to give their real names so that they would feel comfortable to answer the questions frankly Having collected the questionnaire from respondents, the researcher analyzed them and found the distribution of responses In this study, questionnaires for 7th graders would be used to collect data to guarantee the accuracy of the data

The test used in the thesis to answer the question of the effectiveness of drama activities in enhancing seventh graders’ speaking ability includes eight progress tests administered weekly (see Appendix 5) The progress tests are designed to evaluate the students' English speaking skills in various scenarios, such as role-playing, improvisation, and dramatic monologues The tests are conducted in various forms such as group presentations, individual presentations, and role-play activities The questions asked in the progress tests are related to the topics covered in class, such as creating short scenes, reciting lines from a play, improvisation, and more Each progress test contains three questions or prompts, and the students are expected to respond orally in English

The first three progress tests are designed to evaluate the students' skills in creating short scenes, improvisation, and role-playing In the fourth, fifth, and sixth progress tests, the students are asked to demonstrate their English speaking skills in reciting lines, dramatic monologues, and group presentations In the seventh progress test, the students perform a role-play activity based on a scenario provided by the teacher Finally, in the eighth progress test, the students prepare an individual presentation on their favorite drama activity from the course

The tests are designed to provide students with opportunities to practice their English speaking skills in various contexts related to drama activities, such as creating short scenes, improvisation, role-playing, dramatic monologues, and group presentations By performing these tasks, the students can demonstrate their English speaking ability and show their progress in enhancing their speaking skills

The thesis also used a variety of speaking tests (see Appendix 6) to assess the effectiveness of drama activities in enhancing the speaking ability of seventh- grade students

For the midterm speaking test, there were three tasks The first task was a role play where students had to act out a conversation based on a given scenario The second task was a monologue where students had to prepare and present a 2-

3 minute speech on a topic related to a recent drama activity The third task was a dialogue where students had to engage in a conversation related to a recent drama activity

For the final speaking test, there were also three tasks The first task was a more complex role play where students had to act out a conversation using appropriate vocabulary, grammar, and pronunciation The second task was a group discussion where students had to work together to discuss a topic related to a recent drama activity and come up with a group presentation The final task was a presentation where students had to prepare a short presentation about their favorite drama activity and deliver it using appropriate vocabulary and grammar

Overall, these speaking tests were designed to assess the students' ability to use English in real-life situations, sustain conversations, and communicate effectively By using drama activities in the classroom, the research aimed to improve students' speaking ability and increase their confidence in using English.

The procedure of data collection

The research was done by action research method

Data analysis, along with data collection, creates a central part of any research process

The process of data analysis has become easy to manage nowadays, due to the availability of more advanced computer software technologies In this research, the author selected the Microsoft Excel software version 2013 for data analysis Through using Microsoft Excel software, the data would be analyzed by calculating the correlation coefficient to identify the relations between each motivational factor and the overall satisfaction level

This interpretation would make sense to the further recommendations in the last chapter Besides, Microsoft Excel software version 2010 was also applied to organize the results obtained from the questionnaire and analysis Because of the small size of the sample, the author counted manually, then categorized answers and finally employed the division function of Microsoft Excel to identify the percentage With Microsoft Excel, the researcher can also draw some figures based on the results to better illustrate the results.

Data analysis

Data collected from questionnaire was collected and summarized using Microsoft Excel and illustrated by a system of charts or tables

Data collected from questionnaire was also summarized in a Microsoft Excel spreadsheet and visualized in the form of charts and tables for clearer presentation of statistics Students’ self-evaluation of the level interest in listening as well as their attention during speaking lessons before and after the intervention of drama activities were also compared to see whether drama-based lessons will change students’ attitudes towards speaking

Based on the findings from the questionnaire, the researcher made a comparison between the information I had with the findings of previous studies to look for any similarities and differences, then discussed the findings of the current studies and drawed conclusion.

FINDINGS AND DISCUSSION

The questionnaire result

4.1.1 Question 1: Have you ever participated in a drama activity in your English class before?

Figure 4.1 Students participated in a drama activity in their English class

In the given scenario, 5 students out of 40 answered "Yes" to the question

"Have you ever participated in a drama activity in your English class before?" while

35 students answered "No" This suggests that the majority of the students (87.5%) have not participated in a drama activity in their English class, while a minority of students (12.5%) has

Students participated in a drama activity in their

This information can be used to evaluate the effectiveness of incorporating drama activities in the English curriculum If the majority of students have not participated in drama activities, it may indicate that these activities are not being utilized to their full potential, or are not being implemented consistently in the classes On the other hand, if the minority of students who have participated in drama activities have benefited from them and enjoyed them, it may indicate that incorporating these activities more frequently or in a different way could have a positive impact on student engagement and learning outcomes

It's also important to note that the responses to this question are based on the personal experiences and perceptions of the students, and may not reflect the actual frequency of drama activities in the English classes Further research and data collection, such as surveys or interviews with the students and teachers, could provide more insight into the use of drama activities in the English curriculum and its impact on student learning

In conclusion, the responses to the question indicate that the majority of students have not participated in a drama activity in their English class, which could be an opportunity to further explore and improve the use of these activities in the curriculum

4.1.2 Question 2: How confident do you feel about speaking English in front of others?

Students' confidence about speaking English in front of others (%)

Not at all Somewhat Moderately Very much

Figure 4.2 Students' confidence about speaking English in front of others

The survey results show that 10 out of 40 students answered "Not at all" confident about speaking English in front of others, while 12 answered "Somewhat" confident, 12 answered "Moderately" confident, and 6 answered "Very much" confident

Overall, the results indicate that a majority of the students, 26 out of 40, feel either "Somewhat" or "Moderately" confident about speaking English in front of others, with a smaller proportion, 18 out of 40, feeling either "Not at all" or "Very much" confident

It's important to note that these results are based on self-reported confidence levels and may not necessarily reflect the students' actual proficiency in speaking English For example, a student may feel "Not at all" confident about speaking in front of others due to shyness or anxiety, even if they have a strong command of the language

Additionally, the limited sample size of 40 students means that the results may not be representative of the entire student population and should be interpreted with caution Further research with a larger sample size and demographic information would provide a more comprehensive understanding of the students' confidence levels in speaking English

In conclusion, the results suggest that a majority of the 40 surveyed students feel confident about speaking English in front of others, but there is still a significant proportion that feels less confident Further investigation is needed to fully understand the confidence levels and abilities of the students in speaking English

4.1.3 Question 3: How often do you practice speaking English outside of class?

Figure 4.3 Students' routine about practicing speaking English outside of class

Based on the data provided, a total of 40 students answered question 3, with

12 students answering "Rarely," 13 students answering "Occasionally," 9 students answering "Regularly," and 6 students answering "Very often."

The most common answer among the students is "Occasionally" with 32.5% of the respondents selecting it This suggests that a significant portion of the students engage in speaking English outside of class, but not necessarily on a regular basis On the other hand, the least common answer is "Very often" with only 15% of the respondents selecting it, indicating that only a small number of students prioritize speaking English as a regular part of their routine

In terms of overall practice frequency, 21 students out of 40 students answered either "Occasionally" or "Very often" which means that approximately 52.5% of the students engage in speaking English outside of class either occasionally or regularly Meanwhile, 21 students out of 40 students answered either "Rarely" or "Regularly" which means that 52.5% of the students either rarely practice speaking English or practice it on a regular basis

In conclusion, the data suggests that a significant portion of the students engage in speaking English outside of class, but not necessarily on a consistent basis Additionally, there is a roughly equal distribution of students who either

Students' routine about practicing speaking

Rarely Occasionally Regularly Very often rarely or regularly practice speaking English, indicating that there is room for improvement in this area

4.1.4 Question 4: How interested are you in participating in drama activities in your English class?

Figure 4.4 Students' interest in participating in drama activities in their

40 students are interested in participating in drama activities in their English class Out of the 40 students, 18 answered "Very much," 11 answered "Moderately," 7 answered "Somewhat," and only 4 answered "Not at all."

This indicates that a significant portion of the students are eager to participate in drama activities in their English class, with a combined total of 29 students (18 + 11) answering either "Moderately" or "Very much." This suggests that the students value these activities and find them engaging

On the other hand, only 11 students (7 + 4) answered either "Somewhat" or

"Not at all," indicating that a smaller portion of the students are not as interested in these activities This could potentially be due to a variety of reasons, such as shyness, lack of confidence, or simply not enjoying drama activities

It's important to note that the results of this survey are just a snapshot of the students' attitudes towards drama activities in their English class, and may not

Students' interest in participating in drama activities in their English class (%)

Not at all Somewhat Moderately Very much accurately reflect their true feelings or experiences Further data collection and analysis may be necessary to get a more complete picture

Overall, the results suggest that the majority of the students are interested in participating in drama activities in their English class, and teachers and administrators may want to consider incorporating more of these activities into the curriculum to engage and motivate the students

4.1.5 Question 5: Have you noticed any improvement in your English speaking skills after participating in drama activities?

Figure 4.5 Students' notice improvement in their English speaking skills after participating in drama activities

Out of the 40 students surveyed, 31 answered "Yes," indicating that they have noticed an improvement in their English speaking skills after participating in drama activities This represents a response rate of 77.5% in favor of the positive impact of drama activities on English speaking skills 5 students, or 12.5% of those surveyed, answered "No," suggesting that they have not seen any improvement The remaining 4 students, or 10% of the total, answered "Can't say," indicating that they are unsure or unable to determine if there has been an improvement in their English speaking skills

Students' notice improvement in their English speaking skills after participating in drama activities (%)

The progress test’s result

Table 4.1 The progress test’s result in 8 weeks

Week 8: Progress test 8 Student Student Student Student Student Student Student Student

The table 4.1 above shows the results of 40 students for progress tests conducted over eight weeks The first column lists the student numbers, while the subsequent columns represent the percentage of marks obtained by each student in the respective week's progress test

Comparing the results of Week 1 and Week 2, there is an increase in the average grade from 6.43 to 6.73, indicating that the students have made progress

Similarly, there is a steady increase in the average grade from Week 3 to Week 8, with the highest average grade recorded in Week 8 (8.28) This trend indicates that the students have been improving over time

Comparing the results of Week 1 and Week 8, there is a significant improvement in the average grade from 6.43 to 8.28, indicating that the students have made substantial progress over the eight weeks

In conclusion, the students have shown improvement in their grades over the eight weeks, although some students have been inconsistent in their performance The significant improvement in the average grade from Week 1 to Week 8 is a positive sign, indicating that the students have made significant progress over the duration of the program.

The Midterm Speaking Test and Final Speaking Test’s result

Table 4.2 Midterm Speaking Test and Final Speaking Test’s result

Grade Midterm Speaking Test Final Speaking Test

The table shows the results of the midterm and final speaking tests for 40 students The percentage of correct answers for each student is provided for both tests Based on Table 4.2, it can be observed that learning English through drama activities has significant importance for 7th-grade students' speaking skills

Overall, there is a slight improvement in the average grade from the midterm (7.13) to the final speaking test (7.70), indicating some progress in the students' speaking abilities

Looking at individual grades, there were some students who did not score any points on either test (grades 1-4), indicating a need for further improvement However, there were also students who showed significant improvement, such as those in grades 5 and 10 who increased their percentage of correct answers from the midterm to the final test

In terms of class distribution, grade 6 and grade 7 had the highest percentage of correct answers on the midterm test, but grade 8 had the highest percentage on the final test Grade 9 also showed improvement from the midterm to the final test

Overall, while there is some progress shown in the results of the final speaking test, there is still room for improvement, especially for students in grades 1-4 who did not score any points on either test The results suggest that drama activities can be an effective method for enhancing English speaking skills among middle school students.

Discussion

Based on the information provided in the given paragraphs, it can be concluded that drama-based lessons have a positive impact on students' attitudes towards English language learning, as well as their speaking abilities The questionnaire results indicate that most students are interested in participating in drama activities in their English class and perceive them as effective in enhancing their speaking skills Additionally, the progress test and speaking test results show an improvement in students' grades and speaking abilities over the eight weeks of the program

Regarding the “Question 1 What are the students’ attitudes toward the use drama-based lessons?”, the questionnaire results suggest that the students have a positive attitude towards drama-based lessons Specifically, most of them are interested in participating in such activities, are comfortable acting out different characters, and believe that drama activities can help them remember English vocabulary and grammar better This indicates that the use of drama in language learning is perceived as engaging and motivating by the students, which can enhance their overall learning experience

Regarding the “Question 2 To what extent are Drama activities effective in enhancing the seventh graders’ speaking ability?”, the results of the midterm and final speaking tests indicate that drama activities are effective in enhancing seventh graders' speaking abilities to some extent While there is still room for improvement, the overall improvement in the average grade from the midterm to the final speaking test indicates progress Moreover, the class distribution data suggests that students in all grades can benefit from drama-based activities, as different grades had the highest percentage of correct answers on different tests This indicates that drama activities can be an effective method for enhancing English speaking skills among middle school students

It is important to note that the progress tests do not specifically test the students' speaking ability, so it is not possible to make any conclusive statements about the effectiveness of drama activities in enhancing speaking skills Nonetheless, the fact that there is a consistent improvement in grades over time suggests that the use of drama-based lessons may have had a positive impact on the students' English language learning experience

To fully assess the effectiveness of drama activities in enhancing speaking ability, it may be necessary to conduct a specific speaking test before and after the implementation of drama-based lessons This would provide more targeted and conclusive evidence about the impact of drama activities on the students' speaking skills

Overall, the results suggest that drama-based lessons can be an effective method for enhancing English language learning among seventh graders, as they can positively impact students' attitudes towards learning and their speaking abilities However, further research is needed to establish the effectiveness of drama-based activities in enhancing language learning in a more comprehensive manner

Based on the results of the progress tests, it is difficult to determine the direct impact of drama-based lessons on the seventh graders' speaking ability However, the results do suggest that there is an overall improvement in the students' grades over the eight weeks, indicating that they have been making progress in their English language skills.

CONCLUSION

Summary of the study

The master thesis on enhancing English speaking skills for 7th graders by using drama activities in a lower secondary school aimed to investigate the effectiveness of drama activities in improving students' English speaking skills The study was conducted on a group of 7th graders in a lower secondary school in Vietnam, using action methods

The findings of the study suggest that drama activities can be an effective tool for enhancing students' English speaking skills The results showed a significant improvement in students' speaking skills after participating in drama activities The study also revealed that drama activities can boost students' confidence in using English and provide them with opportunities to be creative and participate actively in their learning process

The study has important implications for language teaching and learning, highlighting the potential of drama activities to make language learning more engaging, interactive, and effective The study also underscores the importance of promoting student participation in language learning and the need for teacher training to effectively incorporate drama activities in language teaching

Despite some limitations in the study, such as the small sample size and limited duration, the findings provide a foundation for further research on the effectiveness of drama activities in language learning Future studies can explore the impact of different types of drama activities and their effectiveness in different contexts

In conclusion, the study on enhancing English speaking skills for 7th graders by using drama activities in a lower secondary school provides valuable insights into the potential benefits of drama activities for language learning Teachers and language educators can use these findings to improve their teaching practices and enhance students' language learning outcomes.

Implications

The master thesis on enhancing English speaking skills for 7th graders by using drama activities in a lower secondary school has significant implications for language teaching and learning Some of the key implications are:

Potential of drama activities: The study highlights the potential of drama activities as an effective tool for enhancing English speaking skills Teachers and language educators can incorporate such activities in their teaching methodology to make language learning more engaging and interactive

Importance of creativity: The study highlights the importance of creativity in language teaching and learning Drama activities provide opportunities for students to be creative and express themselves in a fun and engaging way

Encouraging participation: Drama activities provide a platform for students to participate actively in their learning process The study underscores the importance of promoting student participation in language learning, which is crucial for improving their speaking skills

Boosting students' confidence: Drama activities can help to boost students' confidence in using the English language The study shows that when students are given opportunities to practice speaking in a supportive and engaging environment, they are more likely to overcome their fears and inhibitions and become more confident speakers

Need for teacher training: The study highlights the need for teachers to receive training in incorporating drama activities in language teaching Teachers need to develop the necessary skills and techniques to effectively use drama activities as a tool for enhancing students' speaking skills

Potential for further research: The study provides a foundation for further research on the effectiveness of drama activities in language learning Future studies can explore the impact of different types of drama activities and their effectiveness in different contexts

In conclusion, the study on enhancing English speaking skills for 7th graders by using drama activities in a lower secondary school has important implications for language teaching and learning It underscores the potential of drama activities to make language learning more engaging, interactive, and effective Teachers and language educators can use these findings to improve their teaching practices and enhance students' language learning outcomes.

Recommendations

The following recommendations are proposed for enhancing English speaking skills for 7th graders in lower secondary schools through the use of drama activities: Firstly, Integrate drama activities into the English language curriculum: Drama activities should be incorporated into the English language curriculum as a regular part of the students' speaking practice routine

Secondly, Encourage student participation and creativity: Teachers should encourage student participation and creativity in drama activities to enhance their confidence and fluency in speaking

Thirdly, Foster a positive and supportive learning environment: Teachers should foster a positive and supportive learning environment that allows students to take risks and feel comfortable speaking in English

Fourthly, Provide regular feedback and support: Teachers should provide regular feedback and support to help students improve their speaking skills over time

Fifthly, Train teachers in drama-based language instruction: Teachers should receive training in how to effectively incorporate drama activities into their language instruction to ensure successful implementation

Sixthly, Emphasize teamwork and collaboration: Drama activities should be designed to emphasize teamwork and collaboration among students to help build social skills and foster a sense of community

Seventhly, Encourage the use of English outside of the classroom: Teachers should encourage students to use English in their daily lives outside of the classroom to further enhance their speaking skills

In conclusion, incorporating drama activities into the English language curriculum has the potential to significantly enhance the speaking skills of 7th graders in lower secondary schools By following these recommendations, schools can provide students with a fun and engaging way to practice speaking English and help them develop their language skills in a supportive and inclusive environment.

Limitations of the study

While the study on enhancing English speaking skills for 7th graders by using drama activities in a lower secondary school provides valuable insights, there are some limitations that need to be acknowledged These limitations are as follows:

Small sample size: The study was conducted on a small sample of 7th graders from a single lower secondary school, which may limit the generalizability of the findings to other schools or grade levels

Limited duration: The study was conducted over a relatively short period of time, which may not be sufficient to fully capture the long-term impact of drama activities on students' English speaking skills

Self-reported data: The study relied heavily on self-reported data, which may be subject to biases or inaccuracies due to factors such as social desirability bias, memory recall errors, and response fatigue

Limited scope: The study focused exclusively on drama activities as a means of enhancing English speaking skills and did not explore other potential factors or variables that may contribute to this outcome

No control group: The study did not include a control group of students who did not receive the drama activities, which makes it difficult to determine the extent to which the observed improvements in speaking skills were due to the drama activities specifically, as opposed to other factors such as regular class instruction

Potential confounding variables: The study did not control for potential confounding variables such as students' prior English proficiency levels, socioeconomic backgrounds, or other factors that may impact their speaking skills

Limited external validity: The study was conducted in a specific cultural and linguistic context, which may limit the external validity of the findings to other contexts or countries

Despite these limitations, the study provides valuable insights into the potential benefits of drama activities for enhancing English speaking skills among 7th graders in a lower secondary school Further research is needed to address these limitations and expand our understanding of the effectiveness of drama activities for language learning.

Suggestions for further study

Based on the limitations of the study, there are some suggestions for further research to be conducted to gain more benefits for teaching and learning English in a lower secondary school in terms of the application of using drama activities In the first place, the effectiveness of using drama activities on improving speaking comprehension ability could be better illustrated if the number of participants is enlarged Therefore, further studies could apply this technique with more students to have more data More detailed tasks should be designed with tests to investigated the impacts of using drama activities on the development of different speaking sub skills to have better ideas regarding to what extent it facilitates the development of speaking ability Moreover, it is necessary for the tests to be pilot in advance to be able to increase the reliability of the results and its interpretation

Another direction that future researcher should follow is to conduct a research to find out what kinds of effects using drama activities have in helping students develop other language skills such as listening, reading, and writing Last but not least, future researchers can also use another research design such as action research to investigate the impacts of storytelling on the language classroom and look for better procedures to make use of the technique

Here are some suggestions for further study that could be considered in relation to the master thesis titled "Enhancing English speaking skills for the 7th graders by using drama activities in a lower secondary school":

Firstly, Investigate the effectiveness of drama activities for enhancing other language skills, such as writing, reading, and listening, among the 7th graders in a lower secondary school

Secondly, Examine the impact of different types of drama activities, such as role-playing, improvisation, and storytelling, on the speaking skills of 7th graders in a lower secondary school

Thirdly, Explore the role of teachers in facilitating drama activities and enhancing the speaking skills of 7th graders in a lower secondary school

Fourthly, Conduct a comparative study to examine the effectiveness of drama activities for enhancing English speaking skills among 7th graders in different types of schools (e.g., public, private, or international)

Fifthly, Investigate the impact of the use of technology, such as video recording and playback, on the effectiveness of drama activities for enhancing English speaking skills among 7th graders in a lower secondary school

Sixthly, Examine the long-term impact of drama activities on the English speaking skills of 7th graders in a lower secondary school, by conducting follow-up studies after a certain period of time has elapsed

Seventhly, Investigate the relationship between students' motivation, self- confidence, and anxiety levels, and their performance in drama activities and English speaking skills among 7th graders in a lower secondary school

Eighthly, Evaluate the feasibility of implementing drama activities for enhancing English speaking skills in other settings, such as higher education or adult language learning.

Implications and Comparison with Previous Research

The findings of this study align with previous research highlighting drama's potential to facilitate language learning and skill development Similar studies have also reported improved engagement, self-confidence, and active participation among students through drama activities The current study extends this body of knowledge by specifically addressing the context of 7th graders' English speaking skills in a lower secondary school environment

Moreover, the study's results contribute to the ongoing discourse on effective language teaching methodologies By showcasing the tangible benefits of drama activities, this research advocates for a more interactive and student-centered approach to language instruction The findings are in line with previous studies advocating for student engagement as a key factor in successful language acquisition.

Future Considerations and Conclusion

While the study offers valuable insights, it does acknowledge certain limitations, such as a small sample size and a restricted timeframe These limitations suggest avenues for further research, including the exploration of various drama activity types and their effectiveness across different educational settings

In conclusion, this study sheds light on the potential of drama activities to enhance English speaking skills among 7th graders in a lower secondary school By effectively addressing the research questions, the study contributes to the body of knowledge on innovative language teaching techniques Teachers and educators can draw from these insights to create dynamic and engaging learning environments that foster improved language acquisition and overall communication skills

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- Ask 40 students do the questionnaire

- 8 weeks implication drama-based lessons

- Ask 40 students do questionnaire after taking part in

8 weeks of drama-based lessons

- Conduct data analysis, Write finding, discussion and recommendation-chapter 4 and chapter 5

Confirmation of consent to the instruction of the staff accepted by the academy Tutor name

The purpose of this survey is to collect information for the study “ENHANCING ENGLISH SPEAKING SKILLS FOR THE 7 th GRADERS BY USING DRAMA ACTIVITIES IN A LOWER SECONDRY SCHOOL” It would be constructive if you could help me complete the following items You can be confident that this is just for research purposes and that your identity will not be revealed in any data analysis

1 Have you ever participated in a drama activity in your English class before? a Yes b No

2 How confident do you feel about speaking English in front of others? a Not at all b Somewhat c Moderately d Very much

3 How often do you practice speaking English outside of class? a Rarely b Occasionally c Regularly d Very often

4 How interested are you in participating in drama activities in your English class? a Not at all b Somewhat c Moderately d Very much

5 Have you noticed any improvement in your English speaking skills after participating in drama activities? a Yes b No c Can't say

6 In your opinion, how effective do you think drama activities are in enhancing English speaking skills? a Not effective b Somewhat effective c Moderately effective d Very effective

7 How comfortable are you with acting out different characters in a drama activity? a Not comfortable b Somewhat comfortable c Moderately comfortable d Very comfortable

8 Do you think that drama activities help you remember English vocabulary and grammar better? a Yes b No c Can't say

9 Have you ever performed a drama activity in front of an audience before? a Yes b No

10 Would you like to participate in more drama activities in your English class in the future? a Yes b No

Thank you for your cooperation!

1 Have you ever participated in a drama activity in your English class before? a Yes : 5 b No: 35

2 How confident do you feel about speaking English in front of others? a Not at all: 10 b Somewhat: 12 c Moderately: 12 d Very much: 6

3 How often do you practice speaking English outside of class? a Rarely: 12 b Occasionally: 13 c Regularly: 9 d Very often: 6

4 How interested are you in participating in drama activities in your English class? a Not at all: 4 b Somewhat: 7 c Moderately: 11 d Very much: 18

5 Have you noticed any improvement in your English speaking skills after participating in drama activities? a Yes: 31 b No: 5 c Can't say: 4

6 In your opinion, how effective do you think drama activities are in enhancing English speaking skills? a Not effective: 1 b Somewhat effective: 5 c Moderately effective: 15 d Very effective: 19

7 How comfortable are you with acting out different characters in a drama activity? a Not comfortable: 9 b Somewhat comfortable: 12 c Moderately comfortable: 12 d Very comfortable: 7

8 Do you think that drama activities help you remember English vocabulary and grammar better? a Yes: 29 b No: 7 c Can't say: 4

9 Have you ever performed a drama activity in front of an audience before? a Yes: 5 b No: 35

10 Would you like to participate in more drama activities in your English class in the future? a Yes: 38 b No: 2

A2 Vocabulary Grammar Pronunciation Interactive communication

5 - Uses a range of appropriate vocabulary to talk about everyday situations

- Show a good degree of control of simple grammatical forms

- Is mostly intelligible and has some control of phonological features at both utterance and word levels

- Requires little prompting and support

3 - Uses a vocabulary of isolated words and phrases

- Shows sufficient control simple grammatical forms

- Is mostly intelligible despite limited control of phonological features

- Maintains simple exchanges despite some difficulty

1 - Use a vocabulary of isolated words and phrases

- Shows only limited control of a few grammatical forms

- Has very limited control of phonological features and is often unintelligible

- Has considerable difficulty maintaining simple exchanges

- Requires additional prompting and support

Does the speaker use simple grammatical forms with a good degree of control? Forms such as: there is/are – t be – have (got) – can/can’t – must/mustn’t – present tense is used, occasional use of past tense or going to

Does the speaker use appropriate vocabulary to talk about everyday situations? Does child use words that fit the context/task?

Are the utterances mostly clear? Can the speaker be mostly understood?

Does the speaker show limited control of intonations?

Does the speaker show limited control of word and sentence stress?

Are individual sounds mostly clear?

Can the speaker maintain simple exchanges with the examiner? Does the child manage to produce appropriate and extended responses? (Answers can be simple; a phrase or one or two sentences, a question)

Does the speaker react appropriately to what the examiner says? Does the child understand what the examiner is asking

(or can he/she ask for clarification and then produce an answer)?

Does the speaker need any prompting or support?

Codes witching (code-switching occurs when a speaker alternates between two or more language

Does the speaker use simple grammatical forms with a good degree of control? Forms such as: there is/are – t be – have (got) – can/can’t – must/mustn’t – present tense is used, occasional use of past tense or going to

Write down examples of code switching:

Lesson Plan 1: Introduction to Drama-Based Learning

Objective: To introduce students to drama-based learning and its benefits for enhancing English speaking skills

Short video clip demonstrating drama-based learning

Printed short scripts for practice

Warm-up: Charades Game (10 minutes)

2 Instructions: Divide the class into two teams One student from each team comes forward and selects a word or phrase from a hat They have to act it out without using any words, while their team tries to guess what it is

3 Purpose: This lively warm-up encourages non-verbal communication and builds anticipation for the drama-based lesson ahead

Introduction to Drama-Based Learning (5 minutes)

2 Instructions: Briefly define drama-based learning as a method of teaching that uses dramatic activities to enhance language skills Explain that it's not just about acting, but also about improving speaking, listening, and overall communication

3 Purpose: Set the context for the lesson and establish the students' understanding of drama-based learning

2 Instructions: Show a short video clip (previously selected) that demonstrates a drama-based English lesson in action Highlight the engagement, interaction, and communication skills showcased in the video

3 Purpose: Visual reinforcement of the concepts introduced and pique students' interest in drama-based learning

Practice with Short Scripts (20 minutes)

2 Instructions: Divide students into small groups (4-5 students each) Distribute printed short scripts to each group Instruct them to read, practice, and perform the script using expressive speech and gestures

3 Purpose: Hands-on experience of drama-based activities, which encourages speaking, listening, and collaboration

2 Instructions: Gather the class and facilitate a brief discussion Ask groups to share their experiences with the script activity and how they found using drama to practice speaking

3 Purpose: Encourage students to reflect on their experience and recognize the potential benefits of drama-based learning for enhancing their English speaking skills

Wrap-up and Homework (5 minutes)

2 Instructions: Assign students to write a short reflection on their experience with drama-based learning and how they believe it can improve their English speaking abilities

3 Purpose: Reinforce the lesson's key points and encourage students to internalize their learning

Objective: To improve students' pronunciation through drama activities Duration: Approximately 50 minutes

Short video clip demonstrating accent practice

Printed short scripts with various accents

Warm-up: Telephone Game (10 minutes)

2 Instructions: Arrange students in a circle Whisper a sentence to the first student, who then whispers it to the next, and so on The last student says the sentence out loud Compare the initial and final sentences

3 Purpose: Highlight the challenges of accurate communication and set the stage for focusing on pronunciation improvement

Introduction to Pronunciation Practice (5 minutes)

2 Instructions: Discuss the significance of pronunciation in effective communication Explain that drama activities can help improve pronunciation by allowing students to experiment with various accents and styles

3 Purpose: Frame the lesson’s focus on pronunciation enhancement and its connection to drama-based activities

2 Instructions: Show a short video clip (previously selected) featuring actors practicing different accents and pronunciations Highlight the versatility of language and the role of accents in communication

3 Purpose: Provide a visual example of how professionals work on their pronunciation and inspire students to engage in similar activities

Practice with Various Accents and Styles (20 minutes)

1 Activity: Accent Practice with Scripts

2 Instructions: Distribute printed short scripts to each student Assign different accents or speaking styles to each group (e.g., British, American, Australian, formal, casual) Instruct students to practice the script using the assigned accent/style

3 Purpose: Encourage students to actively work on their pronunciation by adapting to different linguistic patterns

2 Instructions: Lead a class discussion where students share their experiences with practicing different accents and styles Prompt them to reflect on challenges faced and improvements noticed

3 Purpose: Engage students in thoughtful reflection on their learning process and the impact of practicing pronunciation through drama

Wrap-up and Homework (5 minutes)

2 Instructions: Assign students to record themselves reading a short passage in their preferred accent/style They should compare their recording to a native speaker's version and note areas for improvement

3 Purpose: Extend the learning beyond the classroom and encourage self- assessment of progress

Objective: To develop students' English vocabulary through drama activities

Short video clip demonstrating vocabulary gestures

Printed short scripts with new vocabulary words

Warm-up: Word Association Game (10 minutes)

2 Instructions: Form a circle with students The first student says a word, and the next student says a word related to the previous one Continue around the circle

3 Purpose: Activate prior vocabulary knowledge and set the tone for vocabulary-focused learning through drama activities

Introduction to Vocabulary Enhancement (5 minutes)

2 Instructions: Discuss the importance of vocabulary in effective communication Explain how drama activities can make vocabulary learning engaging and memorable

3 Purpose: Provide context for the lesson’s focus on vocabulary development and its connection to drama-based methods

2 Instructions: Show a short video clip (previously selected) where actors use gestures and actions to remember new vocabulary words Emphasize the role of physical engagement in vocabulary retention

3 Purpose: Offer a visual example of effective vocabulary learning strategies and inspire students to apply similar techniques

Practice with Gestures and Actions (20 minutes)

1 Activity: Vocabulary Script with Gestures

2 Instructions: Distribute printed short scripts to each student Assign a set of new vocabulary words to each group Instruct students to incorporate gestures and actions related to the meaning of each word while performing the script

3 Purpose: Encourage students to create memorable associations between words and actions, aiding in vocabulary recall

2 Instructions: Facilitate a class discussion where students share their experiences with using gestures to remember vocabulary Encourage them to discuss the effectiveness of this approach

3 Purpose: Stimulate thoughtful reflection on the impact of incorporating gestures and actions into vocabulary learning

Wrap-up and Homework (5 minutes)

2 Instructions: Assign students to create their own short scripts incorporating newly learned vocabulary words, along with corresponding gestures or actions They should present these scripts to the class in the next session

3 Purpose: Extend vocabulary learning to a creative application, fostering ownership of new words

Lesson Plan 4: Building Confidence in Speaking

Objective: To build students' confidence in speaking English through drama activities

Short video clip demonstrating improvisation

Improvisation prompts on printed cards

Warm-up: "Yes, And " Game (10 minutes)

2 Instructions: Students sit in a circle One student starts a story with a sentence The next student continues the story with "Yes, and " and adds to the narrative This continues, building on each other's contributions

3 Purpose: Encourage active participation, creativity, and collaborative storytelling, setting a positive atmosphere for the confidence-building activities

Introduction to Confidence Building (5 minutes)

2 Instructions: Discuss the importance of confidence in language learning Explain that drama activities provide a supportive environment for practicing English without the fear of making mistakes

3 Purpose: Set the context for the lesson’s focus on confidence building and its relationship with drama-based techniques

2 Instructions: Show a short video clip (previously selected) featuring actors practicing improvisation and building on each other's ideas Emphasize the teamwork, spontaneity, and risk-taking involved

3 Purpose: Showcase how actors enhance their communication skills by embracing creativity and collaborative speaking

2 Instructions: Distribute printed improvisation prompts to pairs or small groups of students Instruct them to create short improvised dialogues based on the prompts Encourage them to focus on building the conversation together

3 Purpose: Allow students to experience collaborative speaking and gradual confidence growth through supportive interactions

2 Instructions: Lead a class discussion where students share their experiences with the improvisation activity Encourage them to discuss any shifts in their confidence level and comfort with speaking

3 Purpose: Foster open dialogue about the impact of drama activities on confidence and language skills

Wrap-up and Homework (5 minutes)

2 Instructions: Assign students to prepare a short monologue on a topic of their choice They should practice speaking with enthusiasm and confidence They will present their monologues to the class in the next session

3 Purpose: Extend confidence-building exercises to individual speaking opportunities

Lesson Plan 5: Exploring Different Perspectives

Objective: To help students develop empathy and understand different perspectives through drama activities

Short video clip demonstrating scenes with different perspectives

Printed short scripts with diverse characters' perspectives

Warm-up: Role Play Game (10 minutes)

2 Instructions: Students pair up One student takes on a role or character and interacts with their partner in a given scenario They switch roles and repeat the activity

3 Purpose: Introduce the concept of assuming different viewpoints and characters, setting the stage for exploring diverse perspectives

Introduction to Perspective Exploration (5 minutes)

2 Instructions: Discuss the value of understanding different viewpoints in communication and relationships Explain that drama activities provide a unique opportunity to step into others' shoes and build empathy

3 Purpose: Contextualize the lesson’s focus on perspective exploration and its connection to drama-based techniques

2 Instructions: Show a short video clip (previously selected) featuring actors performing a scene from a play that highlights different perspectives Emphasize the power of storytelling to convey diverse viewpoints

3 Purpose: Present an example of how drama can portray multiple perspectives, sparking students’ interest in exploring this aspect

Practice with Diverse Perspectives (20 minutes)

1 Activity: Script with Multiple Perspectives

2 Instructions: Distribute printed short scripts to each student The scripts should feature characters with differing perspectives in a given situation Assign roles and instruct students to immerse themselves in their characters while practicing and performing

3 Purpose: Encourage students to embody different viewpoints and deepen their understanding of diverse experiences

2 Instructions: Lead a class discussion where students share their experiences with exploring diverse perspectives Encourage them to reflect on any shifts in their perception and empathy

3 Purpose: Facilitate dialogue about the impact of drama activities on broadening students’ understanding of others’ viewpoints

Wrap-up and Homework (5 minutes)

2 Instructions: Assign students to write a short reflective essay on the lesson's theme of understanding different perspectives They should draw from personal experiences and the activities conducted in class

3 Purpose: Promote critical thinking and extend learning beyond the classroom through individual reflection

Objective: To improve students' storytelling abilities through drama activities

Short video clip demonstrating effective storytelling

Printed short scripts with strong narrative structure

Warm-up: Storytelling Circle Game (10 minutes)

2 Instructions: Form a circle with students Begin a story with a sentence The next student continues the story with a sentence, building on the previous person's contribution Continue until the story concludes

3 Purpose: Initiate creative thinking, cooperative storytelling, and set the tone for enhancing storytelling skills

Introduction to Storytelling Enhancement (5 minutes)

2 Instructions: Discuss the importance of effective storytelling in communication Explain how drama activities allow students to express ideas, emotions, and characters vividly, enhancing their storytelling abilities

3 Purpose: Contextualize the lesson’s focus on storytelling improvement and its link to drama-based techniques

2 Instructions: Show a short video clip (previously selected) featuring actors performing a scene with compelling storytelling elements Highlight the use of dialogue, emotions, and narrative structure

3 Purpose: Showcase the power of effective storytelling and inspire students to incorporate similar elements in their practice

Practice with Strong Narrative Scripts (20 minutes)

1 Activity: Narrative Script Practice in Groups

2 Instructions: Distribute printed short scripts to each student Assign groups of students to different scripts, each with a strong narrative structure Instruct them to practice and perform, emphasizing engaging storytelling

3 Purpose: Provide students with hands-on experience in delivering narratives with clear structure and impactful delivery

2 Instructions: Facilitate a class discussion where students share their experiences with the storytelling activity Encourage them to discuss how the drama-based approach enhanced their storytelling skills

3 Purpose: Engage students in reflective dialogue about the impact of the lesson on their storytelling abilities

Wrap-up and Homework (5 minutes)

2 Instructions: Assign students to select a favorite short story or incident and retell it with added emotions, dialogue, and vivid descriptions They will present their enhanced stories to the class in the next session

3 Purpose: Extend storytelling practice to independent creative expression

Objective: To develop students' critical thinking skills through drama activities

Short video clip demonstrating scenes with complex themes

Printed short scripts with intricate themes and characters

Warm-up: "What If " Game (10 minutes)

2 Instructions: Students sit in a circle One student proposes a hypothetical situation starting with "What if " The next student responds with their thoughts and passes on a new "What if " question

3 Purpose: Stimulate speculative thinking, imagination, and prepare students for exploring complex situations

Introduction to Critical Thinking Development (5 minutes)

2 Instructions: Discuss the significance of critical thinking in analyzing situations and making informed decisions Explain how drama activities can encourage students to delve into multifaceted scenarios and characters

3 Purpose: Establish the context for the lesson’s emphasis on critical thinking development through drama-based techniques

2 Instructions: Show a short video clip (previously selected) featuring actors performing a scene with complex themes and characters Highlight the depth of thought and interpretation required for such scenes

3 Purpose: Offer an illustration of how drama can explore intricate ideas and foster critical thinking

Practice with Intricate Themes and Characters (20 minutes)

1 Activity: Script with Complex Themes Practice

2 Instructions: Distribute printed short scripts to each student Assign small groups of students to different scripts, each with intricate themes and characters Instruct them to practice and perform, focusing on conveying depth and complexity

3 Purpose: Provide students with an opportunity to engage in dialogue and performance that requires analytical thinking

2 Instructions: Lead a class discussion where students share their experiences with the complex themes and characters activity Encourage them to discuss the challenges they faced and insights gained

3 Purpose: Foster conversation about the role of drama in developing critical thinking skills and understanding multifaceted situations

Wrap-up and Homework (5 minutes)

2 Instructions: Assign students to analyze a real-world issue from multiple perspectives and draft a short monologue or dialogue that represents different viewpoints They will present their analysis in the next session

3 Purpose: Extend critical thinking practice to addressing real-world complexities through dramatic interpretation

Objective: To promote collaborative learning through drama activities Duration: Approximately 50 minutes

Short video clip demonstrating scenes with strong teamwork

Printed improvisation prompts that encourage collaboration

Warm-up: Group Improv Game (10 minutes)

2 Instructions: Divide students into groups Each group is given a scenario or theme They collaborate to create a short improvised scene based on the given prompt

3 Purpose: Initiate cooperative teamwork and set the tone for collaborative learning through drama activities

Introduction to Collaborative Learning (5 minutes)

2 Instructions: Discuss the importance of teamwork and communication in various aspects of life Explain that drama activities provide a platform for students to enhance collaborative skills through shared creativity

3 Purpose: Contextualize the lesson’s focus on collaborative learning and its connection to drama-based techniques

2 Instructions: Show a short video clip (previously selected) featuring actors performing an improvised scene with strong teamwork and communication Highlight the actors' synchronization and coordination

3 Purpose: Demonstrate how collaborative learning contributes to effective drama performances and inspires similar efforts

Practice with Teamwork Prompts (20 minutes)

1 Activity: Teamwork Improvisation Pairs/Groups

2 Instructions: Distribute printed improvisation prompts to pairs or small groups of students The prompts should encourage collaborative storytelling and interaction Instruct students to collaborate and improvise scenes based on the prompts

3 Purpose: Provide students with the opportunity to practice teamwork, creativity, and effective communication

2 Instructions: Facilitate a class discussion where students share their experiences with the teamwork-focused activity Encourage them to reflect on how collaboration enhanced their improvisational skills

3 Purpose: Engage students in reflective dialogue about the role of drama in developing effective collaborative learning

Wrap-up and Homework (5 minutes)

2 Instructions: Assign students to work in pairs or small groups to create a short scripted scene that involves strong teamwork and communication They will perform these scenes in the next session

3 Purpose: Extend collaborative learning beyond improvisation to scripted collaboration.

1 Imagine you are playing the role of a detective in a play You have to interrogate a suspect What questions would you ask?

2 Imagine you are playing the role of a princess in a play You have to ask a wizard for help What would you say?

3 Imagine you are playing the role of a superhero in a play You have to save a city from a dangerous monster What would you say to your team before going into battle?

1 In groups of three, discuss the most memorable scene from the play we watched last week and explain why it stood out to you

2 In groups of three, brainstorm and discuss ideas for a new play based on a current social issue Share your ideas with the class

3 In groups of three, prepare a short scene from a play and perform it in front of the class The scene should showcase good communication skills and teamwork After the performance, discuss the challenges you faced and how you overcame them

1 In pairs, take turns improvising a scene in which one person is a doctor and the other is a patient with a strange ailment Use drama techniques such as body language and facial expressions to enhance the scene

2 In groups of three, create a short skit in which one person is a tourist who is lost and the other two are locals who help the tourist find their way Use improvisation techniques to make the scene more realistic

3 In pairs, take turns improvising a scene in which one person is a detective and the other is a suspect being interrogated Use drama techniques to create tension and make the scene more engaging

1 In pairs, take turns improvising a scene in which one person is a salesperson and the other is a customer The salesperson is trying to sell the customer a product, but the customer is skeptical Use drama techniques such as body language and facial expressions to enhance the scene

2 In pairs, take turns reciting lines from a scene in a play that we read in class Use different emotions and intonations to convey the character's feelings

3 In pairs, take turns creating a short skit in which one person is a superhero and the other is a villain Use improvisation techniques to create a scene that is engaging and exciting

Speaking (dramatic monologue related to drama activities)

1 Choose one of the following prompts and prepare a one-minute dramatic monologue to perform Your monologue should be related to drama activities and demonstrate your English speaking skills

2 Imagine you are auditioning for a part in a play Perform a dramatic monologue that showcases your acting abilities

3 Imagine you are a character in a play who is facing a difficult situation Perform a dramatic monologue that conveys your emotions and feelings

4 Imagine you are a director giving a speech to your cast and crew on the first day of rehearsal Perform a dramatic monologue that inspires and motivates your team to work together to create a great production

Speaking (group presentation on drama activities)

1 Working in a group, prepare a 3-minute presentation on the topic of drama activities and their benefits for improving English speaking skills Your presentation should include the following elements:

2 Introduction: Introduce your group and explain why you chose this topic Body: Discuss the benefits of drama activities for improving English speaking skills, including specific examples

Conclusion: Summarize your main points and offer some final thoughts on the topic

You may use props, visual aids, or other materials to support your presentation

Speaking (role-play activity related to drama activities)

Working in pairs, perform a role-play activity based on a scenario provided by the teacher Your role-play should showcase your English speaking skills and ability to engage in dialogue with a partner Here is one possible scenario:

You and your partner are actors rehearsing for a play In the scene, your characters are having an argument One of you is angry and emotional, while the other is calm and rational Perform the scene together, using appropriate body language and facial expressions to convey your characters' emotions

After the role-play, answer the following questions:

1 How did you prepare for the role-play activity? a We practiced our lines together b We read the script several times c We discussed our characters' motivations and emotions d We didn't prepare much, we just improvised

2 What did you learn from this activity? a I learned how to express strong emotions in English b I learned how to work collaboratively with a partner c I learned some new vocabulary words and grammar structures d I didn't learn much, it was too easy for me

Speaking (individual presentation on drama activities)

Prepare a 2-minute presentation on your favorite drama activity that you have done in English class this year Your presentation should include the following:

A brief explanation of the activity

What skills you learned or improved through the activity

An example of how you have used these skills outside of class

After your presentation, answer the following questions:

1 What drama activity did you choose to talk about and why? a I chose to talk about a role-play activity because I found it challenging but fun b I chose to talk about a scriptwriting activity because I enjoy writing stories c I chose to talk about a mime activity because it helped me improve my body language and facial expressions d I chose to talk about a group performance activity because I enjoyed working collaboratively with my classmates

2 What was the most challenging part of preparing for this presentation? a Coming up with a topic to talk about b Writing the script for my presentation c Practicing my English speaking skills d Nothing was particularly challenging, I enjoyed preparing for the presentation.

Students will be given a scenario, and they will have to act out a conversation between two people For example, a student could be a waiter, and the examiner could be a customer ordering food in a restaurant

Each student will prepare a 2-3 minute monologue on a topic related to a recent drama activity The topic could be about the character they played, the storyline, or their overall experience

Students will be paired up, and they will have to engage in a dialogue related to a recent drama activity The dialogue should last 3-5 minutes, and they will be assessed on their ability to sustain a conversation and communicate effectively

Similar to the midterm exam, students will be given a scenario, and they will have to act out a conversation between two people This time, the scenario will be more complex and challenging, and the students will be assessed on their ability to use appropriate vocabulary, grammar, and pronunciation

Students will be divided into groups, and they will be given a topic related to a recent drama activity They will have to discuss the topic and come up with a group presentation Each student will be assessed on their ability to express their opinions and ideas clearly and effectively

In the final task, each student will prepare a short presentation about their favorite drama activity throughout the semester They will be assessed on their