EFL 과정극(process drama)을 통한 학생 주도성(Student Agency) 함양 방안: 영어 교사의 의견을 중심으로

Abstract

This study examines how EFL process drama contributes to the development of student agency, a key concept in OECD Education 2030 and Korea's 2022 Revised National Curriculum. Student agency comprises the capacity for responsible decision-making, goal achievement, and active action, with co-agency between teachers and students being crucial for effective implementation. To investigate this issue, a survey was conducted with 34 English teachers who completed a 15-week process drama course (45 hours) in an MA TESOL program. Using a 4-point Likert scale questionnaire based on Vaughn's (2021) student agency components along with descriptive questions, the study investigates teachers' perspectives on the effectiveness of process drama in fostering student agency. Results showed overwhelming agreement that process drama enhances student exploration (100%), problem-solving skills (100%), and self-directed responses (97%). All teachers (100%) agree that process drama helps improve student agency. The findings demonstrate that co-agency between teachers and students works effectively in process drama environments, creating meaningful contexts for decision-making and self-directed learning. The study highlights the pedagogical potential of process drama in EFL contexts and suggests the importance of systematic teacher training programs to support its broadeer implementation in diverse classroom settings.