the effects of drama-based instruction on english oral communication ability and motivation in ...

202 Pages·2011·1.98 MB·English

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THE EFFECTS OF DRAMA-BASED INSTRUCTION ON ENGLISH ORAL COMMUNICATION
ABILITY AND MOTIVATION IN LEARNING ENGLISH OF ELEVENTH GRADE STUDENTS

MISS POCHANEE NUKTONG

A Thesis Submitted in Partial Fulfillment of the Requirements
for the Degree of Master of Education Program in Teaching English as a Foreign Language
Department of Curriculum, Instruction and Educational Technology
Faculty of Education
Chulalongkorn University
Academic Year 2010
Copyright of Chulalongkorn University
Thesis Title THE EFFECTS OF DRAMA-BASED INSTRUCTION ON ENGLISH
ORAL COMMUNICATION ABILITY AND MOTIVATION IN
LEARNING ENGLISH OF ELEVENTH GRADE STUDENTS
BY Miss Pochanee Nuktong
Field of Study Teaching English as a Foreign Language
Thesis Advisor Assistant Professor Chansongklod Gajaseni. Ph.D
Accepted by the Faculty of Education, Chulalongkorn University in Partial
Fulfillment of the Requirements for the Master's Degree
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........................................................D ean of the Faculty of Education
(Professor Sirichai Kanjanawasee, Ph.D)
THESIS COMMITTEE
Chairman
(Prannapha Modehiran, Ph.D.)
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# 5183436127: MAJOR TEACHING ENGLISH AS A FOREIGN LANGUAGE
KEYWORDS : DRAMA-BASED INSTRUCTION IO RAL COMMUNICATION ABILITY I
MOTIVATION IN LEARNING ENGLISH
POCHANEE NUKTONG : THE EFFECTS OF DRAMA-BASED INSTRUCTION ON
ENGLISH ORAL COMMUNICATION ABILITYAND MOTIVATION IN LEARNING
ENGLISH OF ELEVENTH GRADE STUDENTS. ADVISOR: ASST. PROF.
CHANSONGKLOD GAJASENI, Ph.D.. 191 pp.
The objectives of this study were to examine the effects of drama-based
instruction on eleventh grade students' oral communication ability and motivation in
learning English. The drama-based instruction included drama games, role-playing,
improvisation and simulation. The participants of this study were thirty five eleventh
grade students at Demonstration School, Prince of Songkla University. The paired
sample t-test was applied to investigate the differences between the mean scores
from the pre and post oral communication ability test and student motivation
questionnaire.
The results ofkhe analyses revealed that (1) there was a significant difference
between the mean scores from the pre and post oral communication ability test at the
significant level of .05 (2) there was a significant difference between the mean scores
from the pre and post student motivation questionnaire at the significant level of .05
and (3) students reported the positive attitudes towards learning through drama-
based instruction. It can be implied that eleventh grade students improved their oral
communication ability as well as their motivation in learning English after the
4
implementation of drama-based instruction.
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vi

ACKNOWLEDGEMENTS
I am heartily thankful to my thesis advisor, Assistant Professor Dr.
Chansongklod Gajaseni. All her useful advice, encouragement and support lead the
researcher to develop an understanding of the study. Also, I would like to express my
sincerest gratitude to the thesis committee members, Dr. Prannapha Modehiran and
Dr.Pajaree Nipaspong for their guidance and help. I would like to offer my regards to all
of those who supported me in any respect during the completion of the study: my
beloved teachers in Demonstration School, Prince of Songkla University, colleagues and
friends. This thesis would not have been possible without all my lovely students. It is my
pleasure to be your teacher. Last but not least, I owe my deepest gratitude for my family
who always support me throughout all my studies at Chulalongkorn University.
CONTENTS
PAGE
iv
Abstract (Thai)……………………………………………………………………………
Abstract (English)..............................................................................................….. v
Acknowledgements..........................................................................................…….. vi
Contents...................................................................................................................... vii
List of Tables………………………………………………………………………………… x
List of Figures……………………………………………………………………………….. xi

Chapter : Background of the study…………………………………………………….. 1
I
Research questions………………………………………………………….……... 8
Research objectives…………………………..………………………………......... 8
Hypotheses…………………………………………………………………………... 9
Scope of the study…………………………………………………………………... 9
Definition of terms………………………………………………………………….. 9
Significance of the study…………………………………………………………… 11

Chapter : Review of literature…………………………………………………………… 12
II
Drama-based instruction…………...……………………………………………….. 12
Drama in language learning……………………………………………………….. 12
Definition of drama-based instruction…………………………………………….. 13
Principles of drama-based instruction……………………………………………. 14
Phrases of drama-based instruction………………………………………………. 15
Drama techniques…………………………………………………………………… 15
Methods used in drama project…………………………………………………… 21
Roles of teachers and students in drama-based instruction………………….. 22
The advantages of using drama techniques…………………………………….. 24
Related studies…………………………………………………………………….. 27
viii
PAGE
Oral communication ability…………………………………………………………. 31
Definition of oral communication…………………………………………………. 31
Principles of teaching oral communication skills………………………………… 31
Strategies-based instruction……………………………………………………….. 32
Corrective feedback..……………………………………………………………….. 36
Teachers’ and students’ roles in teaching oral communication……………….. 39
Drama and oral language learning………………………………………………... 40
Related studies………………………………………………………………………. 41
Motivation…………………………………………………...………………………… 43
Definition of motivation……………………………………………………………… 43
Motivation in language learning…………………………………………………… 44
Attitude/Motivation Battery Test (AMBT)………………………………………... 49
Drama-based instruction and motivation in language learning……………….. 51
Related studies………………………………………………………………………. 57

Chapter : Methodology……………..…………………………………………………... 60
III
Context of the study…………………………………………………………………. 60
Population and sample……………………………………………………………... 60
Research instrument………………………………………………………………... 61
Data collection procedure………………………………………………………….. 81
Data analyses………………………………………………………………………... 83

Chapter : Results…………………………………………...……………………………. 85
IV
The effects of drama-based instruction on English oral communication ability
of eleventh grade students……………………………………………………………….. 85
The effects of drama-based instruction on motivation of eleventh grade
students……………………………………………………………………………………… 94
The opinions of eleventh grade students towards learning through drama-
based instruction…………………………………………………………………………… 101
ix
PAGE
Summary…………………………………………………………………..…………. 108

Chapter : Discussion……………………………………………………………………... 109
V
Summary of the study……………………………………………………………….. 109
Discussion……………………………………………………………………………. 112
Teaching implications……………………………...……………………………….. 131
Recommendations for Further Research…………………………………………. 132

References…………………………………………………………………………………... 134
Appendices………………………………………………………………………………….. 147
Appendix A: Lists of experts validating the instrument……….………………….. 148
Appendix B: Oral Communication Ability Test…………………………………… 149
Appendix C: Student motivation questionnaire…………………………………… 158
Appendix D: Interview questions…………………………………………………… 165
Appendix E: A sample lesson plan………………………..……………………….. 167
Appendix F: The validity of the instrument………………………………………… 182
Biography……………………………………………………………………………………. 191
x

LIST OF TABLES

PAGE
Table 2.1: Four main types of drama techniques commonly found in English
language teaching classrooms…………………………………………… 20
Table 2.2: The main motive that influence learner’s behavior and thinking during
the three motivational phases……………………………………………… 48
Table 3.1: The research procedure……………………………………………………. 61
Table 3.2: Long-range plan for Learning English through Drama Course………... 63
Table 3.3: The sample lesson plan……………………………………………………. 68
Table 3.4: Reliability of oral communication test…………………………..………… 76
Table 3.5: The components of student motivation questionnaire………………….. 78
Table 3.6: Reliability of student motivation questionnaire..…………………………. 80
Table 3.7: Lengths of time spending on each unit………………………………....... 82
Table 3.8: Research procedure based on each research question……………….. 84
Table 4.1: Pearson Correlation Coefficient of Inter-rater Reliability………………... 86
Table 4.2: Results of t-test on oral communication test in the sample group…….. 86
Table 4.3: A comparison of mean scores from the pretest and posttest of nine
sub-oral communication skills…...………………………………………… 87
Table 4.4: A comparison of the mean scores of three drama-based activities
used in the course………………………………………………………….. 88
Table 4.5: Thresholds for interpreting effect sized………………………………….. 89
Table 4.6: Pearson correlation between students’ oral communication ability and
their motivation in language learning……….…………………………….. 90
Table 4.7: Paired sample test of motivational change in the sample group……... 95
Table 4.8: A comparison of the mean scores of each component from motivation
questionnaire………………………………………………………………... 96