Using drama to reduce anxiety in speaking english for sixth graders an action research project at a lower secondary school in thanh oai district

Thefindings showed that the students‘ English proficiency, the teacher‘s strictness andexplicit mistake/error correction, the learners‘ communication apprehension, fear ofbeing called to

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST

ở huyện Thanh Oai)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 8140231.01

HANOI - 2018

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST

ở huyện Thanh Oai)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 8140231.01

Supervisor: Nguyễn Thị Mai Hương, Ph.D

HANOI - 2018

I, the undersigned, declare that this thesis is the result of my own research andhas not been submitted to any other university or institution partially or wholly.Except where the reference is indicated, no other person‘s work has been usedwithout due acknowledgement in text of the thesis

Hanoi, 2018M.A Student,

Nguyễn Hồng Hạnh

Approved by SUPERVISOR

(Signature and full name)

Date:………

I would also like to thank all of the lecturers of the Faculty of Post - GraduateStudies, Vietnam National University for their useful lectures and materials whichare of great value to my thesis.

A special word of thanks goes to all of my colleagues and the students under

my investigation for their useful support

Last but not least, I owe my gratitude to my family members for their supportand encouragement

Speaking is regarded as a key skill in real-life communication and in languagelearning alike This study was conducted to help 35 sixth graders to reduce theiranxiety level towards speaking the target language in an EFL classroom setting Thestudy was carried out for six months of the academic year (2017-2018), using pre-and post-intervention questionnaires, observations and students‘ reflections Thefindings showed that the students‘ English proficiency, the teacher‘s strictness andexplicit mistake/error correction, the learners‘ communication apprehension, fear ofbeing called to speak the target language and fear of being negatively evaluatedwere the factors causing the students‘ nervousness in speaking the target language.Besides, the findings revealed that drama assisted considerably in lowering thestudents‘ anxiety level towards speaking the target language in their EFL classroom

Key words: Reduce, anxiety, target language, EFL classroom, drama

TABLE OF CONTENTS

DECLARATION i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

LIST OF ABBREVIATIONS vii

LIST OF TABLES viii

LIST OF CHARTS ix

PART 1: INTRODUCTION 1

1 Rationale 1

2 Aims and objectives 2

3 Research questions 2

4 Scope of the study 2

5 Methods of the study 3

6 Significance of the research 3

7 Structural organization of the thesis 4

PART 2: DEVELOPMENT 5

CHAPTER 1: LITERATURE REVIEW 5

1.1 Theoretical background 5

1.1.1 The Communicative Language Teaching (CLT) 5

1.1.2 Anxiety in L2 speaking 7

1.1.3 Drama in language teaching 10

1.1.4 Roles of drama in language teaching 11

1.1.5 Types of drama techniques 12

1.2 Review of previous related studies 15

1.2.1 Previous studies overseas 15

1.2.2 Previous studies in Viet Nam 17

1.3 Summary 19

CHAPTER 2: METHODOLOGY 20

2.1 Restatement of the research questions 20

2.2 The setting of the study 20

2.3 Participants 22

2.3.1 Students 22

2.3.2 Teacher 22

2.4 Research design and research instruments 22

2.5 Research procedures 23

2.6 Summary 33

CHAPTER 3: DATA ANALYSIS AND FINDINGS 34

3.1 Data analysis methods 34

3.2 Pre- and post- intervention questionnaires 34

3.2.1 Items from 2 to 4 34

3.2.2 Items from 5 to 16 36

3.2.3 Summary 45

3.3 Teacher‘s checklist 44

3.4 Teacher‘s diary 46

3.5 Students‘ reflections 47

3.6 Summary 48

CHAPTER 4: DISCUSSION 49

4.1 What factors contribute to the students‘ anxiety in speaking English in their EFL classroom? 49

4.2 How do drama activities help to lower the students‘ anxiety level in speaking English in their EFL classroom? 50

4.3 Summary 52

PART 3: CONCLUSION 53

1 Recapitulation 53

2 Conclusion 54

3 Limitations of the study 54

4 Suggestions for further studies 55

REFERENCES 56 APPENDICES I

Appendix 1: QUESTIONNAIRE I Appendix 2: STUDENTS‘ REFLECTIONS VII Appendix 3: IX Appendix 4 X Appendix 5: CHECKLIST FOR TEACHER‘S OBSERVATION XV Appendix 6: SOME DIARY ENTRIES XVI Appendix 7: SAMPLES XVII

LIST OF ABBREVIATIONS

LIST OF TABLES

Table 3.1: Frequencies and Percentages of each Individual Variable for the Pre-intervention Questionnaire 37Table 3.2: Frequencies and Percentages of each Individual Variable for the Post-intervention Questionnaire 38Table 3.3: Extent of anxiety in speaking L2 by the Means of Questionnaire Score 43 Table 3.4: The Overall Means and the Means of components in the Pre-

intervention Questionnaire 43 Table 3.5: The Overall Means and the Means of components in the Post- intervention Questionnaire 44

LIST OF CHARTS

Chart 3.1: Frequencies of each Individual Variable for the Pre-intervention Questionnaire (Items from 2 to 4) 35Chart 3.2: Frequencies of each Individual Variable for the Post-intervention Questionnaire (Items from 2 to 4) 36

PART 1: INTRODUCTION

1 Rationale

Theoretically, much emphasis has recently been put on the Teaching ofEnglish as a Foreign Language, using the "Communicative Approach" It is widelyconsidered that English language teaching is synonymous with CommunicativeLanguage Teaching The fact is that the art of language teaching cannot be isolatedfrom the social setting of language learners, so drama becomes an effective tool thatinvolves students in a shared context, facilitating language learning in an effectiveand pleasant style Drama can be used in instruction of English as a second languagebecause of its enriching values in enhancing language learners‘ communicativecompetence, which are confirmed by various educators and researchers inlinguistics In language teaching, drama refers more to informal drama as it is used

in the language classroom, but not on stage Accordingly, the participants in thedrama activities are thus learners, but not actors

Practically, in Viet Nam, although English has become a compulsory subject

in secondary schools for years, the teaching of English language falls short offulfilling its goals in that most learners suffer from anxiety or fail to gain enoughconfidence of using the language in and outside the classroom In many secondaryschools in the countryside, normal English language classes hardly give learners anopportunity to develop skills in communication, especially speaking skill Theschool where the researcher (teacher) is working is one of these cases and in order

to solve this matter, an attractive alternative for the researcher (teacher) isintegrating the use of drama techniques in the language classroom

Despite the fact that the school, where the researcher (the teacher who did thisstudy) is working, is considered as one of the high-quality lower secondary schools

in Thanh Oai district, the school children here are not very good at the fourcommunicative skills and only about one fourth of them are fairly good at doingEnglish grammar and vocabulary exercises Since the beginning of this school year,

the researcher (teacher) has been assigned to teach English for one class of sixthgrade students plus two classes of seventh grade students.

The fact is that the researcher‘s class 6A2 used to be considered to be at thesame level of English in comparison with the other normal sixth grade classes in theschool except for the two special classes (class 6A1 and class 6A7) During the firstdays of being the English language teacher of class 6A2, the researcher (teacher)felt that all of the students of class 6A2 did not enthusiastically get involved in L2oral production in the classroom setting This fact made the teacher get devoted tothis action research study with a desire to solve the problem

2 Aim and objectives

The aim of the study is to lower the sixth graders‘ speaking anxiety in L2 inthe language classroom context

The study has been conducted to explore some factors causing the students‘nervousness towards speaking English in the classroom context Another target is tofigure out how drama helped to reduce the sixth graders‘ anxious feelings in L2 oralproduction in the classroom setting

3 Research questions

This study addresses two questions as follows:

(1) What factors contribute to the students‘ anxiety in speaking English in their EFL classroom?

(2) How do drama activities help to lower the students‘ anxiety level in

speaking English in their EFL classroom?

4 Scope of the study

The aim of this study is to reduce the students‘ anxiety in their L2 oralperformances Among the numerous benefits of using dramatic techniques in aclassroom, drama is believed to be entertaining, fun and useful to engage languagelearners in oral communication

In fact, there are various drama techniques used for teaching the targetlanguage, but in this study, the teacher paid attention to some of them such as mine,role-playing and drama games, from which various drama activities could be

designed in accordance with the contents and task patterns of the course book.Indeed, the inclusion of drama-based activities has not been so evident in currentELT course books, resource books, supplementary materials and teacher trainingcourses The researcher (teacher) clearly needs practical step by step applications onhow to incorporate drama more comprehensively and cohesively into her teaching.

In addition, this study was conducted to solve the current problem of only one smallgroup of sixth graders in the language classroom setting and due to the limit of time,only Cycle I of this action research project is shown in this study This cycle willinform the design of the next cycles, which will be conducted but not reported inthis study

5 Methods of the study

This action research study employed both qualitative and quantitativeapproaches The study was carried out by some steps as follows:

First, the pre-intervention questionnaire was employed to identify theclassroom problem of L2 speaking anxiety among the sixth graders Besides, somefactors contributing to these students‘ nervousness in speaking L2 in the classroomsetting were revealed through this questionnaire

Second, the data of the while-intervention process was collected through theteacher‘s observations and the students‘ reflections This data made a considerablecontribution to the answers to the two research questions

To end with, the post-intervention questionnaire was addressed to theparticipating students to collect the data, which was compared to the data collectedfrom the pre-intervention questionnaire so as to partially reconfirm the factorsnegatively affecting the students‘ classroom L2 oral production and partly help tofigure out how the drama application helped to reduce the students‘ Englishlanguage speaking anxiety level in their classroom

6 Significance of the research

From reading different drama-related academic documents in Englishteaching, the teacher has learned that drama is a vital tool for language development

as it simulates reality and develops self expression Additionally, drama activities

are considered to provide various interactions in English teaching and learningprocess From the teacher‘s experience of teaching English for students agedbetween eleven and thirteen, she sees that this age group usually enjoys interactiveactivities and movement in the EFL classroom context As a result, this research is

an attempt to raise the awareness of the importance in lowering young students‘anxiety level toward speaking English by using dramatic techniques

7 Structural organization of the thesis

The thesis is composed of three following parts, starting with Introduction and ending with Conclusion The second part, named Development, consists of

four chapters The following are the brief overviews of each of the parts and thechapters:

Part 1– Introduction – presents the rationale for the research, the aims and

objectives of the research, the research questions, the scope of the study, themethods, the significance and the structural organization of the study

Part 2– Development – is organized in four chapters as follows:

Chapter 1 - Literature review provides an overview of the theoretical backgroundand the previous studies relating to this research problem under investigation inorder to conceptualize the framework of the study

Chapter 2 – Methodology restates the research questions, and describes the setting,the participants, the research design, the research instruments used in this study, andthe research procedures

Chapter 3 – Data analysis and the findings are shown

Chapter 4 – Discussion discusses about the findings which answer the two researchquestions

Part 3 – Conclusion – offers a summary of the study, states limitations, and

provides some recommendations for further studies

PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

1.1 Theoretical background

1.1.1 The Communicative Language Teaching (CLT)

The approach to language teaching known as Communicative LanguageTeaching or CLT emerged in the 1970s and 1980s CLT was developed as areaction to language teaching methods that seemed ineffective,namely, GrammarTranslation and Audiolingualism According to Brindley (1986), the 1970s and1980s seemed to be considered as the era of CLT

CLT starts from a theory of language as communication Wilkins (1976)points out that CLT comes into existence with the purpose that a realistic context forlanguage acquisition is created in the classroom setting to develop communicativecompetence Communicative competence, in Hymes‘ (1972) view, means that alanguage user needs to use the language not only correctly (based on linguisticcompetence), but also appropriately (based on communicative competence) InCLT, learners are motivated to use the language to serve the purpose ofcommunication, i.e people learn a second language so as to perform differentfunctions in life, as in Larsen-Freeman‘s (2000) view, all tasks should be done with

a communicative intent Therefore, as Wilkin (1976) and Widdowson (1978) states,more emphasis is put on the use of language for communication of meaning thanlearning language structures, forms and vocabulary Here, it does not mean thatgrammar is not important, but rather grammar should be taught within contexts andthrough communicative tasks Teachers had better develop materials based on theneeds of a particular class, and students need to feel secure, unthreatened, and non-defensive in a CLT classroom as well as students are provided with a far betterchance to interact with one another in their language classroom

In general, CLT is a broad approach rather than a specific teachingmethodology, so many practitioners interpret it in different ways Howatt (1984)distinguishes between a ―strong‖ and a ―weak‖ version of CLT The ―strong‖version claims that language is acquired through communication, while the ―weak‖version stresses the importance of using the language for communicative purposeswithin a wider program of language teaching Canh (2004) indicates that most ofdefinitions of CLT come under the weak version, favoring interaction among smallnumbers of learners so as to maximize their talking time.

Although there have been supporting and non-supporting debates on CLT,Hiep (2007), who drew on a study on teachers‘ belief and implementation of CLT inViet Nam, shows his view that despite a range of issues arise when CLT is put intopractice in a particular context, these issues do not necessarily negate the potentialusefulness of CLT Teachers are to decide reasonable adjustments in applying CLTeffectively in their teaching in a specific classroom setting In Viet Nam, with thecurrent teaching culture, which is being transferred from the teacher-centered tolearner-centered classroom, CLT is being preferred to other methodologies It can

be seen that CLT has given a chance to teachers to create purposeful communicativeactivities in a classroom setting while simultaneously retaining the best elements ofother teaching methodologies and these communicative activities had better beorganized properly to develop learners‘ communication in the target language

In order to learn an L2 efficiently, it is a must to practice the four importantskills like writing, speaking, listening and reading However, in this study, there is afocus on ―speaking‖ In fact, since speaking is interrelated with the other skills, itsimprovement results in the development of the others Speaking is very rarelycarried out in isolation and naturally it becomes an interactive skill According toWiddowson (1978: 58), ―what is said is dependent on an understanding of whatelse has been said in the interaction‖ Speaking a language is really difficult for L2learners because effective oral communication requires the ability to use the targetlanguage appropriately in social interactions though oral communication, of course,

involves a very powerful nonverbal communication system In fact, the interactivebehavior of EFL / ESL learners is influenced by a number of factors, of whichanxiety is an issue of L2 speaking The following are some views of anxiety in L2

speaking.

1.1.2 Anxiety in L2 speaking

Second language anxiety has a debilitating effect on the oral performance ofspeakers of English as a second language Language anxiety is becoming animportant area of research in our profession After Krashen‘s (1985) affective filterhypothesis in the theory of SLA, there has been a lot of research done in this area.The affective variables discussed by Krashen are motivation, confidence andanxiety In his view, individuals learn second language only if they getcomprehensible input and if their affective filters are low enough to let the input get

in Like Krashen (1985), Du (2009) offers the idea that the affective filter works like

a barrier to language acquisition when the learner is not motivated, not havingconfidence or thinking about failure, and the filter is low when the learner is notanxious or is trying to get involved in the language

In terms of anxiety, Dörnyei (2005:198) states that ―there is no doubt thatanxiety affects L2 performance‖ Zheng (2008, as cited in Atas, 2014) indicates thatwhen students are supposed to complete an oral task, their anxiety level canincrease It may be asserted that FLA occurs more in output language abilities such

as writing and speaking than in input abilities (Chiu et al., 2010) In the study ofChiu et al (2010), a high percentage of students reported that it was easy for them

to become anxious when they spoke in English (p.109) Accordingly, from theresults of their study, MacIntyre and Gardner (1991) came to a conclusion thatspeaking is the most anxiety-provoking activity in second language acquisition.Also, it can be implied from MacIntyre and Gardner‘s (1991) study that with noanxiety-provoking situation, speaking a foreign language can increase students‘self-confidence From the findings in the study conducted by Park and Lee (2005), itcan be seen that low self-confidence or high anxiety levels affect students‘ oralperformances negatively In addition, Tanver (2007, as cited in Indrianty, 2016: 30)

points out that English language learners often express a feeling of stress, nervousness or anxiety while learning to speak English and claim to have a ―mental block‟ against learning English.

From what has been discussed above, it is apparent that the anxietyexperienced in this case is related to language anxiety In terms of definition,Clement (1980) defines FLA as a complex construct that deals with learners‘psychology in terms of their feelings, self-esteem, and self-confidence Emphasizingthe distinctive feature of FLA, Young (1992) offers a definition for FLA as acomplicated psychological phenomenon peculiar to language learning Morespecifically, according to Maclntyre (1999), FLA is regarded as the worry andnegative emotional reaction arousal in learning or using a second or foreignlanguage Similarly, MacIntyre and Gardner (1994b) define it as the feeling oftension and apprehension specifically associated with second or foreign languagecontexts, including speaking, listening, and learning Horwitz, Horwitz and Cope(1986) define FLA as ―a distinct complex construct of self-perceptions, beliefs,feelings, and behaviors related to classroom language learning arising from theuniqueness of language learning process‖ (p 128)

According to Horwitz et al., no other fields of study implicate self-concept andself-expression to the same degree as foreign language study, which makes theanxiety caused by foreign language learning distinctive from other academicanxieties This view of Horwitz et al is supported by MacIntyre and Gardner (1989)and Chen and Chang (2004) MacIntyre and Gardner (1989) assert a clearrelationship between FLA and foreign language proficiency It can be seen thatstudents with general anxiety are likely to experience FLA It is Horwitz, Horwitz,and Cope (1986) who first identified FLA and developed FLCAS (See Appendix 4)

as an instrument to measure it The FLCAS consists of 33 items with significantpart-whole correlations with the total scale, aiming to assess communicationapprehension, test anxiety and fear of negative evaluation associated with languageanxiety It is argued that these three forms of anxiety are fundamental to the concept

of FLA and together make language learning a daunting task for a learner In more

8

detail, the communication apprehension category contains items 1, 4, 9, 14, 15, 18,

24, 27, 29, 30, 32; the category of fear for feedback by peers and teachers includesitems 2, 7, 13, 19, 23, 31, 33; and the category for fear of language tests iscomposed of items 3, 5, 6, 8, 10, 11, 12, 16, 17, 20, 21, 22, 25, 26, 28 Each item onthe FLCAS is rated on a five-point Likert scale ranging from 1 (strongly agree) to 5(strongly disagree) Total scores of the scale range from 33 to 165 with lower scoresindicate higher levels of anxiety Twenty-four of the items are positively worded,and nine of the items are negatively worded

The fact is that some issues have triggered rather heated debates challengingHorwitz et al.‘s theory According to Trang (2012), the four points in Horwitz etal.‘s theory that have been challenged are (1) the direction of the causal relationshipbetween FLA and language learning difficulties (that is, it is argued that anxiety islikely to be both a cause and an effect of language difficulty); (2) the important role

of FLA (that is, some linguists consider FLA to have little influence on foreignlanguage achievement); (3) the components of FLA (i.e there has been an argumentthat test anxiety should not be the component of FLA); and (4) the validity of theFLCAS (i.e some researchers claim that FLCAS measures language skills ratherthan anxiety levels) Despite these challenges, the theory has played a vital role inlanguage anxiety research with a large number of studies using it as the theoreticalframework Trang (2012) reports that many researchers show their evidences tosupport FLCAS To provide a positive confirmation of Horwitz et al.‘s theory, suchsupporters as MacIntyre (1999), Young (1994), and Horwitz (2010) express that thevariety of anxiety types made it possible that the anxiety being studied was not theanxiety specific to language learning because according to Scovel (1978) andGardner (1985), researchers should be specific about the type of anxiety to bestudied Another idea from Gardner (1985) is that not all forms of anxiety wouldinfluence second or foreign language learning, but ―a construct of anxiety which isnot general but instead is specific to the language acquisition context is related tosecond language achievement‖ (p.34) Indeed, with its complexity and controversy,FLA is likely to continue to be a key area of research interest

To make a small contribution to the area of research for FLA, the researcher(teacher) has just carried out this study adopted Horwitz et al.‘s theoretical model It

is found that among various ways of helping create a low anxiety level ESL/EFLspeaking environment, drama application is considered as one way

1.1.3 Drama in language teaching

Most language teachers nowadays advocate some elements of a

‗Communicative Approach‘ and therefore recognize and appreciate the value ofdrama in language teaching So far drama in language teaching has been defined inmany different ways According to Holden (1981), "drama applies to any activitywhich asks the student to portray himself in an imaginary situation; or to portrayanother person in an imaginary situation" Holden (1981) describes drama as theworld of ―let‘s pretend‖, i.e it provides an opportunity for a person to expresshimself through verbal expressions and gestures using his imagination and memory.Riggenbach and Lazarton (1991: 128-129) define drama as a performance activity.Performance activities are ―those in which the student prepares beforehand anddelivers a message to a group‖

Drama in language teaching is used in the language classroom and not onstage, so the participants in the drama activities are learners and not actors Drama

in L2 teaching context is different from drama in theatre context (called Theatre).Theatre implies performance It is largely concerned with communication betweenthe actors and their audience As Holden (1981:8) says, ―…the dramatic actionshould be shaped with that audience‘s presence in mind‖ However, Drama is focus

on ―doing‖ In Malley‘s (1983) viewpoint, Drama is more concerned with what ishappening within and between members of a group placed in a dramatic situation.Drama is never intended for performance and rarely, if even, rehearsed as it depends

on the spontaneous invention and the participants‘ reactions

The matter is that whether drama plays important roles or not in languageteaching Take a look at some views on this issue

1.1.4 Roles of drama in language teaching

Many educators and researchers in linguistics have explored the positive roles

of drama in language teaching The following are a very small number ofillustrations

According to Alan Maley and Alan Duff (1982), using drama techniques helps

to learn new vocabulary, builds confidence, motivates the students and helps shiftthe focus from the teacher to the students It is Susan Holden (1981) who adds thatdrama provides opportunities for a person to express themselves From its nature, asNishikawa (2012:125) states, drama enables its performers to communicate withother people and communication consists of mental activities, verbal and bodylanguage That is, drama helps students to perform on three elements, namely,mental activities, verbal and body language at the same time It has been revealedthat a verbal activity entailing physical movements helps students to developmemory more efficiently (ibid) Nishikawa (2012) adds, ―As the drama scenereflects the situations of a real life, students can practice the language in theparticular situation of a play‖ and as a result, ―it is easier for students to memorizewords or idioms because they are related to the real world‖ In the terms of teachers‘roles in a drama environment, Kao (1998) assesses that drama is a specialcommunication situation which makes considerable demands on the flexibility andskills of the teacher Drama, therefore, has various advantages over the currentsystem of teaching English Up to now, teaching through drama has helped todevelop communication skills, especially speaking ability

By reading a number of related materials, the following are what theresearcher of this study has learned about the positiveness of drama in the teaching

of speaking Drama provides the chance for language learners to improve their oralcommunication by using the target language more meaningfully and appropriately.Through drama activities, learners can experience the real-life emotions andimpulses from which the communication develops in some situations An argumentwith a classmate about a recent soccer match is taken as an example Moreover,

drama assists language learners in developing their creativity, self-expression andconfidence in speaking L2 Drama creates a very low anxiety level learningenvironment by giving L2 learners much more freedom to express their feelings,emotions and opinions about an assigned task in the classroom without being afraid

of making errors More interestingly, L2 learners usually have a lot of fun whenthey are put in a drama-embedded classroom Interesting classroom activities attractlearners‘ attention and fill the classroom with laughter, so learners are willing toinvolve in L2 speaking activities Additionally, through drama activities, classmatesknow one another better Classmates talk to many partners and interact with oneanother in different roles From their collaborative work, they get to know theirclassmates‘ ideas, feelings and personality Most importantly, drama satisfies therequirements of communicative activities By experiencing real-life situations,learners learn to use the target language appropriately in a certain communicativecontext because for learning communicatively, ―to learn it‖ is ―to do it‖

From the above views, drama is highly recommended in teaching speaking forL2 learners, as Holden (1981:7) states, ―Once the teacher has decided for himselfwhat the real nature of oral communication is, he can begin to use dramaticexercises in the classroom‖ There are a number of drama techniques, but in thisstudy, several ones such as drama games, role-playing, and mime wererecommended because of the correspondence of these techniques with the oldEnglish language teaching curriculum for Vietnamese teenagers as well as the L2proficiency level of the students under investigation

1.1.5 Types of drama techniques

Various drama activities can be designed from these three drama techniques.Some illustrations should be provided in Chapter 2 of this thesis

1.1.5.1 Drama games

Drama games are short and easy games which involve action and interactionamong students More importantly, drama games involve the whole class‘participation with great fun, but with very little preparation

In Charlyn Wessels‘ (1987) idea, drama games are characterized by the fourfeatures that make drama games different from other types of language games.These four characters are summarized as follows: (1) Drama games frequentlyinvolve action on the part of students The rule of drama games requires both verballanguage and physical actions; (2) Drama games stimulate students for imaginationand creativity so that they can go beyond what has been taught and invent newsituations; (3) Drama games help students to go beyond reproduction into a deeplevel of thinking since drama games have no fixed structure; (4) Drama games allowand even require students to express emotion and feelings When students placethemselves in other roles, they use verbal and non-verbal language to show theemotion and feelings of those characters during the task.

In general, such drama games, which are likely to be the perfect way to breakthe ice and engage learners of all ages, are used for warm-up, to introduce orpractice a new skill, or just for fun

1.1.5.2 Role-playing

Apart from drama games, role-playing is another common drama technique

―Role-playing‖ is probably the term that is familiar to most language teachers Roleplay suggests taking on some character in an imagined situation to play with it Therole represents for students a task that forces them ―to behave and speak in a way

to create an image of a fictive person or some phenomenon‖ (Valenta, 2008: 53 astranslated by P.Brandalíková) Students generally interact in pairs or groups in amore or less controlled situation and due to the play - like environment, they feelsafe and relaxed Each student plays himself/herself or assumes the role of someother person, a creature or an object which is familiar with or far removed from his

or her experience According to Livingstone (1985:6), role-play is ―a classroomactivity which gives the student the opportunity to practice the language, the aspects

of role behavior, and the actual roles he may need outside the classroom‖ Threepossible types of role plays can be distinguished In Holden‘s (1981:10) view, ―it(role-play) involves the students taking the part of different characters, for example

a student, a taxi-driver, or a London shop-assistant – roles which might be similar orvery far removed from his own personal experience There is a wide variety ofapproaches to role-play: the student can play his part in a highly controlled languagesituation, perhaps working from a script, or the language can be semi-scripted forhim,…‖ Another type is the extended role-playing or improvisation Students mightwork in groups on their own scenarios in order to extend their new character Theythink more about the setting and the attitude of their characters towards each other

in the setting and they create some more complex dramatic situation The third type

of role-play where the students keep their own personalities and act for themselves

is called simulation or role-simulation

From the explanations above, the researcher of this study has found that thefirst type of role-playing should be employed because of its appropriateness withthe L2 proficiency level of the participating students

1.1.5.3 Mime / Pantomine

Another useful drama technique in an EFL classroom is mime OutsideBritain, ‗pantomime‘ is usually used to mean ‗mime‘ Mime is ―a non-verbalrepresentation of an idea or story through gesture, bodily movement and expression‖(John Dougill, 1987) In other words, mime is a form of acting without words ormime is often called the art of silence Zyoud (2010) states, ―Mime builds up theconfidence of learners by encouraging them to get up and do things in front of oneanother‖ As Savignon (1983) says, mime assists learners in getting comfortablewith the idea of performing in front of peers with no concern for language andalthough no language is used during a mime, it can be a spur to use language Whenmime is performed before the rest of the class, the target language is usefullyemployed for evaluating and interpreting what has been seen This kinetic approach

to language instruction has proven successful in arousing student interest andpromoting language acquisition Several illustrations are given (in Chapter 2) todemonstrate how to include mimetic activities for a variety of language instruction

in a classroom setting

In brief, it is interesting that students are usually not afraid to give their ownopinions or share an experience while it happens throughout drama activities Thelearning atmosphere in a drama-embedded classroom is usually very relaxing andusually brings along quite much of fun Importantly, even quite anxious students aresurprised that they can participate.

1.2 Review of previous related studies

In recent years, TEFL has been greatly affected by CA, so the topic related toimproving language learners‘ ability in speaking L2 through drama is always thecentre of many researchers‘ attention The following are several most recent studiesrelated to the topic in both Vietnam and overseas countries

1.2.1 Previous studies overseas

In this section, the researcher presents the studies carried out in the countrieswhere English is taught and learnt as a foreign language They are the studiesconducted by Atas (2014), Sağlamel & Kayaoğlu (2013), Li (2016), and MegatKhalid (2014)

The study by Atas (2014) showed that drama helped to reduce speaking anxiety

in EFL classes Atas (2014) conducted the study with twenty-four twelfth graders inKozan Anatolian Medical Vocational High School The participants‘ language levelwas A2 The instruments used in the study were pre- and post- tests by the use of theFLCAS of Horwitz et al (1986), semi-structured pre- and post-interviews, students‘diaries and the teacher‘s reflections The findings of the quantitative data from the pre-and post- tests asserted that drama positively affected students‘ anxiety, fear andembarrassment towards speaking in the FL Most of the students felt confident whilespeaking English, overcame the feeling of being worse at speaking English than otherstudents and the feeling of being laughed at while speaking English, and most of themcould speak English when unprepared The findings of the qualitative data from theother instruments were not much different from those of FLCAS Atas (2014)suggested that language teachers should be informed about the positive effects ofdrama on speaking and anxiety of FL learners

The study by Sağlamel & Kayaoğlu (2013) indicated a statistically significantdecrease in the language anxiety levels of the students who participated in the six-week creative drama programme To have a general picture of the participants, 565students at a Turkish state university were administered an adapted version of theFLCAS of Horwitz et al (1986) Then, a one-group pre-test / post-test study wasconducted with 22 randomly selected students who took part in this dramaapplication programme The FLSAS (the adapted version of the FLCAS) wasadministered both at the beginning and at the end of the study The findings fromthe pre- and post-questionnaires elaborated on possible sources of language anxiety,the relationship between anxiety level and students‘ proficiency level and classroomperformance grades The researchers of this study stated that data from differentsettings and larger sample sizes should be needed to validate the findings, and thatthis study reported a limited number of techniques used in the creative drama, i.e.numerous other methods could also be integrated.

Another study of a similar topic carried out by Li (2016) discovered that thedrama course under this study had a positive effect on reducing the participants‘anxiety to various degrees The three types of change in the anxiety level wererevealed as drastic, fluctuated and mild decrease This research took place in aChinese university over a period of three months This study reflected the nature ofaction research and adopted mainly qualitative and partially quantitative datacollection procedures The researcher designed the course and worked as the teacher

of a random group of thirteen students who reported the anxiety The questionnaires(developed from the FLCAS of Horwitz et al (1986) with modifications) were used

as quantitative tools to assess the participants‘ general ESA levels The qualitativedata was obtained from the teacher‘s journals, observing the class and interviewingeach of the participants Both of the group results and three individual cases werepresented and analyzed In this study, Li (2016) employed a mixed methodapproach, so the findings from these different sources could be complementary toeach other, ie the quantitative counts were also essential to process with the

interpretation of the qualitative data Li (2016) recommended that further researchexplore the ways of facilitating a learner-perceived friendly language environmentfor anxious learners through sufficient practice of using oral English with dramaapproaches.

In almost the same topic, the study by Megat Khalid (2014) also explored thatapplying drama was an effective tool to lower the students‘ anxiety when speaking

in English in public This study involved eighty non-native speakers of English whoenrolled in two diploma marine-related programmes at a maritime university inMalaysia The quantitative data for this research was collected through theadministration of a survey questionnaire to the participating students The 23-itemquestionnaire, adapted from the 33-item FLCAS by Horwitz et al (1986), wasadministered during the last class of the semester right after the drama applicationwith the purpose of eliciting the learners‘ attitudes and perception towards thedrama Then, the data was analyzed by using descriptive statistics of mean andpercentage The findings of the research suggested that the participants regardeddrama as a funny activity and they were also relieved of unnecessary nervousnessduring the drama activity Also, they felt more relaxed when asked to publicly speak

in English Megat Khalid (2014) offered the idea that teachers should facilitatelearners in their language learning process by designing effective and enjoyablelearning activities

All the above-mentioned researchers came to the conclusion that dramaassisted in reducing language learners‘ anxiety in speaking English They allsupported the idea that drama helped to create a friendly and funny learningenvironment The next section revisits the positive findings of drama employment inclassroom settings from some recent studies in Viet Nam

1.2.2 Previous studies in Viet Nam

Recently, in our country, the area of improvement of L2 oral communicationhas received the attention of a number of researchers Some most recent studies

which are presented in this section are the studies by Nguyễn Thị Bích Hiền (2005),Nguyễn Thu Thủy (2007), and Vũ Thị Thanh Tâm (2012).

The study by Nguyễn Thị Bích Hiền (2005) identified an effective method(using drama) to increase students‘ interests in speaking activities The study wasconducted with the participation of twelve teachers and 112 second and third yearstudents of English major in the teacher training section at Vinh University Thedata of the research was collected from classroom observation, follow-up interviewswith seven of the teachers and twenty randomly-chosen students, and threequestionnaires (one for the teacher and two for the students) The researcher of thisstudy recommended some useful resources for using drama techniques

Another study conducted by Nguyễn Thu Thủy (2007) provided theconfirmation that applying drama helped improve the learners‘ speaking skills andtheir oral communication skill as a whole Thirty-one 2nd-year students of the sameclass were chosen to participate in this action research Nguyễn Thu Thủy (2007)collected data by using the methods, namely two questionnaires, students‘portfolios, information discussions, and teacher‘s observation She offered asuggestion that teachers can extend their choices to various drama resources likeinternet, newspapers, real-life situations and so on

The study by Vũ Thị Thanh Tâm (2012) showed a positively effective impact

on the language learning of the primary students at Quan Tru Primary School Theresults of the research revealed that most of the eighty participating students (of thethree classes) had a positive attitude towards the use of stories and drama in theirEnglish lessons and made progress in their language skills like speaking andlistening The study involved mixed methods (questionnaire surveys, classobservation and teacher‘s journal) for data collection It was suggested in the studythat teachers should be aware of such factors affecting the speaking and listeningteaching process as lesson topics, task-worksheets prepared by teachers, the classatmosphere and the learners‘ group participation

The studies carried out in Viet Nam by these three Vietnamese researchersprovided the support for the drama application in the classroom context in anattempt to improve L2 skills (mainly L2 speaking skill) for L2 learners.

In summary, the studies both in Vietnam and overseas mentioned aboveshowed the advantageous influences of the drama employment in reducing L2learners‘ anxiety or increasing their confidence or interest in speaking English Suchpositive findings of drama application have led me to the idea of conducting thisaction research, which is presented in my thesis

1.3 Summary

In this chapter, many theories and discussions related to drama have beenpresented They were the basis for the researcher to design the questionnaire, thechecklist for observation and the students‘ reflection form with which this actionstudy of lowering sixth graders‘ anxiety in speaking English through drama wascarried out The detailed description of the methodology, the procedures and theresults should be addressed in the next chapters

CHAPTER 2: METHODOLOGY

2.1 Restatement of the research questions

In order to work out factors causing the sixth grade students‘ anxiety inspeaking English in their EFL classroom, and in order to find out how the dramaemployment assisted in reducing their nervousness in L2 speaking in their EFLclassroom setting, it is necessary to find the answers to the following two questions:(1) What factors contribute to the students‘ anxiety in speaking English in theirEFL classroom?

(2) How do dramatic activities help lower the students‘ anxiety level inspeaking English in their EFL classroom?

2.2 The setting of the study

The setting in which this action research study was conducted is a lowersecondary school situated in Thanh Oai district This school year (2017-2018), theschool has slightly over one thousand students divided into twenty-eight classes(seven classes for each of the four grades: Grade 6, Grade 7, Grade 8, and Grade 9).The researcher of this study is working as a teacher of English at the school Of thetwenty-one lower secondary schools in Thanh Oai district, the teacher‘s school isconsidered to be the most crowded one Usually in each academic year, about onethird of the students of the school who are estimated to be good or fairly good atMath, Literature, Physics, Chemistry (for Grade 8 and Grade 9), and English areselected for better classes (called selected classes of the school) Each grade has twoclasses of this kind and each of them has 43-45 students Each of the remainingclasses (called normal classes) has 33 -35 students All of the school students learnEnglish as a compulsory subject at school and the course-books edited for teachingand learning English in this school and in the other lower secondary schools inThanh Oai district follow the old English Language Curriculum of the Ministry ofEducation and Training In general, almost all of the language lessons for sixthgraders are integrated lessons and the study results for this language subject are

taken from 15-minute and 45-minute written tests and oral homework-checkingtests So far, developing EFL speaking skills has not been received enough attentionand secondary school children in the district have not had a chance to experience anactual L2 speaking test, but rather some speaking practice in the classroom context,and sometimes ‗homework-checking‘ oral performances In the researcher‘s school,

if students perform well for these speaking tasks, they can be rewarded good marks(these marks are usually put in the ―oral mark‖ column in the ―mark‖ notebooks).However, in general, few students can get rewarding marks in this way

As mentioned above, there were twenty normal classes in the researcher‘sschool, and the physical setting of the classrooms for all the normal classes wasalmost the same and was briefly shown in the drawing below

Blackboard T‘s desk

Door (Space)

Students‘ seats

- Three rows

- Six desks in each row

- Usually two students at each desk

(Space)

Above is an overall look at the setting, in which the researcher (teacher)

carried out this study Below are the details of the participants

2.3 Participants

2.3.1 Students

This study was conducted with the participation of 35 students of class 6A2with the sex ratio of 12 females and 23 males All of the participating students wereborn in 2006 and come from the same commune in Thanh Oai district In general,the girls were more hard-working than the boys The following is furtherinformation for the proficiency level of English: (1) Ten of the girls were considered

to fall into the slightly above ‗average‘ range, and the two remaining ones were bad

at English; (2) Twenty of the boys were at the ‗average‘, but the other three knewalmost no English words; (3) Most of the students got marks ranging from five toeight for their first two written tests (a 45-minute test and a 15-minute test) prior tothe research; (4) The `whole class were not interested in speaking L2 in theirlanguage classroom The fact is that the students did not have an opportunity toexperience in an L2 speaking environment outside their classroom

2.3.2 Teacher

The study was also conducted with the participation of the researcher (theEnglish language teacher of class 6A2) She participated in a number of dramaactivities as the model and the facilitator In terms of the researcher‘s teachingexperience, she has been working as a teacher of English in a lower secondaryschool for over fifteen years

2.4 Research design and research instruments

This is an action research study Action research embraces the actions needed

to solve a given problem in the classroom (J Bell, 2005) It consists of several

self-reflective cycles in which teacher-researchers complete four steps: plan to initiate a change, act and observe the process of implementation, and reflect on possible

results (Kemmis, McTaggart, & Nixon, 2014) Following the model of actionresearch of Kemmis, McTaggart, & Nixon (2014), the researcher of this study (1)

made a plan to solve the problem; (2) acted by designing and implementing a

22

pedagogical intervention; (3) observed how the learners responded to the project‘s

development and completion through data collection instruments; and

(4) reflected on the experience by analyzing the data collected in order to make

decisions and generate more effective classroom strategies This action research exploredsome factors that made the sixth graders feel worried about speaking L2 and how thedrama application lowered their nervous feelings in L2 oral production

The goals of this action research were achieved by means of both quantitativeand qualitative data The quantitative data was chiefly obtained from the pre- andpost-intervention questionnaires delivered to the participating students Thequalitative data and the other quantitative data (from the teacher‘s observations andthe students‘ reflections), which was collected during the drama application, wouldcontribute to the deeper and more accurate interpretation of the research results

2.5 Research procedures

This action research was developed during six months of the academic year(2017-2018) in the following steps:

Step 1: Problem identification

After experiencing a number of lessons with the students of class 6A2, theEnglish language teacher (the researcher) felt that most of them were not worriedabout their classroom written tests and about one third were fairly good at doingwritten tasks related to testing the vocabulary and grammar correspondent to theircurrent level of English proficiency In contrast, most of the students were notwilling to participate in the pair-work and group-work oral practice in theclassroom, i.e, few of them said few words, some kept quiet, and some pretended toengage in the speaking activities by chatting something in Vietnamese with theirpartners Also, the whole class kept silent when the teacher told them to volunteer totalk something familiar in front of the class, i.e the teacher told them to introducethemselves in front of the class or to talk about their families and so on When theteacher called on some students (these students were considered to be the best of theclass), she found that they felt nervous and only spoke one or two simple sentences,

―My name is (Ngan) / I am 11 (years old)‖, and then rushed to their seats

Preliminary investigation

After feeling the problem, the teacher took more careful observation on thestudents‘ behaviors and feelings when they had to engage in oral performances inthe classroom so that she could find out and took notes on how unenthusiasticallythey involved in the oral activities The teacher saw that no students were active intheir target language speaking No students in the class were willing toenthusiastically involve in their oral production They were always in the state ofbeing forced to say something in English in the language class

This classroom L2 speaking problem could be definitely identified through thestudents‘ responses to the questions in the pre-intervention questionnaire, which wasbased in part on the original FLCAS designed by Horwitz, Horwitz and Cope(1986) This questionnaire was piloted on ten students who were randomly chosenfrom class 6A4 before it was officially delivered to each of the investigated studentswith the teacher‘s very careful explanation to make sure that all the students had athorough understanding of each of the items in the questionnaire Accordingly, allthe items in the questionnaire were translated into Vietnamese (the students‘ mothertongue) to help them to be really clear about the meaning of the items, which wasespecially essential to reach the best consistency in the students‘ responses Theitems of the pre-intervention questionnaire had to be made adapted and prone to theintent of this study on using drama to reduce anxiety in English speakingperformances in the classroom setting Additionally, this method tool helped toexplore some chief factors causing their nervousness in their classroom L2 oralperformances as well as the indicators which would be compared to those in thepost-intervention questionnaire so as to partly evaluate the effects of the dramaapplication (After permitted by the headmistress of the school, the researcher chose

a lesson of English language selective subject, invited the participating students tofulfill this questionnaire, and then the hand-outs were handed in by the researcher)

This questionnaire should be described in detail as follows:

This questionnaire is divided into two parts The first part contains fourquestions for general information about the participating students‘ full names and

their general feelings of learning the target language with some focus on speaking.The second part includes twelve five-point Likert-type items associated withcommunication apprehension, fear of negative feedback, ―being-called-to-speak‖anxiety and comfort in oral performances in a language classroom setting Thisquestionnaire was used to identify the classroom L2 speaking problem, and then anumber of factors resulting in the students‘ nervousness in speaking English in thelanguage classroom could be uncovered The category of ‗test anxiety‘ in theoriginal FLCAS is transferred to the fear of being called to speak L2 in thisquestionnaire because, as mentioned above, the participating students have not had

to take an actual speaking exam so far Testing of English speaking in this studymeans that the participants were called on (by their teacher) to perform their oraltasks during their English language speaking practice in the classroom or sometimes

at the beginning of a language lesson for homework-checking Each of the items,except for those in the first part, is rated on a five-point Likert scale ranging from 1(strongly disagree) to 5 (strongly agree) with a neutral category in the middle Toenter into more details, these twelve remaining items are categorized into threesubgroups The first category, labeled ‗communication apprehension‘, includesitems 5, 6, 7, 8, 9 The category of being-called-to-speak fear consists of items 10,

11, 12 And, the category of fear for feedback contains items 13, 14, 15, 16 This

questionnaire is put in Appendix 1 in this thesis.

This questionnaire can be directly compared to the original FLCAS Onlysome of the items in the original version are selected and these chosen items areworded and slightly changed to be adaptive to this study focusing on anxiety ofspeaking English These are items 5, 6, 7, 8, 10, 11, 12, 13, 14, 15, 16 Thesechanges can be clearly seen in Table a (see Appendix 4) Basing on her experience

of teaching, item 9 of the questionnaire is self-designed by the researcher Thereliability of the questionnaire has been tested by Cronbach's alpha (>0.6).Thenegatively worded items (6, 14) has been reversely calculated

The results gained from the analysis of the data collected from the intervention questionnaire (This analysis is clearly presented in the next chapter,

pre-Chapter 3) revealed that the students were afraid of speaking English in their EFLclassroom, and such factors as the L2 speaking atmosphere covered by the teacher‘sstrictness and explicit mistake/error correction, the students‘ L2 proficiency, theircommunication apprehension, fear of being called to speak L2 and fear of beingnegatively assessed made a great contribution to their L2 speaking anxiety.

Before making a plan for the drama intervention, the teacher let the studentstry on a number of drama activities of different types like mime, role-play, script,and other drama games for two weeks These drama-based activities were integrated

in the six lessons As soon as the students finished each of these activities, theteacher gave them the hand-outs, in which they were invited to choose their answers

to such questions as ―Have you taken part in such an activity before? A Often B.Sometimes C Seldom D Never‖ and ―Do you enjoy it? A Very much B Much C.Little D Very little‖ Accordingly, the teacher found out the fact that theparticipating students had not been really exposed to drama activities before, andthey were interested in those drama activities The specific figures were thirtystudents (86%) answering ―never‖, five students (14%) choosing the answer

―seldom‖ for the first question, and thirty –five students (100%) selecting ―much‖

or ―very much‖ for the second one Moreover, the researcher (teacher) consideredthat only drama techniques, namely mime, role-play and easy drama games wereappropriate for the students‘ proficiency level, the allowance of the time and thecontents of the lessons, and the physical setting of the classroom as well

From the above identification, the teacher researcher planned her pedagogicalintervention (as presented in Step 2)

Step 2: Intervention planning

As scheduled by the management board of the school, the class 6A2 had threeEnglish lessons plus one English selective subject every study-week (at the teacherresearcher‘s school, the English selective subject was designed for grammarrevision) The drama activities were planned to be gradually employed during fivemonths (regardless of the two weeks of the preliminary investigation and

approximately two weeks-off during the Tet Holiday) During the first four weeks,the teacher would teach four drama-integrated language lessons (one for each of theweeks) The frequency of the drama-inserted lessons was planned to increase tothree every week during the four remaining months of the drama intervention,except for the ―Grammar Practice‖, the test and test-correction periods.

The following was the more detailed plan for the drama application

In general, the teacher intended to employ simple drama activities in thisstudy However, easier ones should be applied during the early stage of the dramaintervention since most of the students had not really been familiar with dramaactivities before Gradually, more interesting drama activities should be embedded

in the students‘ English lessons when they got accustomed to this new way oflearning English In addition, the students should get clear guides from their Englishlanguage teacher before performing the dramatizing work, and after theirperformance for each drama activity, they should get positive feedback andencouragement from the teacher

Step 3: Intervention

As planned, the selected drama activities were applied in the language classduring the intervention The drama-embedded lessons and non-drama ones wereunder the teacher‘s careful observations over the drama application time The briefnotes from the observation, regarded as the qualitative data, were taken in thechecklist (see Appendix 5) by the teacher immediately after each of the drama-integrated lessons More qualitative data was collected from the teacher narratingthe most featured events of the drama-embedded and non drama-embedded lessons

in the form of a diary over the investigating time In addition, the students wrotetheir reflections in the given form (see Appendix 2) after some of the lessons withinthe drama intervention time, and these reflections were handed in by the teacher.The information from the participants‘ reflections was used as the other qualitativeand quantitative data

The following are several illustrated drama-based activities and the comments(expressed in full sentences) from the checklist

 For role-playing:

In this study, the teacher only applied the simplest forms of the first type ofrole-playing mentioned by Holden (1981)

Illustration No.1 from Period 40 / Unit 7: YOUR HOUSE / Lesson 2: A3,4,5,6

-Date of teaching: November 18th, 2017

For the ten-minute “Check up the old lesson” stage, the class took part in a

role-play activity of asking and answering about Hoa‘s house (Unit 7 – A1) in theroles of Minh and Hoa

In order to facilitate the role-play speaking task, the teacher, at first, gave theclass a quick revision for such structures as

- S + [be/not] + adj / [Be] + S + adj?

- S + [be/not] + Prep.P / [Be] + S + Prep.P?

- There + [be/not] +…… / [Be] + there + … ?

Of course, their course-books were closed and the class could look at thisposter on the blackboard

a yard

a well Hoa’s house

big small

them later in the suitable time Importantly, there were about six volunteers for theirperformances in front of the class and they were invited The teacher only gavegood marks for the ―Good‖ performances and gave encouraging words to the

―Needs improvement‖ performances

 For mime:

In fact, there are various miming activities, ranging from easy ones to complexones, which can be applied in a language classroom In this study, the teacher onlyconcentrated on employing simple ones

Illustration No.2 from Period 23 / Unit 4: BIG OR SMALL / Lesson 4: C1,2,3

-Teaching date: October 10th, 2017

The following is the mime-embedded part of the lesson plan:

Contents of the lesson

- Without saying any words, T acts the - Look at their teacher‘s acting and try toactions of getting up/ getting dressed/ answer her questions

brushing her teeth in front of the class - Take the right to answer T‘s questionsand then asks the class ―what do I do by raising their hands

Every morning, you get up, you get

- T continues to do her acting of washing dressed and you brush your teeth

her face/ having breakfast and going to Every morning, you wash your face,

saying a word and asks the class ―what

- T: ―please ask and answer about what I morning?

- Work in mixed- level groups under T‘s

- After modeling, T lets the class careful observation and with T‘s help ifpractice the mime activity in mixed- essential

various daily activities)