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Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGO THI BAO TRAN THE IMPACT OF INTEGRATING DRAMA INTO TEACHING ENGLISH SPEAKING SKILLS AT NGO MAY SECONDARY SCHOOL, QUY NHO
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGO THI BAO TRAN THE IMPACT OF INTEGRATING DRAMA INTO TEACHING ENGLISH SPEAKING SKILLS AT NGO MAY SECONDARY SCHOOL, QUY NHON CITY Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Le Nhan Thanh, PhD Binh Dinh - 2023 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN NGÔ THỊ BẢO TRÂN TÁC ĐỘNG CỦA VIỆC TÍCH HỢP ĐÓNG KỊCH VÀO DẠY KĨ NĂNG NÓI TIẾNG ANH Ở TRƯỜNG THCS NGÔ MÂY, THÀNH PHỐ QUY NHƠN Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 Người hướng dẫn: TS Lê Nhân Thành Binh Dinh - 2023 i STATEMENT OF AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by any other person except where due reference is made in the thesis itself Binh Dinh, 2023 Signed: Ngo Thi Bao Tran ii ACKNOWLEDGEMENTS Without the great assistance of my supervisor, Dr Le Nhan Thanh, this work would not have been achievable I am deeply indebted to my supervisor since from the research proposal to the final version of this report, his vast knowledge, practical experience in the field, great enthusiasm and meticulous attention to detail have been an inspiration and kept me on track I would like to offer my special thanks to those who participated in my research for their valuable time fulfilling the questionnaire and insightful information from the interview If it had not been for their willingness and enthusiasm, I could not have collected important data for my study My deepest gratitude also extends to all of my wonderful classmates for the time we shared as well as the information and experience we gained from one another Their continuous support and encouragement mean a lot to me in the accomplishment of this study Last but not least, my family members have been tremendously significant to me in the pursuit of this project I would like to express my gratitude to my parents, who have always supported and guided me in my endeavors They are the definition of positive role models iii ABSTRACT This thesis reports the result of action research on improving students’ speaking skills through drama-based language teaching at Ngo May secondary school in Quy Nhon City with the help of 34-grade 6th students as research participants The research addressed two issues (1) sixth-grade students’ perceptions of the integration of drama into their English-speaking lessons; (2) the integration of drama into English speaking classes affect their English speaking skill The instruments used for data collection and analysis of the study include three tests and two questionnaires for the students, an interview with ten students to know about difficulties and gaps in learning English speaking lessons with drama activities Research findings showed that the drama technique was beneficial in helping students improve their speaking ability and motivating them to learn English speaking skills Based on the findings, some implications would be given for both the teacher and the students This study is expected to be a useful suggestion to both teachers and students in teaching and learning English speaking skills Keywords: drama, effect, perception, secondary school student, speaking iv TABLE OF CONTENT CHAPTER 1 INTRODUCTION 1 1.1 Rationale 1 1.2 Aim and Objectives of the Study 2 1.2.1 Aim .2 1.2.2 Objectives of the Study .2 1.3 Research Questions 2 1.4 Significance of the Study 2 1.5 Scope of the Study 3 1.6 Organization of the Study .4 CHAPTER 2 LITERATURE REVIEW 6 2.1 Speaking in Language Instruction 6 2.1.1 Definitions of Speaking .6 2.1.2 The Importance of Speaking Skills 7 2.1.3 The Components of Speaking Skills 9 2.1.4 Characteristics of Successful Speaking Activities 10 2.1.5 Communicative Language Teaching (CLT) 11 2.2 Drama Techniques 12 2.2.1 Definition of Drama Activities .12 2.2.2 Theoretical Assumption of Drama in the Classroom .13 2.2.3 The Benefits of Using Drama Activities in EFL Class 14 2.2.4 Teacher and Student Roles .20 2.2.5 Common Types of Drama Activities .22 2.3 Previous Studies 28 2.4 Summary .34 CHAPTER 3 METHODOLOGY .35 3.1 Design of the Study 35 3.1.1 Research Site 35 3.1.2 Participants .36 v 3.1.3 Materials 37 3.2 Data Collection .37 3.2.1 The Pre-test and the Post-test 37 3.2.2 The Interview 41 3.2.3 The Experimental .43 3.3 Data Analysis 45 3.3.1 Quantitative Analysis of the Pre-test and the Post-test Data 46 3.3.2 Interview Analysis 47 CHAPTER 4 FINDINGS 50 4.1 Students’ Perceptions of Drama in Their English Lessons 50 4.1.1 Positive Engagement 50 4.1.2 Skill Enhancement 51 4.1.3 Development of Critical Thinking 52 4.1.4 Development of Performance Abilities 53 4.1.5 Psychological Transformation and Perspective Shift .53 4.1.6 Challenges and Anxiety 54 4.1.7 Comprehensive Reflections and Recommendations 54 4.2 The Effects of the Integration of Drama Into Speaking Classes 58 4.2.1 Overview of Quantitative SPSS Data Analysis 58 4.2.2 Performance Evaluation Based on the Pre-test and the Post-test Scores 61 4.3 Summary .63 CHAPTER 5 DISCUSSION AND CONCLUSION 65 5.1 Summary of the Major Findings 65 5.2 Conclusions 67 5.3 Limitations 69 5.4 Implications 70 5.4.1 Implications for EFL Teachers .70 5.4.2 Implications for School Administrators 70 5.4.3 Implications for Secondary School Students 71 5.5 Suggestions for Further Research 72 vi REFERENCES 73 APPENDICES I APPENDIX 1A: LESSON SYLLABUS I APPENDIX 1B: LESSON PLAN FOR TOPIC 1: MY NEW SCHOOL III APPENDIX 2: THE PRE-TEST .VIII APPENDIX 3: THE POST-TEST X APPENDIX 4: SPEAKING ASSESSMENT CRITERIA CARD .XIII APPENDIX 5: SCORES IN THE PRE-TEST AND THE POST-TEST XIV APPENDIX 6: INTERVIEW GUIDE XV APPENDIX 7: EXCERPTS INDICATING STUDENTS’ PERSPECTIVES ON THE IMPACT OF DRAMA ACTIVITIES IN ENGLISH SPEAKING LESSONS XVII HANDOUT .XXVI vii LIST OF TABLES Table 4.1: Performance Grading Scale………………………………………40 Table 4.2: Paired Sample Statistics………………………………………… 58 Table 4.3: Paired Sample Correlations……………………………………….59 Table 4.4: The Results of the Pre-test and the Post-test………………………61 viii LIST OF FIGURES Figure 4 1: Comparing the Results of the Pre-test and the Post-test………62