04051002176 using dramas to reduce english speaking anxiety among 11th grade students an action research project at a school in hanoi
INTRODUCTION
Rationale for the study
English has widely been recognised as the Lingua Franca of today’s interconnected world and serves as a common means of communication among individuals who do not share a native language The outstanding role of English in international communication relationships has led English language learners to be expected to have strong speaking skills In English Language Teaching (ELT), speaking anxiety has emerged as a matter of great concern due to its significant impact on learners’ speaking performance A recent study by Rizkiya and Pratolo
(2023) pointed out that speaking anxiety “can lead to negative self-perceptions, mental slowness, and poor performance”, which in turn hinders students’ language development This aligns with previous literature indicating that anxiety disrupts language performance and proficiency (Zheng and Cheng, 2018) Moreover, the shift to online learning due to the COVID-19 pandemic has changed the landscape of ELT
A study conducted by Prentiss (2021) found that many students “experienced increased speaking anxiety in online classes due to factors such as technical challenges, less non-verbal feedback, and more focus on self-image in virtual communication” This highlights the need for educators to modify their approaches to create a more supportive learning environment that mitigate the anxiety
In Vietnam, English speaking proficiency is considered one main criteria of output standards in the General Education Program Many Vietnamese students, however, find it difficult to reach their speaking proficiency due to their high level of speaking anxiety This anxiety originates from a number of factors, such as “a lack motivation in speaking lessons, a fear of making mistakes, and a fear of receiving criticism from others” (Tran and Nguyen, 2023), and the traditional grammar-focused
2 teaching approach frequently utilized in Vietnamese schools This is in line with Nguyen and Phan (2024)’s findings, which emphasizes that the lack of interactive and student-centered activities contributes to the continuation of speaking anxiety Meanwhile, the traditional teaching method prioritizes vocabulary and grammar memorization above communicative competence, which is crucial for minimizing speaking anxiety It suggests that introducing more communicative approaches can provide a simulating environment that makes students feel more at ease practicing their speaking skills This is consistent with the National Educational Reforms in Vietnam, which emphasize adaptive teaching methods and communicative competency (Ministry of Education and Training, 2022)
As a result, the application of Communicative Language Teaching (CLT) approach that places a high priority on interactive speaking activities has been recommended as one method to lessen students’ anxiety about speaking in English Among these methods, drama activities have been shown to have positive impacts on reducing English speaking anxiety among language learners For instance, Balgos
(2020) found that incorporating drama activities in English classes “provides a safe space where students can motivate one another and learn collaboratively” In her study, Nguyen (2018) shared the same results and emphasized students’ willingness and confidence to participate in speaking activities thanks to drama activities Drama activities can be used as an effective teaching strategy to encourage students to learn a language in a proactive and engaging manner In other words, the implementation of drama activities creates an environment in which students can respond spontaneously, use their imagination, and learn in context
Having worked with students at a school in Hanoi for more than 3 years, the author notices that, like most Vietnamese learners, the students here have to face speaking anxiety Although they have a solid foundation of vocabulary and grammar, the fear of being negatively evaluated, the concerns about making mistakes, and the lack of confidence prevent them from fully achieving speaking skills Recognizing that speaking anxiety is one of the primary factors impeding the advancement of
3 students’ speaking skills, and being impressed by the positive impacts of the drama activities on minimizing English speaking anxiety, the author decides to conduct the thesis named “Using dramas to reduce English speaking anxiety among 11 th grade students: An action research project at a school in Hanoi” to know whether the utilization of drama activities in English speaking classes can help students feel less anxious in their oral performance.
Aim, objectives and research questions
1.2.1 Aim and objectives of the study
The research aims at examining to what extent the use of drama activities contributes to reducing English speaking anxiety level of 11 th grade students at a school in Hanoi
The study has the following objectives:
To examine the effectiveness of drama activities in reducing students’ English speaking anxiety;
To examine students’ attitudes towards use of the drama activities in English speaking lessons
Based on the aforementioned rationale, aim and objectives, the study seeks to provide answers to the following research questions:
1 To what extent does the use of drama activities contribute to reducing students’ English speaking anxiety?
2 What are students’ attitudes towards the use of drama activities in English speaking lessons?
Method of the study
This study is conducted using both quantitative and qualitative methods with the instruments used to collect data are questionnaires, semi-structured interview, student’s reflection and teacher’s diary.
Scope of the study
As an action research project, the present study is limited itself to just one problem, that is students’ speaking anxiety Basing on the analysis of factors stated
4 by students, some interventions are experimented to address the problem Therefore, the focus of the study is the impacts of drama activities including role-play, mime, simulation and improvisation on students’ speaking anxiety minimization Other interactive activities are out of the scope of the study due to the limit of the thesis Due to time constraints, this study is conducted on thirty-three 11 th grade students at a school in Hanoi within 15 weeks of the first semester of the academic year 2024-2025.
Significance of the study
The significance of the study is stated as follows:
Scientific significance: The work reinforces the existing literature that supports drama-based approach in language learning, offering empirical evidence for integrating drama into curriculum design
For the English teacher in this school: this research can be a reference of using drama activities to reduce speaking anxiety of 11 th grade students so that students’ interests in speaking can be fostered and, therefore, the speaking ability is increased;
For other English teachers: this research can be a useful and practical source for teachers to teach English speaking skills;
For students in this school: students can lower their speaking anxiety through drama activities and thus, improve their oral performance;
For the author: this research provides an opportunity to examine a novel approach in teaching English speaking in particular and explore an important area in teaching process in general Additionally, this study may form an essential foundation for further studies in the future.
Structure of the study
The study consists of the following parts:
Chapter 1 Introduction provides a general overview of the research, including the rationale for the study, the aim and objectives, the research questions, the method, the scope, the significance, and the structure of the study
LITERATURE REVIEW
Definitions of speaking skills
Being considered one of the four important skills in English language learning, speaking is stated by Brown and Yule (1983) as “the skill that the students will be judged upon most in real life situations” Up to now, several academics and researchers have defined speaking skills in different ways
Burns and Joyce (1997) define speaking as an interactive process of constructing meaning that involves producing and processing information Similarly, Chaney and Burk (1998) consider speaking as “the process of building and sharing meaning through the use of verbal and non-verbal symbols into a variety of context” These two viewpoints are in line with the perspective of Nunan (1999), who claims that speaking is “an interactive process of constructing meaning that involves producing, receiving and processing information” Nunan (1999) also emphasizes the importance of speaking context, including “the participants themselves, their experiences, the physical environment, and the purposes for speaking”
From another perspective, Brown and Abeywickrama (2004) consider speaking as a productive skill which results from the creative construction of language strings, in which the speaker makes choices of vocabulary, structure and discourse Likewise, Thornbury (2011) believes speaking requires linguistic knowledge that comprises of genre, discourse, and pragmatic knowledge This viewpoint is also shared earlier by Nunan (1999), and he believes that speaking demands students to possess both linguistic competence - the ability to produce specific points of language such as grammar, pronunciation, or vocabulary and sociolinguistic competence - the understanding of when, why, and in what ways to
7 produce language However, Thornbury (2011) tends to focus more on genre knowledge, as he differentiates two main purposes for speaking: transactional and interpersonal The former is primarily concerned with transferring information and facilitating the exchange of goods and services while the latter focuses on upholding and nurturing positive relationships between people
Among these definitions, Nunan (1999)’s definition of speaking is the working definition in this study, as it poinst out the characteristics of speaking from both linguistic and sociolinguistic aspects It can be concluded that speaking is both a productive skill and an interactive process of constructing meaning, in which context, relationships and sociolinguistic knowledge are influential factors of the speaking process The next part discusses speaking anxiety and its related concepts.
Speaking anxiety
In English learning, speaking is assumed by many students as the most difficult skill they have to deal with Anxiety in speaking is considered one of the most frequent barriers to learn English as a foreign language, which makes students ignore the opportunity to give their oral performance in the classroom Consequently, the requirement for a positive approach to English speaking anxiety reduction should be taken into consideration Thus, instructional activities to boost students’ self- confidence and lessen their speaking anxiety in class have been suggested
This section discusses the definition, sources and types of speaking anxiety, and impacts of speaking anxiety on learning process
Anxiety is a familiar concept in the field of psychology Anxiety, according to Lewis (1970), is “an unpleasant emotion experienced as dread, scare, alarm, fright, trepidation, horror or panic” To share the same viewpoint, Horwitz et al (1986) define anxiety as “the subjective feeling of tension, apprehension, nervousness and worry associated with an arousal of the autonomic nervous system” However, in the field of foreign language learning, Horwitz et al (1986) point out that foreign language anxiety is not just the combination of the aforementioned worries, but they
8 think of it as “a distinct complex of self perceptions, beliefs, feelings, and behaviors arising from the uniqueness of the language learning process” In other words, students experience language anxiety because they have to communicate in a language that they are not fully proficient in An alternative definition of foreign language anxiety is given by MacIntyre and Gardner (1991), characterizing it as the fear and negative emotional response that are specifically related to second language contexts, such as speaking, listening, and learning Among these skills, speaking is
“the single most important source of language anxiety” (MacIntyre, 1999)
Speaking, according to Young (1992), is arguably the most difficult of the four skills that foreign language learners and teachers have to master As a result, students involved in oral communication activities frequently feel anxious, particularly in the classroom where their teacher and classmates constantly monitor their performance Speaking anxiety can severely undermine one’s confidence because it often leads to stuttering when they are unable to articulate and exhibit their expertise (Lanerfeldt,
1992, as cited by Al Hakim and Syam, 2019) The effect can be identified by psychological symptoms such as sweating and stumbling and an irregular heartbeat that affects speaking and acting, as stated by Mitchell et al (2019) In speaking classrooms, students are frequently expected to participate in group discussions or give oral presentations in front of the class These difficult speaking tasks could be detrimental to their progress (Tanveer, 2007) since speaking in the target language is the aspect of language learning that gives students the greatest anxiety (Young, 1990)
To sum up, the term speaking anxiety is defined as the fear, nervousness, and emotional discomfort that students experience when engaging in oral communication, particularly in a foreign language It stems from various psychological factors, including self-perceptions, beliefs about language proficiency, and the pressure of being evaluated by peers and instructors These obstacles prevent students from demonstrating their real speaking abilities or maintaining focus and control over the speaking process Thus, it stands to reason that oral skill is the most troubling factor
9 in relation to anxiety levels and the latently detrimental impact it has on learners’ self- esteem
From a thorough analysis of the literature on language anxiety, Young (1991) points out that language anxiety comes from: (1) personal and interpersonal anxieties;
(2) learner beliefs about language learning; (3) instructor beliefs about language teaching; (4) instructor-learner interactions; (5) classroom procedures; and (6) language testing
The most often mentioned and discussed causes of language anxiety are likely personal and interpersonal problems Under this category, low self-esteem and competitiveness are the two main causes of anxiety in learners Bailey (1983) points out that language learners who compare themselves to others or have an idealized self-image may experience anxiety as a result of competition Similar to this, Krashen
(1982) contends that a person’s level of self-esteem has a significant impact on their language anxiety because “people with low self-esteem are concerned with pleasing others; they worry about what their peers think” Therefore, it would appear that students who initially feel they are not as proficient in a foreign or second language as their peers are those who are most likely to suffer from language anxiety
2.2.2.2 Learner beliefs about language learning
One of the main causes of language anxiety is learner beliefs about language acquisition In a study, Horwitz (1988) reports on his students’ beliefs in successful language learning that they: 1) raised serious concern about the accuracy of their statements; 2) stressed the importance of having “an excellent accent” when speaking.; 3) approved the idea that learning a language involves essentially translating from English; 4) thought that two years is sufficient time to learn a language fluently; and 5) thought that some people could acquire a foreign language more easily than others Anxiety may result from some of these ideas since they are unrealistic for a language student For example, most beginner students will not sound natural unless they are extremely driven If they believe that pronunciation is the most
10 important aspect of a language, they will get worried and stressed In other words, anxiety is the result of the conflict between beliefs and reality
2.2.2.3 Instructor beliefs about language teaching
Language anxiety can also stem from the beliefs of teachers on the teaching of languages Most teachers, as stated by Brandl (1987), believe that a certain degree of fear serves as a constructive and essential motivator in enhancing students’ academic performance According to Young (1991), instructors who perceive their primary responsibility as continuously correcting students’ errors, who refrain from allowing collaborative learning due to concerns over classroom management, and who emphasize teacher-centered instruction with minimal student participation may cause more anxiety among learners In short, the social setting that the instructor creates in the classroom can have a significant impact on the students
Instructor-learner interactions are a major source of language anxiety Anxiety may stem from the strict way of addressing students’ faults In addition, learners routinely indicate concern about responding poorly, being inaccurate in front of their classmates, and sounding “stupid” (Horwitz et al., 1986) They also have concerns about how mistakes are regarded in the language classroom Many students believe that some error correction is required; nevertheless, the issue is not necessarily error repair, but rather the method in which errors are corrected - when, how frequently, and, most crucially, how errors are fixed
Anxiety over classroom procedures stems mostly from having to communicate in the target language in front of a group Many students claim that oral presentations in front of the class, as well as oral skits, cause the most anxiety Daly (1991) discusses several factors that can contribute to learner anxiety in an evaluative context, such as a test (written or oral) He claims that learners are more concerned when the situation is novel, uncertain, or highly evaluative In language testing, the higher the level of evaluation is and the more unclear the test activities are, the greater
11 anxiety the learners suffer from Oral quizzes and having to react orally in the target language are also significant sources of anxiety (Young, 1991)
Anxiety can arise from parts of language testing Madsen et al (1991) discover that students react anxiously to certain language test items, with some test formats causing substantially more anxiety than others Students also suffer anxiety when they spend hours studying the information covered in class only to discover that their tests examine different material or use question styles which they are unfamiliar with According to MacIntyre and Gardner (1991), learners do not suffer language anxiety at the start of their learning journey According to them, language anxiety develops only when attitudes and feelings about the language learning process have evolved
By studying the sources of language anxiety, the plan for suitable strategies and activities to lessen students’ worry and nervousness can be developed The next part related to types of speaking anxiety will be provided
Based on the investigation into the sources of language anxiety, many researchers classify it into different performances Three main types of anxiety, as stated by Horwitz et al (1986), include communication apprehension, test-anxiety, and fear of negative evaluation
Communicative Language Teaching approach
According to Wilkins (1972), Communicative Language Teaching approach is an approach that aims to create a realistic context for language acquisition to develop communicative competence in the classroom setting Specifically, a language user is communicatively competent if he is able to use the language both accurately (based on linguistic competence) and appropriately (based on communicative competence) (Hymes, 1972) In other words, language learners must demonstrate the ability to employ language for many tasks and functions, adjust their language use according to context and audience, produce and comprehend various texts, and sustain communication despite language barriers Therefore, rather than emphasizing the study of language structures, forms, and vocabulary, Widdowson
(1978) placed more focus on the use of language for communicating meaning
In CLT, the teacher acts as a facilitator, supporter as well as a participant in the teaching-learning process while the learner plays the role of a negotiator and engages in classroom interaction with other students to convey the intended meanings As a result, CLT aims to give students as many opportunities as possible to utilize the language in a classroom setting By engaging in frequent practice, students can more quickly achieve a level of skill that enables them to speak effectively outside of the classroom Particularly, CLT approach is comprised of a number of specific classroom activities and activities that students can spend more time interacting with their peers to achieve the communicative competence (Setiadi,
2012) One of those for language class is drama activities, which are discussed in greater details in the next part.
Drama in language teaching
Drama has emerged as an engaging and effective tool in language teaching, capturing the interest of educators and researchers worldwide This section sheds light on key concepts of drama in language teaching, including its definition, types of activities, as well as the advantages and obstacles associated with integrating drama into language teaching
2.4.1 Definition of drama in language teaching
According to Holden (1981), drama in language teaching “applies to any activity which asks the student to portray himself in an imaginary situation; or to portray another person in an imaginary situation” In other words, drama activity gives a person the chance to express himself verbally and physically while drawing on memory and imagination Similarly, Via (1987) states that drama is interpersonal communication with the aim of conveying meaning In drama practice, students take the responsibility of turning a drama’s text into actions, dialogues, or sights According to Bolton (1985), “drama is a unique tool, vital for language development” since it fosters self-expression and simulates reality Drama activities, then, give students a chance to see language in action and motivate them to utilize it in a context and situation
Maley and Duff (1984) emphasize that the purpose of dramatic activities in language classes is to foster language proficiency and imagination, not to produce plays for audiences To share the same viewpoint, Bolton (2007) defines drama as an activity in which teachers and students construct and act out dramatic scenarios for themselves rather than for outside people The term “Classroom drama”, therefore, has also been used to refer to this practice, according to Bolton (2007)
The distinction between Drama and Theater is obvious A Theater is a story that is performed on stage in front of live viewers; as such, it implies performance and is primarily focused on the interaction between the actors and their audiences In contrast, the participants in the Drama exercises are learners rather than actors since Drama is used in the language classroom as opposed to on stage Maley (1983) holds the view that Drama focuses on “doing” and is more interested in what is transpiring
15 within and among group members when they are put in a dramatic setting Dervishaj
(2009) draws a distinction between Drama and Theater, noting that in the classroom, Drama is frequently referred to as creative dramatics and concentrates on the dramatic enactment for the benefit of learners, whereas Theater arts primarily focus on entertaining audiences
In short, Drama is, in essence, described by researchers as a sequence of oral performances that students in language lessons must engage in to develop their language proficiency (Hubbard et al., 1986) The students “are asked either to portray themselves or to portray someone else in an imaginary situation” (Holden, 1981) in this communication activity Drama in language teaching is a helpful and educational activity in which students’ language skills and group working ability are considerably enhanced
Various activities have been recommended for integrating drama into teaching Koyluoglu (2010) states that educators can offer students diverse experiences by selecting from a range of methods that align with learners’ requirements, preferences, and proficiency levels Davies (1990) mentions that these approaches encompass role-play, mime, simulation and improvisation through dramatization
According to Livingstone (1983), role play is a class activity that allows students to practice the language skills necessary for the actual roles they might play outside of the classroom Richards (1985) asserts that role-playing entails a scenario in which the participants, the setting, and a goal problem are all described Participants must complete the task while utilizing all available linguistic resources From the aforementioned definitions, it can be inferred that role-playing is an activity that necessitates a person to assume a role, whether it be real or imagined Kodotchigova (2001) claims that role play prepares students for communication in a variety of social and cultural contexts Participants can develop prior experience
16 through role play and then transform it into characters for the story According to Wrentschur and Altman (2002), participants are able to adopt roles that were previously foreign to them and experience what it is like to be on the opposing side for a brief period of time in this way Importantly, role play can assist in simulating the vocabulary that students would typically use outside of the classroom, depending on the situation (Livingstone, 1983) As a result, role play can help learners get ready for potential future circumstances by modeling reality
Mime is described as “a non-verbal representation of an idea or story through gesture, bodily movement, and expression” by Dougill (1987), which means the paralinguistic aspects of communication are highlighted through mime By encouraging students to stand up and perform in front of one another, it can boost their confidence Besides, students typically “are very enthusiastic about this aspect of drama” and mime tends to “be a source of great enjoyment,” according to Hayes
(1984) Therefore, the entertaining and humorous aspects of mime may improve students’ passion and drive for active learning Next, mime also aids in the development of students’ powers of imagination and observation (Zyoud, 2010) For the language teacher, mime is often defined as playing out an idea or story through non-verbal language (Zyoud, 2010)
Savignon (1983) and Dougill (1987) share the same viewpoint that mime is not only one of the most beneficial activities for practicing languages, but it’s also one of the most effective and minimally demanding Although no language is utilized during the mime, the mime itself can work as a catalyst to develop and elicit language before, during, and after the action Through student conversations and teacher feedback, mime facilitates language acquisition (Dougill, 1987) Therefore, this activity can be used for EFL students even at low levels
Davies (1990) defines simulation as interactive exercises in which students work together to solve a particular problem in a classroom setting It includes types of communication such as introductions, parting remarks, compliments, and
17 complaints Similarly, Jones (1982) states that simulations are “a reality of functions in a simulated and structured environment” In simulation exercises, the pupils either play themselves or a different character with various types of dialogue
Role play is frequently used in the role-simulation However, the distinctions between role play and simulation in language training are not particularly significant According to Livingston (1983), “the opportunities role play and simulation afford are the language teacher’s principal focus A simulation’s purpose is to give participants the chance to practice playing particular roles and improvising in particular situations with the idea that with practice, they will play their roles more successfully when situations requiring similar skills arise in real life
Previous studies related to using dramas to reduce speaking anxiety
The effectiveness of using drama in language teaching has become a growing focus for researchers Numerous studies have explored this subject, focusing on some aspects such as: pronunciation (e.g., Nfor, 2019; Uzun & Uzun, 2022), vocabulary (e.g.,
Do, 2017; Alshraideh & Alahmdi, 2020), listening (e.g., Mykhailova, Humankova & Grygorieva, 2022; Tong, 2024), reading (e.g., van Wyk, 2005; Po, 2012)
However, the impact of using drama methods in teaching can be examined in the context of speaking skills, particularly in speaking competence (e.g., Iamsaard & Kerdpo, 2015; Sutjiati, Ningsih & Budiwaty, 2017), speaking motivation (e.g., Shand, 2008; Rama & Lubis, 2023), speaking anxiety (e.g., Atas, 2014; Li, 2016; Nguyen, 2018) In terms of speaking anxiety, previous studies have explored the role of drama activities in reducing anxiety levels among students, providing valuable insights into the potential benefits of incorporating drama activities in language education Some studies conducted by both foreign
22 and Vietnamese researchers are mentioned as follows:
The initial study was conducted by Zarina (2014) with the title “Maritime students’ perception towards drama as a way to reduce foreign language classroom anxiety” This study focused on the attitudes of eighty non-native English speakers enrolled in maritime-related programs at a university in Malaysia The research employed quantitative methods, using a survey questionnaire adapted from Horwitz et al (1986), which was administered after the drama application to elicit the learners’ perceptions of the activity The data was then analyzed using descriptive statistics The findings indicated that the participants found drama to be an enjoyable activity and experienced relief from unnecessary nervousness during the drama sessions Furthermore, they felt more at ease when speaking publicly in English Zarina (2014) proposed that teachers should support learners in their language learning journey by designing effective and enjoyable learning activities
The second previous study was carried out by Li (2016) under the name “A challenging path: seeking improvement for English speaking anxiety in Chinese university students through an intervention-based action research with drama approach” The research was conducted at a Chinese university over a three-month period It was an action research that employed primarily qualitative and partly quantitative data collection methods The author designed and taught a course for a randomly selected group of thirteen students who reported experiencing anxiety Quantitative data was collected using questionnaires, modified from those developed by Horwitz et al (1986), to assess the participants’ general levels of English speaking anxiety Qualitative data was obtained from the teacher’s journals, class observations, and individual interviews with the participants The results indicated that the drama course had a positive effect in reducing the participants’ anxiety to varying degrees, including drastic, fluctuating, and mild decreases Li (2016) recommended further research into creating a learner-friendly language environment for anxious learners through ample practice of using oral English with drama-based approach
Another study of similar topic is “Reducing speaking anxiety in EFL learners through drama activities” by Atas (2014), which involved twenty-four twelfth graders
23 with an A2 language proficiency level at Kozan Anatolian Medical Vocational High School The research methods used were both quantitative and qualitative, in which pre- and post-tests using Horwitz et al.’s FLCAS (1986), semi-structured interviews, student diaries, and teacher reflections were employed The results showed that drama had a positive impact on reducing students’ anxiety, fear, and embarrassment when speaking in the foreign language Many students reported feeling more confident when speaking English, overcoming feelings of inadequacy compared to peers and the fear of ridicule, and becoming more comfortable with unprepared conversations in English Atas (2014) recommended that language teachers should be aware of the advantageous effects of drama in improving speaking skills and reducing anxiety in foreign language learners
The introduction of the drama approach has sparked increased interest among Vietnamese researchers in exploring this teaching strategy Several studies have shed lights on the effects of integrating drama in language teaching The study “Using drama to reduce anxiety in speaking English for sixth graders: an action research project at a lower secondary school in Thanh Oai District” by Nguyen Hong Hanh in
2018 is an example To reduce students’ anxiety when speaking the target language in an EFL classroom, this study implemented an action research project The research took place over six months during the 2017-2018 academic year and involved 35 sixth graders at a lower secondary school in Thanh Oai district Data was collected through pre- and post-intervention questionnaires, observations, and student reflections The results highlighted factors such as English proficiency, teacher behavior, communication apprehension, and fear of evaluation as contributors to student nervousness in speaking the target language Additionally, the study found that drama significantly helped diminish students’ anxiety in speaking the target language in their EFL classroom
Another study was carried out by Vu Thi Quyen in 2014 with the title
“Applying English drama project to foster naturally speaking skill and individual’s involvement in group work activities of students at school of foreign languages, Thai Nguyen University” The study aimed to explore the impact of an English Drama
Project on students’ natural speaking skills and their teamwork contributions The participants of the study were thirty-two second-year students majoring in both French and English at Thai Nguyen School of Foreign Languages The author applied the experimental method to conduct the study Two groups of students were taught speaking using different methods: one group followed a traditional approach, while the other was taught using the English Drama Project Both groups were assessed in the same way after a five-week experiment The post-test was used to measure changes in the students’ speaking skill while self-peer assessment forms and observations were used to evaluate the students’ participation in group work The results revealed significant differences between the two groups, as the English Drama Project group demonstrated better speaking test results and greater involvement in teamwork The study suggests implementing the English Drama Project for all English major students at Thai Nguyen School of Foreign Languages
In summary, the literature review indicates the widespread use of drama in teaching speaking, both globally and in Vietnam Numerous studies have explored the benefits of integrating drama into teaching, demonstrating its positive effects in decreasing foreign language learners’ anxiety and encouraging greater participation in speaking activities during lessons However, there were some common limitations across these studies For example, in some researches, the methodology might involve only quantitative measures (e.g., anxiety survey questionnaire, pre-test and post-test) without qualitative measures, leading to the lack of multi-faceted evaluation Some other researches focused more on self-reported data (e.g., interview, student’s reflection), which can introduce bias and skew the results For other studies incorporating both qualitative and quantitative data, the separate analysis of each dataset prevented a comprehensive interpretation of correlations between findings This gap prompted the author to conduct an action research project, in which the mixed methodology approach is implemented with both quantitative method (e.g., pre- and post-intervention questionnaire) and qualitative method (e.g., student’s reflection and semi-structured interview for subjective data, teacher’s diary for objective data) In the present study, the findings from quantitative data are
25 interpreted in relation with the findings from qualitative data to provide a more holistic understanding of anxiety reduction based on drama intervention.
Chapter summary
In this chapter, various aspects related to speaking skills and speaking anxiety have been introduced Besides, CLT approach is reviewed as a strategy to alleviate learners’ anxiety in English speaking, providing a foundation for the author’s teaching planning The chapter further explores drama in language teaching within the CLT framework, highlighting its benefits and challenges In addition, previous relevant studies regarding the efficiency of employing drama activities to mitigate students’ speaking anxiety by foreign and Vietnamese researchers are discussed as well Having learnt from previous literature, the author opts to initiate a study up to this topic The detailed description of the research methodology will be presented in the following chapter
METHODOLOGY
Context of the study
The study is conducted in the first semester of the academic year 2024-2025 in a public school located in Gia Lam District, Hanoi English is a compulsory subject in the curriculum, and the School Board gives considerable emphasis to the teaching and learning of English In general, noteworthy investments have been made in enhancing the training facilities and creating a standardized learning environment to provide students with optimal educational settings, especially for English proficiency The majority of classrooms are equipped with modern devices like smart TVs, speakers, WIFI, and cable network connections to support students’ learning
In the school where the research was conducted, the teaching of English is taken in charge by the Foreign Language Department The Foreign Language Department includes 7 teachers with experiences and good qualification in teaching English, in which there are 3 teachers with Master degrees and 4 teachers with Bachelor degrees of English pedagogy The author of this study got a Bachelor degree awarded by University of Languages and International Studies, Vietnam National University and has been working as an English teacher at this school for more than 3 years
From the academic year 2022-2023, the teaching and learning of English follows the General Education English Curriculum (GEEC) promulgated by the Vietnamese Ministry of Education and Training in 2018 At upper secondary school
27 level, the instructional time for English is 105 periods per academic school year More specifically, students spend 3 periods per week for learning English, each period lasts
45 minutes Students who finish upper secondary school will have mastered Level 3 in the 6-level Foreign Language Proficiency Framework for Vietnam (VNFLPF)
The set of textbooks selected for teaching and learning English in this school is Global Success This series is compiled based on the GEEC and the VNFLPF
These textbooks are developed in association with 4 Themes, namely Our lives, Our society, Our environment, Our future These 4 Themes are concretized into 10 Units, each Unit corresponds to a Topic Within the framework of each unit, the language input is respectively introduced with 8 lessons, including: Getting started, Language,
Reading, Speaking, Listening, Writing, Communication & Culture/CLIL and Looking back & Project For speaking skill, in addition to the time constraint for speaking, students do not have much chance for further practice Consequently, they frequently face great variety of problems with speaking skills, one of which is anxiety when speaking English
There are thirty-three 11 th grade students in the class that the author is currently teaching, all aged 16 and with several years of experience in studying English No students are participating in extracurricular classes Although students have not taken a real speaking test, based on the formative assessment, it can be seen that most of them are at a low level of speaking skills Besides some personality traits such as shyness and lack of confidence, according to the author’s observation, students experience a certain level of speaking anxiety This can be seen through some typical symptoms, such as silence and bowing, stuttering or giving incomplete responses when being asked to speak Meanwhile, the support of the teacher is quite limited due to the small amount of time for teaching and practicing speaking in class, resulting in challenges in improving students’ speaking skills
In this study, to ensure privacy and confidentiality, the students were referred to using numerical identifiers, such as Student 01, Student 02, and so on Additionally, the author also acted as the teacher for the class throughout the
28 semester, enabling direct engagement in the students’ English learning process and maintaining a consistent approach to conducting the research.
Research design
3.2.1 Rationale for applying action research
Action research was first proposed by Lewin in 1940s as a powerful tool for change and improvement at the local level (Cohen et al., 2007) Action research is purposeful, problem-solving research that can be carried out independently or by a group of people According to Vo and Trinh (2008), it is typified by spiraling cycles of problem identification, systematic data collection, reflection, analysis, data-driven action taken, and, ultimately, problem redefinition O’ Brien (1993) explains action research as “learning by doing”, that is, when a group of individuals encounter an issue, they attempt to solve it, then they assess the effectiveness of their activities, and try again if they are not satisfied with the results It can be applied to various fields of education, including teaching methods, learning strategies, evaluating procedures, attitudes and values, ongoing professional development of teachers, management and control, and administration (Cohen et al., 2007) Within the classroom-scale, action research is intended to assist teachers in investigating their classes and using that knowledge to create informed decisions in the future (Vo and Trinh, 2008) Action research is regarded as a useful tool for making practical improvements because it gives teachers the chance to become proficient in research methods and applications while also increasing their awareness of the options and possibilities for change (Vo and Trinh, 2008) Consequently, action research in the educational setting is a process that teachers design, carry out, and put into practice to enhance teaching and learning in their classrooms
The author, as an English teacher, is aware of the challenges that her students have to encounter in the process of enhancing their English speaking abilities In an attempt to handle these challenges and being impressed by the potential effects of the action research, the author reasons that action research would be the most suitable approach for this thesis
The steps of action research have been analysed in several ways Many researchers share the same viewpoint that action research can be divided into two simple stages: a diagnostic stage in which problems are analyzed and hypotheses are developed, and a therapeutic stage in which the hypotheses are tested through a situational experiment or a consciously directed intervention
According to Lewin (1946), the four primary steps of action research include planning, acting, observing, and reflecting In particular, McKernan (1991) proposes that Lewin’s action research model consists of a sequence of spirals, each of which includes a cycle of analysis, reconnaissance, problem reconceptualization, intervention planning, implementation of the plan, and assessment of the intervention’s effectiveness Ebbutt (1985) shares the same viewpoint and adds that feedback is crucial during and after each cycle, which helps with reflection This is further supported by Altricher and Gstettner’s (1993) action research model, which consists of four steps: (1) identifying a starting point, (2) clarifying the situation, (3) developing action strategies and implementing them, and (4) making teachers’ knowledge public However, they suggest that steps (2) and (3) do not have to be done in that order, avoiding the potential artificial divide between data collection, analysis, and interpretation
The model of action research by Lewis (1946)
Nunan (1992) suggests a seven-step cycle for action research as followed:
The seven-step cycle for action research by Nunan (1992)
Step 1 Initiation A problem is identified in class, resulting in the idea of action research
Step 2 Preliminary investigation Baseline data is gathered to have more insights about the nature of the problem
Step 3 Hypothesis A hypothesis is developed based on the initial data
Step 4 Intervention Several strategies are applied to solve the problem
Step 5 Evaluation An assessment is conducted to evaluate the intervention
Step 6 Dissemination The findings are shared
Step 7 Follow-up Alternative methods to solve the original problem are continually investigated
On the consideration of a proper action research model for this thesis, the author supposes that the Nunan’s model is the most appropriate framework The model applied to this thesis is illustrated as followed:
The action research model applied to the research
Research method
A mixed-methods design named Explanatory Sequential Design outlined by Creswell and Clark (2018) is used to examine the effectiveness of drama activities in
31 reducing students’ speaking anxiety based on several important factors First, the nature of the research topic involves both quantitative and qualitative dimensions The quantitative data was used to provide measurable evidence concerning the level of speaking anxiety among students, while the qualitative data allowed for a more in- depth investigation of student experiences, perceptions, and other details of their learning processes By adopting a mixed-methods approach, the research was able to capture a holistic view of the phenomenon being studied This methodology combined the statistical strength of quantitative analysis with the depth of qualitative insights As a result, the research could not only assess the effectiveness of drama activities but also provide more insights about the reasons behind their influence on student progress and their attitudes Furthermore, the mixed-methods design allowed for the triangulation of findings from various data sources, which improved the overall credibility and validity of the research results (Denscombe, 2021) In summary, the selection of a mixed-methods approach was well-suited to the complexity of the research topic and aimed to provide insights into the relationship between drama activities and the reduction of students’ anxiety levels.
Participants
The research involved thirty-three 11 th grade students of a class where the writer has taught English for one year Despite their considerable experiences, many of them lack confidence and are hesitant to actively participate in English speaking sessions, leading to challenges in improving their speaking skills According to the author’s observation, the most typical problem that hinders the students’ ability to speak is anxiety Students suffering from speaking anxiety often show certain expressions, such as silence and bowing, stuttering or giving incomplete responses when being asked to speak
The students were given the pre- and post-intervention questionnaire To obtain more in depth-data, based on the post-intervention result as well as the performance during the intervention, five students (S1, S9, S17, S6 and S13) were selected among the respondents for a semi-structured interview S1, S9 and S17 were three students with significant progress like most students in the chosen class during the
32 intervention S6 and S13 were two students whose score in the post-intervention questionnaire is higher than in the pre-intervention questionnaire Both questions and responses were given in Vietnamese This was to ensure the accuracy of the information in case the students lacked the confidence to respond in English or if they were unsure of how to comprehend the interview questions and provide answers For translation purposes, all the interviews were audio-recorded and transcribed.
Research instruments
This study was conducted using both quantitative and qualitative methods with the instruments used to collect data are questionnaires, semi-structured interview, teacher’s diary and student’s reflection
According to Brown (2001), a questionnaire is any written document that presents respondents with a series of questions or statements to which they respond by either writing out their answers or choosing from pre-existing ones Questionnaire is an effective method for quickly and efficiently collecting data from a large number of respondents regarding the affective aspects of teaching and learning, such as beliefs, attitudes, motivation, preferences, etc Hence, this instrument was chosen to be utilized in this study
There are two questionnaires are used in this thesis Questionnaire 1 is used for the evaluation of student’s anxiety level in the pre- and post-intervention stages, Questionnaire 2 is used for the evaluation of students’ attitudes towards the drama activities in the post-intervention stage
- Purpose: Questionnaire 1, conducted in the pre-intervention and post-intervention stages (See Appendix 1), was used to explore the differences in range of students’ speaking anxiety level before and after the implementation of drama activities in the first semester of the academic year (from unit 1 to unit 5)
- Structure of the questionnaire: It was adapted from Young (1991) that was designed based on the original version of the 33-item Foreign Language Classroom Anxiety Scale by Horwitz et al (1986) The questionnaire consisted of 33 items and each item
33 was rated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) with a neutral category in the middle Since the questionnaire was 5-point Likert scales, the total score ranged from 33 to 165 (one point for each item equals
33 points of the minimum score, whereas five points for each item equals 165 maximum scores) To categorize learners’ anxiety levels, this study used Oetting’s scale (Oetting, 1992) categorizing five levels of speaking anxiety scores, i.e., very high level (124-165), high level (108-123), moderate level (87-107), low level (66-
86), and very low level (33-65) The questionnaire was validated by Young (1991) for the content validity, and the reliability of the questionnaire was tested, yielding a Cronbach’s alpha of 0.883
The Cronbach’s alpha of questionnaire 1
- Procedure: The pre-intervention questionnaire was taken before the application of drama activities, on the fourth day of week 1 while the post-intervention questionnaire was delivered at the end of the intervention plan, on the first day of week 15 To increase the validity of the questionnaire, it was carried out in Vietnamese The time allocation for both of the questionnaires was 15 minutes Then, the data were analysed using SPSS software
- Purpose: This questionnaire (See Appendix 2) aims to elicit the learners’ attitude towards the drama activities in helping them overcome their speaking anxiety
- Structure of the questionnaires: The questionnaire was adapted from the one made by Akwaree and Kulsirisawad (2018) This questionnaire was piloted to check the content validity and the reliability A Cronbach’s alpha of 0.782 was obtained, demonstrating strong internal consistency across the questionnaire items
The Cronbach’s alpha of questionnaire 2
In adapting the questionnaire for this research, the writer recognized its comprehensive coverage of key variables related to students’ attitudes towards the implementation of drama activities, which aligned closely with this research’s objectives In total, the questionnaire consists of 10 items categorized into 3 parts, namely (1) Motivation, (2) Confidence, and (3) Usefulness Each item is rated on a five-point Likert scale from 1 (strongly disagree) to 5 (strongly agree)
To be more specific, the justification for the questionnaire based on the working conceptual framework of this research is illustrated as follows:
The justification for the attitude questionnaire
1 Motivation (4 items) The motivation (Oller and Richard, 1983; Zafeiriadou,
2009) see section 2.4.3.1 Benefits of drama integration in language teaching
2 Confidence (3 items) Learners’ confidence (Zyoud, 2010) see section 2.4.2.4
Improvisation; students’ self-confidence (Zakhareuski,
2018) see section 2.4.3.1 Benefits of drama integration in language teaching
3 Usefulness (3 items) Lively lessons (Alasmari and Alshae, 2020) see section
2.4.3.1 Benefits of drama integration in language teaching; opportunities to speak (Bolton, 1985) see section 2.4.1 Definition of drama in language teaching; collaboration with others (McCaslin, 1990) see section 2.4.2.4 Improvisation
- Procedure: The questionnaire was delivered for the students after the intervention
35 stage, on the last day of week 15 The questionnaire was carried out in Vietnamese to increase the validity It took about 10 minutes for all students to complete the questionnaire Then, the collected data were analyzed properly by using SPSS software
A semi-structured interview is a qualitative research approach that integrates characteristics of both structured and unstructured interviews It provides a flexible framework for gathering rich, in-depth data while also allowing for some predetermined questions or topics This approach allows the author to explore the research topic while maintaining the flexibility to follow up on interesting or unexpected responses The aforementioned concepts serve as the justification for selecting this instrument in the present study
- Purpose: The interview was conducted at the end of the research with the aim of gaining more insights for evaluating the influence of using drama activities on eliminating students’ speaking anxiety
- Structure of semi-structured interview: This interview included 5 open-ended questions relating to the influence of drama activities on reducing students’speaking anxiety (See Appendix 3) The questions were based on the benefits and challenges of drama activities (see section 2.4.3.1 Benefits of drama integration in language teaching and section 2.4.3.2 Challenges of drama integration in language teaching)
- Participants: The author conducted interviews with five selected students based on their post-intervention questionnaire results and observations of their performance during the intervention
- Procedure: The author made an appointment with the participants in the classroom to conduct the interview The interview was implemented after the completion of the post-intervention questionnaire, on the second and third day of week 15, and was recorded by the author The students were given a thorough explanation of the goal of the study in general and the interview in particular at the begining of each interview The length of each interview lasted around 15 minutes To increase the validity of the interviews, the interviews were carried out in Vietnamese
Teacher’s diaries have been identified as a valuable data collection method in educational research It offers a unique and personal perspective on classroom interactions, teaching methods, student engagement, and challenges faced by teachers, providing valuable insights into classroom dynamics (Arndt and Rose,
Data collection procedures
This classroom action research was conducted in three primary phases: Pre- Treatment, Treatment, and Post-Treatment Additionally, the specific procedural framework proposed by Nunan was systematically implemented throughout these phases
Being a teacher in the setting environment of the study, the author recognized that her student’s speaking skills were limited and supposed that speaking anxiety was one of the main causes that hinder the development of students’ speaking competence The author decided to conduct an intervention to improve their speaking skills
As a teacher in the research setting, the author identified the speaking anxiety levels of her students by analyzing the pre-intervention questionnaire The results of the pre-intervention questionnaire show that students generally experience a high level of English speaking anxiety The detailed findings would be clarified in Chapter 4
It was hypothesized that the application of drama activities can reduce students’ speaking anxiety level
When the problem was identified, the preparation for plan implementation was completed and the intervention was taken in 15 weeks
Based on the findings from the pre-intervention questionnaire in the pre- treatment phase, the author found that the students had a high anxiety level in speaking To overcome the problems, the author applied drama activities as a solution to support the speaking lessons (Unit 1 to Unit 5) The implementation weeks include Week 2, Week 4, Week 7, Week 11 and Week 14 The other weeks in the procedure do not include Speaking lessons Week 9 and Week 10 are used for revision and 1 st mid-term test The action plan for drama intervention is summarized as follows, while the full details are provided in Appendix 6
The summary of the action plan for the drama implementation
Unit 1 – Giving instructions for an exercise routine (page 12)
- Students take part in a role-play activity of asking and answering
“How to burn fat” in the role of Minh and Nam (Activity 2 in the textbook – page 13)
Unit 2 – Talking about different generations (page
- Students take part in a conversation in the role of Kevin and Ly (Activity 1 in the textbook – page 22);
- Students participate in a simulation activity: A talk show about
“The most common generation gaps in your family” (based on Activity 3 in the textbook – page 23)
Unit 3 – Discussing cities of the future (page 32)
Students take part in an improvisation activity (based on Activity
Unit 4 – Discussing necessary qualifications for joining a programme
- Students take part in a conversation in the role of Nick and Mai (Activity 2 in the textbook – page 46);
- Students participate in an improvisation activity (based on Activity 1 in the textbook – page 46):
Unit 5 – Human activities and global warming (page
- Students take part in a mime activity (based on Activity 1 in the textbook – page 66):
- Students take part in a conversation in the role of Mark and Mai (Activity 2 in the textbook – page 57) at the same time;
There are a lot of drama activities that can be applied to reduce students’ speaking anxiety However, in this study, the author only implemented drama activities including role-play, mime, simulation and improvisation
Role-play: Students were divided into groups and given various scenarios to role- play Each group was required to collaborate, set the script, and then perform in front of the class within the allocated time Afterward, they received feedback and reflected on their experiences Most of the students were typically interested in this type of activity
Mime: In this activity, the teacher provided options for themes or scenarios (e.g., daily activities, emotions, professions) that students can mime Students working in pairs or small groups chose a scenario, planned their performance within a time limit and presented their mime to the class The teacher then prompted the audience to guess what each mime was portraying or encouraged them to express their thoughts afterwards This activity encourages creativity, teamwork, and critical thinking while simultaneously enhancing students’ verbal and non-verbal communication skills
Simulation: The steps to conduct simulation activities and role-play ones are quite similar Simulation, however, tends to focus on scenarios that mimic complex real- life situations Therefore, this kind of activity helps develop students’ critical thinking, decision-making, and problem-solving skills in addition to verbal communication
Improvisation: In this activity, students were instructed to develop a complete play based on a basic situation or topic Students worked in pairs or small groups for a few minutes to discuss and plan their performances, focusing on creative, unscripted interactions Each group then presented its improvised scenes to the class The teacher assigned a specific period of time for this activity For example, a student must be able to catch up and discuss his life with an old friend that he unexpectedly met in a coffee shop within 3 minutes The purpose of this activity is to improve students’ pronunciation, reinforce the use of grammatical structures, and enhance vocabulary practice
Before starting these activities, the teacher needed to spend time teaching her students important information about speaking and how to practice drama
40 activities The author encouraged the students to do their best to speak as much as they can, even if it meant making mistakes with vocabulary, grammar, or pronunciation sometimes
When using drama activities, there are a few steps the teacher should follow It’s important to teach the necessary vocabulary and structures first, give clear instructions, and show students how to do the tasks so they can get started without interruptions Besides, providing support is very important The author offered enough help so that students could learn to complete tasks and handle more difficult challenges This approach allows for student-centered learning, which usually helps the learning process to be more effective
After completing the teaching of speaking lessons using drama activities in a class of 33 students, the author conducted a questionnaire to measure the students’ levels of speaking anxiety This helped to see how effective the technique was The author then handed out another questionnaire to gather information about the students’ overall feelings towards the use of drama activities Before giving out the questionnaires, the author clearly explained the study and key terms to prevent any misunderstandings Lastly, five semi-structured interviews were held with five out of
33 students to learn about their feelings, thoughts, and comments on the previous speaking lessons and the new ones The interviews were designed to confirm the results from the questionnaires
The final steps including Dissemination and Follow-up finished the action cycle when the results were presented and the decisions for alternative solutions to any problems identified during the study were taken.
Data analysis and procedure
The quantitative analysis included two questionnaires The data collected from the questionnaires were statistically analyzed with the help of the software SPSS to
41 produce descriptive statistics Descriptive statistics offered a concise summary and general overview of the data, enabling the author to develop a more comprehensive understanding of the data In the present study, descriptive statistical analyses were conducted to assess students’ overall speaking anxiety levels and their attitudes toward the integration of drama activities The mean values for the whole class were calculated
The qualitative analysis was the interview transcription, teacher’s diary and student’s reflection Data from the interview in the current study was mainly analyzed using thematic analysis of Braun and Clarke (2017)’s approach As outlined by these two researchers, thematic analysis comprised six distinct stages: becoming acquainted with the data, generating preliminary codes, identifying themes, reviewing themes, defining and naming themes, and ultimately producing the final report The qualitative data were systematically categorized, synthesized, and examined to reveal the impact of incorporating drama activities on mitigating students’ speaking anxiety
The data collection instruments and data analytical methods were described in Table 3.4 as follows:
Data collection instruments and data analysis
Data collection instruments Data analytical methods
1 To what extent does the use of drama activities contribute to reducing students’ English speaking anxiety?
+ This questionnaire was used to identify students’ speaking anxiety level before the intervention
+ This questionnaire consisted of 33 items and each item was rated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree)
+ This questionnaire was taken before the application of drama activities
+ This questionnaire was used to see the differences in range of students’ speaking anxiety level before and after the implementation of drama activities
+ This questionnaire has a similar structure to the pre-intervention questionnaire
+ The questionnaire was delivered for the students after the intervention stage
+ Students are asked to write reflections to provide additional data about their personal experience in the process of applying drama activities
+ Students were asked to write reflections after each lesson of integrated drama activities
+ Teacher’s diary was used to reflect the changes in classroom dynamics and students’ responses to drama integration
+ The teacher wrote diaries after each lesson of integrated drama activities
2 What are students’ attitudes towards the use of drama activities in
+ The questionnaire was designed to examine the students’ attitudes and responses towards the employment of drama activities in speaking lessons
+ The questionnaire consisted of 10 items and was rated on a five-point Likert scale from 1 (strongly disagree) to 5 (strongly agree)
+ The interview was conducted at the end of the research with the aim of gaining more insights for evaluating the opinions of students on the use of drama activities
+ The interview included six open-ended questions
For the detailed data procedure as follows:
Week 1 The process commenced with an Initiation phase, where the need for reducing students’ speaking anxiety was identified This was followed by a Preliminary Investigation lasting 3 days, dedicated to collecting baseline data to understand the nature of the problem During this time, the pre-intervention questionnaire (Questionnaire 1) was given to the participants Subsequently, 2 days were spent on Hypotheses Formulation, crafting hypotheses based on the initial data
The Intervention phase took place involving the implementation of drama activities During this phase, students were required to write reflections and the teacher wrote teacher’s diary after each lesson of drama integration to collect data for analysis
On the last day of week 14, students were given the questionnaire (Questionnaire 2) to investigate their attitudes towards drama activities
Week 15 On the first day, students were given the post-intervention questionnaire (Questionnaire 1) to evaluate the effectiveness of drama activities on the reduction of students’ speaking anxiety after the intervention The semi-interviews were conducted on the second and the third day of week 15 during the break-time and 10 or 15 minutes after school
The writer analyzed the data from the questionnaire, interviews, students’ reflections and teacher’s diary to draw the conclusion and make recommendation.
Summary of the chapter
This chapter outlines the research methodology employed in a study conducted with thirty-three 11 th grade students at a school in Hanoi Utilizing Nunan’s (1992) action research framework, the study followed initiation, preliminary investigation, hypothesis formulation, intervention, and evaluation steps over 15
45 weeks The initiation and preliminary investigation took place in Week 1, followed by a thirteen-week intervention using drama activities, and concluding with an evaluation in Week 15 A mixed-methods approach was adopted, incorporating quantitative data from pre- and post-intervention questionnaires, and qualitative insights from questionnaires, semi-structured interviews, students’ reflections and teacher’s diary Due to limited time, the Dissemination and Follow-up steps were not conducted, marking a limitation of the study