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Drama techniques to enhance speaking skills and motivation in the EFL secondary classroom

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2015-06
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Students’ motivation seems to be one of the key issues in the teaching-learning process nowadays. Students´ active participation in the classroom activities is a troublesome question for many teachers, especially those ones who rely on more learner-centred methodology. The current paper aims to investigate about how students’ speaking skills may be enhanced through the employment of drama techniques. Indeed, drama activities are believed to foster students’ interest in the subject and, consequently to improve their speaking abilities. In order to achieve these goals two groups of participants have been selected to conduct the study: a control group, and the research group, both of them composed by the second year Bachillerato students. Before starting the investigation the experimental group students have been administered pre-questionnaires to measure their initial level of motivation. Both groups were also tested to evaluate their speaking skills level. In continuation, the research group followed the learner-centred teaching syllabus based on drama activities, meanwhile the control group continued with their daily routine. At the end of the experiment the research group was administered a post-questionnaire to check their level of motivation and both groups were tested again to measure the development of their speaking skills. The results of the data analysis reveal that the investigation group’s motivation has been enhanced, as well as their speaking level: despite the limited time of research, the respondents recorded higher outcomes compared to the control group.
La motivación de los alumnos parece ser uno de los asuntos clave en el proceso de enseñanza-aprendizaje hoy en día. La participación activa de los estudiantes en las actividades de clase es una cuestión problemática para muchos docentes, especialmente los que apuestan por una metodología más centrada en el alumno. La finalidad de este trabajo es descubrir cómo las habilidades orales de los estudiantes pueden ser mejoradas a través de la implementación de técnicas dramáticas en el aula. De hecho, se cree que estas técnicas podrían fomentar el interés de los estudiantes hacia la asignatura y, por consiguiente, mejorar sus habilidades orales. Para conseguir tales objetivos se ha llevado a cabo un estudio con dos grupos de participantes: un grupo de control, y otro de investigación, ambos formados por alumnos de 2° de Bachillerato. 2 Antes de empezar el trabajo los estudiantes del grupo de investigación realizaron un precuestionario para evaluar su nivel inicial de motivación, y además se examinó a ambos grupos para determinar su nivel de destreza oral. A continuación, el grupo de investigación siguió una metodología de enseñanza centrada en el alumno y basada en técnicas dramáticas, mientras que el grupo de control continuó con su rutina diaria de clases. Al final del experimento el grupo de investigación realizó un post-cuestionario para determinar su nivel de motivación y se examinó de nuevo a ambos grupos para evaluar la evolución de sus habilidades orales. Tras analizar los datos, los resultados ponen de manifiesto que el grupo de investigación ha mejorado su motivación, así como sus destrezas orales: a pesar del tiempo limitado de trabajo, los participantes han obtenido mejores resultados comparados con los del grupo de control.
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Pedagogía , Enseñanza secundaria
Unesco subjects
58 Pedagogía , 5801.08 Enseñanza Programada
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https://hdl.handle.net/20.500.14352/25051
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Trabajos Fin de Master (TFM)