Role of drama activities on foreign language anxiety and motivation of higher education EFLl students

Download
2013
Edoğan, Pelin
The study investigates into the role of drama activities on foreign language anxiety and motivation of English as a Foreign Language (EFL) students at Gazi University School of Foreign Languages. The participants included EFL students (N=123) and their language instructors (N=7). Through action research, quantitative and qualitative data collection instruments were incorporated into the study in three phases. Quantitative data were collected through a foreign language anxiety and motivation questionnaire, and qualitative data through student feedback slips, teacher/researcher observation protocol, and participant focus group interviews. In the pre-implementation phase, an informal needs assessment for EFL learners’ anxiety and motivation was conducted, drama activities were selected and piloted, and the questionnaire was adapted and piloted. In the implementation phase, the students were given a pre-test and then drama activities were implemented. Meanwhile, student feedback was obtained and observations were made. Following, the students were given a post-test. In the post-implementation phase, the interviews were held. The study revealed drama activities decreased the foreign language anxiety of EFL students. For motivation, the quantitative findings indicated drama activities had no significant effect on EFL learners’ motivation. However, the qualitative findings indicated drama activities increased EFL learners’ motivation. The findings recommend drama activities be incorporated into the EFL program at the data provider university as a part of school improvement practices. Drama activities are suggested to help comfort anxious students and bring out their oppressed motivation towards English. Through drama activities, the program makers may increase the effectiveness of their EFL education.

Suggestions

An investigation into the relationship between emotional intelligence skills and foreign language anxiety of students at a private university
Ergün, Ekin; Seferoğlu, Gölge; Department of English Language Teaching (2011)
This study aims to investigate the relationship between emotional intelligence skills and foreign language anxiety levels of students from Atılım University Preparatory School, in addition to looking at Foreign Language Anxiety (FLA) and Emotional Intelligence (EI) in relation to gender, high-school background, foreign language background and the level of exposure to English. In the data gathering process, 436 students from a private university preparatory school participated. The data were collected in thr...
The Impact of medium of instruction on students’ foreign language learning beliefs
Utku Yurdakul, Ayşegül; Sağın Şimşek, Sultan Çiğdem; Department of English Language Teaching (2015)
This thesis analyzes the impact and magnitude of the language medium of instruction adopted at undergraduate programs on the foreign language learning beliefs of students attending compulsory language preparatory programs of their universities prior to commencing their higher education. The research was conducted at two universities in Ankara: Middle East Technical University (METU), where all academic education is provided in English, and TOBB University of Economics & Technology (TOBB), where programs are...
Effect of a culturalist versus an interculturalist approach in ELT on Turkish EFL teacher candidates‟ proteophilic competence
Tekin, Mustafa; Seferoğlu, Gölge; Department of English Language Teaching (2015)
This thesis reports a quasi-experimental study on the effect of taking a native-speakerist/culturalist versus critical ELF-informed/interculturalist approach in ELT on a group of English as a Foreign Language (EFL) teacher candidates’ proteophilic competence (PC). The quantitative data were collected through the Proteophilic Competence Survey (PCS), English Varieties Attitude Survey (EVAS), ELF Opinion Survey (ELFOS) and a Listening Comprehension Test (LCT). The qualitative data were collected by means of i...
EFL student and instructor perceptions of pair and group work speaking activities: a case study at a state university in Turkey
İlkyaz Akın, İnci Nur; Savaş, Perihan; Department of English Literature (2018)
The aim of this study was to investigate the perceptions of English preparatory school students and their language instructors of the implication of pair and group work speaking activities in English as a Foreign Language (EFL) classes. The study was conducted as a case study with 496 English as a foreign language (EFL) students and nine instructors of English language in the preparatory school of a state university in Ankara, Turkey. The data for this study were collected through a questionnaire administer...
Instructors' use of culture in foreign language classes at a state university in Turkey
Tomak, Burak; Karaman, Abdullah Cendel; Department of English Language Teaching (2012)
This thesis analyzes the use of culture in foreign language classes by the instructors working in a state university in Istanbul, Turkey. The purpose of the study is to determine whether a sufficient degree of attention is paid to culture-teaching in the language classes of the School of Foreign Languages in a state university which is located in a city with a rich cultural heritage (Istanbul) and whether the instructors do their best to maintain or improve their cultural knowledge so as to integrate it in ...
Citation Formats
P. Edoğan, “Role of drama activities on foreign language anxiety and motivation of higher education EFLl students,” M.S. - Master of Science, Middle East Technical University, 2013.