Process Drama in EFL Context: A Case Study of ELT Methodology Class for Graduate Students
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This study explores the experiences of eighteen graduate students with process drama during an English language teaching methodology class offered in the spring semester of 2015 in Seoul. The research was designed to raise awareness of the effects of process drama in the EFL classroom, which has been suggested by a number of researchers as an effective method of motivating learners to use the target language. However, despite its benefits for second language learners, many Korean ELT practitioners are not aware of its existence. The researcher investigated graduate students' perceptions of process drama as an instructor with the intention of introducing this method in the Korean EFL context. Questionnaires, process drama teaching materials developed by students, observations of micro-teaching by students, and the instructor's teaching log were used to collect data. The results show that all of the participants recognized the positive effects of process drama on L2 learners' language proficiency, motivation, self-confidence, and intercultural awareness. In addition, a range of instructional methods such as task-based instruction or content and language integrated learning were regarded as a good fit with process drama. Performing teacher-in-role and, planning process drama were noted as the major challenging factors for implementing process drama in the classroom
Abstract
This study explores the experiences of eighteen graduate students with process drama during an English language teaching methodology class offered in the spring semester of 2015 in Seoul. The research was designed to raise awareness of the effects of process drama in the EFL classroom, which has been suggested by a number of researchers as an effective method of motivating learners to use the target language. However, despite its benefits for second language learners, many Korean ELT practitioners are not aware of its existence. The researcher investigated graduate students' perceptions of process drama as an instructor with the intention of introducing this method in the Korean EFL context. Questionnaires, process drama teaching materials developed by students, observations of micro-teaching by students, and the instructor's teaching log were used to collect data. The results show that all of the participants recognized the positive effects of process drama on L2 learners' language proficiency, motivation, self-confidence, and intercultural awareness. In addition, a range of instructional methods such as task-based instruction or content and language integrated learning were regarded as a good fit with process drama. Performing teacher-in-role and, planning process drama were noted as the major challenging factors for implementing process drama in the classroom
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