EFL 과정극 (Process Drama)을 활용한 21세기 핵심역량 개발 탐구: 영어 교사의 의견을 중심으로
Effects of EFL process drama on the development of English learner's 21st-century skills: based on the perspectives of English teachers
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The study investigates the potential effects of EFL process drama on the 21st-century skill development of English learners. To achieve this objective, the researcher distributed a questionnaire to teachers who took a fifteen-week process drama course during the TESOL graduate program from 2017 to 2022. The questionnaire was based on the P21 (Partnership for 21st-century skills) framework, which has been utilized by numerous educational institutions in curriculum development. There were 47 respondents in the survey. All respondents agreed that process drama assists students in developing collaboration and communication skills which are suggested as learning skills in 21st-century skills; however, three respondents had a negative view of creativity, and one had a negative view of critical thinking skills. Similarly, when asked which cognitive capacity from the revised Bloom’s taxonomy had the most potential to develop through EFL process drama, 40 respondents selected “to create.” Regarding literacy skills, 30 respondents indicated that process drama has the most development potential for information literacy. Among five life and career skills, 36 respondents indicated that process drama offers the most significant growth opportunity for social skills. The explanations revealed that the EFL process drama’s improvisation structure and cooperative system with imagination are the primary reasons why it helps students build 21st-century skills.
Abstract
The study investigates the potential effects of EFL process drama on the 21st-century skill development of English learners. To achieve this objective, the researcher distributed a questionnaire to teachers who took a fifteen-week process drama course during the TESOL graduate program from 2017 to 2022. The questionnaire was based on the P21 (Partnership for 21st-century skills) framework, which has been utilized by numerous educational institutions in curriculum development. There were 47 respondents in the survey. All respondents agreed that process drama assists students in developing collaboration and communication skills which are suggested as learning skills in 21st-century skills; however, three respondents had a negative view of creativity, and one had a negative view of critical thinking skills. Similarly, when asked which cognitive capacity from the revised Bloom’s taxonomy had the most potential to develop through EFL process drama, 40 respondents selected “to create.” Regarding literacy skills, 30 respondents indicated that process drama has the most development potential for information literacy. Among five life and career skills, 36 respondents indicated that process drama offers the most significant growth opportunity for social skills. The explanations revealed that the EFL process drama’s improvisation structure and cooperative system with imagination are the primary reasons why it helps students build 21st-century skills.
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