The Use of Drama to Reduce Anxiety and Increase Confidence and Motivation towards Speaking English with Two Groups of English Language Learners

Persistent Link:
http://hdl.handle.net/10150/193390
Title:
The Use of Drama to Reduce Anxiety and Increase Confidence and Motivation towards Speaking English with Two Groups of English Language Learners
Author:
Shand, Jennifer Wood
Issue Date:
2008
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to create and evaluate the effects of a creative drama curriculum for English Language Learners. It was hypothesized that drama would be helpful in lowering the affective filter--psychological attributes that can impede language acquisition. A group of third graders who had good comprehension of English, yet, were reluctant to speak, and a group of sixth and seventh graders with fledgling English skills participated in the study. Participants' response to the drama curriculum was measured by pretest-posttest, observations, and interviews with both participants and their teachers. Results of the study revealed that drama was successful in considerably reducing the third grade participants' anxiety and increasing their confidence and motivation towards speaking English. There was evidence of positive benefit of the drama with the sixth and seventh graders, but there was little change in participants' anxiety, confidence and motivation towards speaking English.
Type:
text; Electronic Thesis
Keywords:
affective filter; creative drama; educational drama; ELL; English language learning; Natural Approach
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Theatre Arts; Graduate College
Degree Grantor:
University of Arizona
Advisor:
McKean, Barbara

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleThe Use of Drama to Reduce Anxiety and Increase Confidence and Motivation towards Speaking English with Two Groups of English Language Learnersen_US
dc.creatorShand, Jennifer Wooden_US
dc.contributor.authorShand, Jennifer Wooden_US
dc.date.issued2008en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to create and evaluate the effects of a creative drama curriculum for English Language Learners. It was hypothesized that drama would be helpful in lowering the affective filter--psychological attributes that can impede language acquisition. A group of third graders who had good comprehension of English, yet, were reluctant to speak, and a group of sixth and seventh graders with fledgling English skills participated in the study. Participants' response to the drama curriculum was measured by pretest-posttest, observations, and interviews with both participants and their teachers. Results of the study revealed that drama was successful in considerably reducing the third grade participants' anxiety and increasing their confidence and motivation towards speaking English. There was evidence of positive benefit of the drama with the sixth and seventh graders, but there was little change in participants' anxiety, confidence and motivation towards speaking English.en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
dc.subjectaffective filteren_US
dc.subjectcreative dramaen_US
dc.subjecteducational dramaen_US
dc.subjectELLen_US
dc.subjectEnglish language learningen_US
dc.subjectNatural Approachen_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineTheatre Artsen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMcKean, Barbaraen_US
dc.contributor.committeememberMcCammon, Lauraen_US
dc.contributor.committeememberEvans, Carolen_US
dc.identifier.proquest10187en_US
dc.identifier.oclc659750768en_US
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