The Use of Drama on Developing Pronunciation of Young Learners

Tuğba Sağlam , Galip KARTAL

  • Tuğba Sağlam: Necmettin Erbakan Ünivrsitesi
  • Galip KARTAL: Necmettin Erbakan University
  • Year : 2023
  • Vol : 1
  • Issue : 1
  •  Page : 98-112
This study investigates the effects of drama activities on developing young learners' pronunciation skills in English language teaching. The use of drama techniques such as exploration, role-play, improvisation, and written performances to improve young learners' pronunciation is examined. The research was conducted using a mixed-method approach utilizing quantitative and qualitative data collection methods. The study involved 30 young students, one control group, and one experimental group, each consisting of 15 students between the ages of 14 and 15 in the 8th grade studying in the same middle school in Konya. The groups learned the same target topic. The experimental group used a series of drama activities as part of the English curriculum, while the control group used the regular teaching method without drama activities. Data were collected through pre-and post-tests, classroom observations, and student's personal diaries. The information was obtained by recording students' reading-aloud tasks as pretest and posttest pronunciation analysis. The study emphasized the role of drama in creating an engaging and interactive learning environment for young learners. This result demonstrated the value of social interaction, creative problem-solving, and innovative technology-based approaches in drama-based activities. The results of this study are expected to demonstrate the fact that young learners' pronunciation skills can be improved through drama-based language instruction and raise awareness of the potential advantages of using drama activities in English language teaching, especially in the area of pronunciation.
Cite this Article As : Sağlam, T., & Kartal, G. (2023). The use of drama on developing pronunciation of young learners. Edutech Research Dergisi, 1(1), 98-112.

Download Citation: Endnote/Zotero/Mendeley (RIS) RIS File

Download Citation: BibTeX BibTeX File

Conflict of interest : The authors declare that they have no conflict of interest.
This article is published under the CC BY-NC 4.0 license.
Edutech Research
2023, Vol. 1 (1)
E-ISSN: 3023-6665
Received : , Accepted : , Published Online :

References

  1. Al Rabeei, R., Al-Humaidi, S., & Al-Busaidi, S. (2019). The impact of drama instruction on efl omani fifth graders’ reading comprehension. Journal of Educational and Psychological Studies, 13(4), 674-686.
  2. Altun, M. (2019). Drama: a neglected source in language teaching to improve communication. International Journal of English Linguistics, 9(5), 242-253.
  3. Ananto, U. A., & Rusmiati, I. (2018). Teaching speaking using drama to improve students’ speaking skill at smk Negeri 2 Karawang. Project (Professional Journal of English Education), 1(4), 472-478.
  4. Baker, A., & Burri, M. (2016). Feedback on second language pronunciation: A case study of EAP teachers' beliefs and practices. Australian Journal of Teacher Education, 41(6), 1-19.
  5. Bakker, A., Vergel, A., & Kuntze, J. (2015). Student engagement and performance: A weekly diary study on the role of openness. Motivation and Emotion, 39, 49-62. https://doi.org/10.1007/S11031-014-9422-5.
  6. Bayraktar, A., & Okvuran, A. (2012). Improving students' writing through creative drama. Procedia-Social and Behavioral Sciences, 51, 662-665.
  7. Belliveau, G., & Kim, W. (2013). Drama in L2 learning: a research synthesis. Scenario: A Journal of Performative Teaching, Learning, Research, 7(2), 7-27.
  8. Bora, S. F. (2021). Curtain up! Enhancing L2 spontaneous and authentic speaking opportunities through play scripts and drama-based approaches. RELC Journal, 52(3), 458-473.
  9. Büyüköztürk, Ş. (2011). Deneysel Desenler: Öntest-Sontest Kontrol Grubu Desen ve Veri Analizi (5th ed.). Ankara: PegemA Yayıncılık.
  10. Cakir, I. (2018). Is listening instruction neglected intentionally or incidentally in foreign language teaching contexts?. Journal of Language and Linguistic Studies, 14(2), 154-172.
  11. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (7th ed.). London: Routledge.
  12. Cottrell, J. (1987). Creative drama in the classroom, grades 4-6: Teacher's resource book for theatre arts. National Textbook Company.
  13. Chowdhury, R. A. (2018). Drama for language learning to adult learners through co-generative dialogues. Journal of Literature and Art Studies, 8(9), 1370-1377.
  14. Creswell, J. (2009). Research design: qualitative, quantitative, and mixed methods approaches (S. B. Demir, Trans.) London: SAGE.
  15. Demir, E. (2021). The effects of teaching English language through drama on learners’ linguistic awareness and oral proficiency levels. (Unpublished PhD thesis). Istanbul Aydın University, Istanbul, Türkiye.
  16. Demircioğlu, S. (2010). Teaching English vocabulary to young learners via drama. Procedia-Social and Behavioral Sciences, 2(2), 439-443.
  17. Desai, F. P. (2020). Teaching English through drama to tribal students of undergraduate level at remote area of south Gujarat region in India. Education Quarterly Reviews,3(4 ), 521- 537.
  18. Ewing, R., Hristofski, H., Gibson, R., Campbell, V., & Robertson, A. (2011). Using drama to enhance literacy: the'School Drama'initiative. Literacy Learning: The Middle Years, 19(3), 33-39.
  19. Galante, A., & Thomson, R. I. (2017). The effectiveness of drama as an instructional approach for the development of second language oral fluency, comprehensibility, and accentedness. Tesol Quarterly, 51(1), 115-142.
  20. Galante, A. (2018). Drama for L2 speaking and language anxiety: Evidence from Brazilian efl learners. RELC Journal, 49(3), 273-289.
  21. Gilakjani, A., Ahmadi, S., & Ahmadi, M. (2011). Why is pronunciation so difficult to learn. English Language Teaching, 4, 74-83. https://doi.org/10.5539/ELT.V4N3P74.
  22. Hazar, R. B. (2019). Using drama as a communicative tool for young learners. International Journal of Educational Spectrum, 1(1), 25-35. https://doi.org/10.5281/zenodo.2560964ers
  23. Isaacs, T. (2012). Researching Phonology: Mixed Methods Research. The Encyclopedia of Applied Linguistics, 1-8.
  24. İkinci, Ü. (2019). Using drama as a communication tool for young learners classroom. (Unpublished PhD thesis). Selcuk University, Konya, Türkiye.
  25. Jefferies, A., & Hyde, R. (2009). Listening to the Learners' Voices in HE: How Do Students Reflect on Their Use of Technology for Learning?. Electronic Journal of E-learning, 7(2), 119-126.
  26. Kartal, G., & Korucu-Kis, S. (2020) The use of Twitter and YouGlish for the learning and retention of commonly mispronounced English words. Education and Information Technologies, 25(1):193–221. https://doi.org/10.1007/s10639-019-09970- 8.
  27. Kodaz, A. (2007). Ortaöğretim 9. sınıflarda dil öğretiminde drama yönteminin etkililiği. (Unpublished PhD thesis). Gazi University, Ankara, Türkiye.
  28. Korkut, P., & Çelik, Ö. (2021). Developing pronunciation through creative drama. The Language Learning Journal, 49(2), 147-159.
  29. Kosasih, M. M. (2021). Factors affecting Indonesian students in learning English pronunciation. International Research in Higher Education, 6(3), 13.
  30. Köylüoğlu, N. (2010). Using drama in teaching English for young learners. (Unpublished PhD thesis). Selcuk University, Konya, Türkiye .
  31. Lee, B., Cawthon, S., & Dawson, K. (2013). Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program. Teaching and Teacher Education, 30, 84-98. https://doi.org/10.1016/J.TATE.2012.10.010.
  32. Lemmer, K. (2007). Peer-reviewed article accent/dialect coaching for a multilingual student cast—A case study. Voice and Speech Review, 5(1), 120-127.
  33. Maden, S. (2010). Türkçe öğretmenlerinin drama yöntemini kullanmaya yönelik öz yeterlikleri/self-effıcacy of Turkısh teachers related to using of drama method. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(14), 259-274.
  34. Minh, B. T. H. (2016). Developing the speaking competences of primary school students in English as a foreign language classes in Vietnam through drama activities. (Unpublished PhD thesis). Georg-August-University of Göttingen, Germany.
  35. Moghaddas, B., & Ghafariniae, R. (2012). Applying drama techniques in teaching English in Iran. International Journal of Social Science and Interdisciplinary Research, 1(9), 24-32.
  36. Richards, J. C., & Rodgers, T. S. (2001). I Major language trends in twentieth-century language teaching. Approaches and methods in language teaching. Cambridge University Press.
  37. Schejbal, D. (2006). Teaching language skills through drama. (Bachelor work). Masaryk University, Brno, Czech Republic.
  38. Stevens, S. G. (1989). A “dramatic” approach to improving the intelligibility of ITAs. English for Specific Purposes, 8(2), 181-194.
  39. Saraç, G. (2007). The use of creative drama in developing the speaking skills of young learners. (Unpublished PhD thesis). Gazi University, Ankara, Türkiye.
  40. Terzier, C. (2012). The use of creative drama as an instructional strategy to enhance vocabulary of 7th and 8th grade students in primary schools. (PhD thesis). Gazi University, Ankara, Türkiye.
  41. Tokdemir, G. (2015). Teaching vocabulary to young learners through drama. (Unpublished PhD Thesis). Cag University, Mersin, Türkiye.
  42. Ulas, A. H. (2008). Effects of creative, educational drama activities on developing oral skills in primary school children. American Journal of Applied Sciences, 5(7), 876-880.
  43. Uysal, N. D., & Yavuz, F. (2018). Language learning through drama. International Journal of Learning and Teaching, 10(4), 376-380.
  44. Vardar, A. (2019). Expanding vocabulary gains of very young learners through drama integrated lessons. (Unpublished PhD thesis). Bahçeşehir University, İstanbul, Türkiye.
  45. Wagner, B. J. (1998). Educational drama and language arts: What research shows. Portsmouth, NH: Heinemann.
  46. Yuanyuan, C. (2019). Enhancing efl students' English competency through drama: A case study in a primary school in China. English language teaching, 12(7), 68-74. https://doi.org/10.5539/elt.v12n7p68
  47. Yumurtacı, N., & Mede, E. (2021). Using creative drama in teaching English to young learners: Effectiveness on vocabulary development and creative thinking. İlköğretim Online Elementary Education Online, 20(1), 115-128.