Towards Speaking English Through Creative Drama English Language Essay

This study aimed to investigate the effectiveness of creative drama on the enhancement of learners positive attitude towards speaking English in state high schools. A one-group pre-test/post-test study was carried out with 12 intermediate level students who were voluntarily selected. As a treatment students attended a 4-week creative drama program run by the researcher who received 320 hours of training for being a creative drama instructor. Four different instruments were employed to collect data in the study: Attitude questionnaire, student interviews, teacher observation notes and reflective journals. The attitude test was administered to the participants before and after the 4-week creative drama program, and the findings were compared to see the impact of the treatment. The data obtained by reflective journals, observation notes and interviews was grouped and analyzed. The results of the obtained data indicate that there were significant differences before and after the treatment in terms of enhancement of positive attitude towards speaking English.

I.INTRODUCTION

Statement of the purpose

The present study was designed to determine the empirical validity of the assumption that providing learners of English as a foreign language with creative drama activities during English classes can enhance their positive attitude towards speaking English. It is suggested that learners will be more eager to learn and practice English if they adopt a positive attitude towards it.

Justification

It is clear that in the age of communication the role attached to speaking skill is far greater than it used to be. Due to the increasing mobility of nations, it is not surprising to see people who witness others speaking a number of languages in their daily life. The change in social structure has been reflected in linguistics through shifts in thoughts and notions, methods and techniques. What was once linguistic-oriented has now become a communicative one.

With the increasing importance of learning English as a foreign language, many studies have been conducted to investigate better ways to teach English so far. Creative drama is shown as one of those ways by contemporary trends in language teaching. It is suggested that with creative drama activities learners cooperate with each other effectively during the application of the knowledge and the skills that they have acquired, learn better and discover new things about themselves.

Creative drama is a kind of education technique that was developed by Peter Slade, Brian Way, Dorothy Heathcote and Gavin Bolton in England and is applied for almost all kinds of learning activities especially in improving verbal and written expression in language learning lessons. According to Davis (1996), in national education programmes in England, it is obligatory to use drama in English lessons. It is a known fact that in England, drama is being used as a method in “speaking and writing” fields of language teaching for a long time.

In Turkey creative drama started to be applied especially in preschool education and elementary schools, in order to develop their creativity, self-confidence, independent thinking, self-control, and problem solving skills. In our world where individual, national and international competition is getting hard and there is a constant change, existing is based on having these qualities not on rote learning. In order to bring the children and adults in these qualities, instead of traditional education methods, methods of learning by living in social and natural environment should be used. One of these methods is creative drama.

AdÃ„Â±gÃ¼zel (2006) defines creative drama as follows: ‘Creative drama is to represent or animate a subject, an experience, an event, a concept or behaviour with a group utilizing improvisation and role play techniques and using the experiences of group members. These improvising activities are carried out with an experienced leader and creative drama directly utilizes the general facilities of children games.’ In the light of this definition creative drama may be considered as a method of learning, a tool for self-expression, as well as art. In order to add more to this definition, UlaÃ…Å¸ (2008) briefly explains the scope of creative drama through six learning principles:

– A student learns meaningful content better than other contents.

– Learning occurs as a result of a student’s interaction with his environment.

– The more sensory organs a student uses while learning, the greater the retention of the lessons.

– A student learns best by doing and experiencing.

– Effective participation is important in learning emotional conduct.

– Learning becomes easier and more permanent in educational environments where there is more than one stimulus. (p.876)

Creative drama emerged from the work of John Dewey which emphasized the importance of the instinctive and impulsive attitudes and activities of children to education (Siks, 1981; cited in Freeman, 2000, p.7). It is believed that if the children’s natural activities and the games they played with their friends in daily life are transferred to the field of education, children will be more motivated towards learning. ‘Learning by doing’ is the core of the idea that creative drama is an effective method of learning.

As Mally (1983) said, “Drama is more concerned with what is happening within and between members of a group placed in a dramatic situation. It is never intended for performance and rarely if ever rehearsed, since it depends on the spontaneous inventions and reactions of people involved in it. Drama involves the participants themselves” (cited in AldaÃ„Å¸, 2009). As it is stated participants are completely active in drama activities. They have to receive the message quickly, find out practical solutions to the problems, and convey their responses to the other players.

Like other fields drama is an effective technique in language teaching. By integrating drama activities in English classes, the monotony of a conventional language class can be broken and the syllabus can be transformed into a more meaningful one which prepares learners to face their immediate world better.

If it is remembered that one of the significant problems for English language learners in Turkey is having a negative attitude towards speaking English, it will be more meaningful to claim that creative drama activities should be used in language classes. Learners’ negative attitudes are mainly caused by anxiety, lack of confidence and motivation Thus, it is important for teachers to find ways to motivate learners and reduce their anxiety while enhancing their confidence. Recent studies show that the use of creative drama activities could be regarded as one of the effective methods to help learners improve a positive attitude towards speaking English and also support them to acquire necessary communication skills. As Wagner (as cited in AldaÃ„Å¸, 2010) states that drama is powerful because its unique balance of thought and feeling makes learning exciting, challenging, relevant to real life concerns, and enjoyable.

The integration of drama brings both real life and imaginary situations and characters into the language classroom. Through their imagination the students have to produce various actions that fit in with the situation they encounter. Teaching language skills through drama gives students a context for listening and meaningful language production provides opportunities for reading and writing development and involves children in reading and writing as a holistic and meaningful communication process. As Slade and Way (1967) state, “Drama is a good way of teaching second language because students are learning and practicing the language with communicative activities in a real context.”

Another important benefit of integrating drama with second language teaching is that it improves relationships among learners and consequently, the class atmosphere. When the classroom context is relaxing and friendly, anxiety levels of learners are expected to be low. This principle is supported by Krashen’s affective filter hypothesis. According to the affective filter hypothesis, there is a kind of filter which determines how input is turned into intake. It is this filter through which learners’ motivation, anxiety level and self-confidence are shaped. Thus, who have a low anxiety have a low filter while the opposite is true for the opposite case. In the light of this hypothesis, it can be postulated that when the learner is unmotivated or lacks confidence, the filter will be “up”. (Gas and Selinker, as cited in SaÃ„Å¸lamel, 2009). Therefore, the classroom environment needs to be as stress-free as possible in order to lower the affective filter of the learner and consequently let the acquisition take place. (Krashen and Terrell, as cited in Shand, 2008).

According to AldaÃ„Å¸ (2009), the most important benefit of using drama in second language teaching is that it increases self-esteem, self-confidence and spontaneity by reducing inhibitions, alienation feeling and sensitivity to rejection. In addition, drama develops problem-solving skills, working in groups, taking more risks and communicational skills such as turn taking, topic changing, and leave taking.

To sum up the advantages of drama Ã…Å¾amlÃ„Â±oÃ„Å¸lu and KarakuÃ…Å¸ (2008) list what effective use of creative drama can achieve in learners:

Creative drama;

1. Promotes long-lasting learning

2. Nurtures empathy

3. Empowers imagination,

4. Offers new dimensions,

5. Triggers curiosity and investigation,

6. Improves problem-solving and analysis-synthesis skills,

7. Concretizes the abstract,

8. Provokes creativity,

9. Assures self-confidence and personal development,

10. Enhances studentsÃ¢â‚¬Å¸ repertoire,

11. Helps students develop effective addressing strategies and improve their rhetoric.

1.3 Significance

Although there are a number of studies on attitude towards speaking English and those studies, to a great extent, give a rough idea about the importance of the problem. However, there is still need to elaborate on the issue with respect to creative drama applications. When we reduce the scale to Turkey, it is possible to see the scanty literature welcoming further studies.

The literature on creative drama is pretty abundant, as well. However, the literature about the use of creative drama in EFL contexts is rather scarce. Thus, documenting any probable advantage of creative drama techniques for EFL contexts would be of great help for those who want to experiment without losing the enjoyable and pedagogical nature of the courses.

1.4 Literature Review

There are several studies (AldaÃ„Å¸, 2010; Fuentes, 2010; KÃ„Â±lÃ„Â±Ã§, 2009; SaÃ„Å¸lamel, 2009; SaraÃ§, 2007, Shand, 2008; ) which have demonstrated that the use of creative drama activities not only creates a motivating environment for speaking English but also contribute positively to learners’ speaking skills in the field of EFL both abroad and Turkey.

1.4.1 Studies Conducted Abroad

Shand (2008) conducted a study on the effects of a creative drama curriculum for a group of third, sixth and seventh graders. As a mixed study participants’ response to the drama curriculum was measured by pre-test and post-test, observations and interviews. Results of the study showed that drama activities were successful in lowering the third grade participants’ anxiety and increasing their confidence and motivation towards speaking English. Drama clearly helped motivate these students, reduce their anxiety, and increase their confidence. Shand (2008) stated that the students were much more relaxed when speaking English. They spoke more, and when they spoke, they were louder and uninhibited.

In another study, Fuentes (2010) conducted a qualitative study to examine the effect of drama on second language learning. A total of 40 pupils of the first year of Primary Education participated in the study. The participants were separated into two groups. With group A, a didactic unit based on a simple play adapted to their level was developed and with group B several drama activities and techniques to support the existing planning were used. The implementation of the unit in group A took seven sessions of 50 minutes each; whereas in group B six sessions were dedicated to drama techniques. For evaluation a diary was used by the researcher in which she has taken notes of the learners’ difficulties and progress. Children also evaluate their own performance in the L2 (self-assessment), they received feedback from both their partners and the teacher (co-assessment). Fuentes’ study demonstrated that the activities presented during the study had some very positive and interesting results regarding learner autonomy, motivation and pronunciation.

1.4.2 Studies Conducted in Turkey

Several studies on creative drama and teaching English as a foreign language have also been conducted in Turkey. One of those studies is SaÃ„Å¸lamel’s study (2009), which aimed to find the effects of creative drama as an alternative way to reduce language anxiety of university students in English speaking classes. At the beginning of the study the Foreign Language Classroom Anxiety Scale was administered to 565 randomly selected students from different levels. Next, semi-structured interviews were carried out with 30 students and 20 speaking teachers to get their perceptions of language anxiety in speaking courses. In the light of the findings from the interviews carried out with students, it was observed that almost half of the students found learning and speaking English as an anxiety-provoking experience. The possible reasons for language anxiety were investigated from the students’ perspective through interviews. It was found that linguistic difficulties (vocabulary, grammar and pronunciation), cognitive challenges (fear of failure in front of others, fear of exams, fear of failure in communication, lack of self-esteem, fear of making mistakes), the role of the teachers, competitiveness and lack of information were considered to be correlates of language anxiety. After covering the role and possible sources of language anxiety and possible ways to alleviate language anxiety from a variety of perspectives, the study focused on a single way to lower language anxiety in speaking classes: applying creative drama activities. 22 participants chosen on a voluntary basis attended a 6-week creative drama program. The Foreign Language Classroom Anxiety Scale was administered both at the beginning and at the end of the study, and then the findings were compared. The difference between the pre-test and the pos-test was found to be statistically significant and the findings indicated that creative drama activities could be useful to lower language anxiety.

In another study Aldag (2010) aimed to investigate the effectiveness of creative drama on the enhancement of motivation of the students who learn English in public elementary schools. Fifty randomly sampled 4th grade students of a state school participated in the study. The Control Group continued their conventional lessons while the Experimental Group was exposed to drama-based curriculum, but the content of the course was the same. Five different instruments were employed to collect data in the study: Motivation Questionnaire, Personal Information Form, Student and Teacher Interviews, Individual Diaries, and Observational Field Notes. Motivation test was applied twice: Firstly at the beginning of the study as pre-test; and secondly at the end of the study as post-test. The results of the obtained data indicate that there were significant differences between Experimental Group and the Control Group in terms of enhancement of motivation and speaking skills. At the end of the study, motivation of the students of Experimental Group who were exposed to creative drama activities increased in a considerable extent, whereas motivation of the students of Control Group who continued their traditional curriculum remained the same. AldaÃ„Å¸ (2010) states that ‘when learners overcame the fear of making mistakes in foreign language and relied on themselves, they were very eager to speak in English during activities. They were more enthusiastic about speaking in later stages of training.’

In another study SaraÃ§ (2007) aimed to investigate whether creative drama has a positive impact on developing the speaking skills of young learners. For this purpose, the researcher conducted eight English lessons in which creative drama activities were applied. The lessons were recorded and checked by an observer. In addition, with the purpose of determining the expectations, feelings and thoughts of the students in terms of the influence of creative drama on the learners, the students were asked to keep journals. The observed lessons showed that speaking skills gradually increased towards the end of the research implementation. In addition, the students’ journals indicated that creative drama made a positive influence on the learners, such as providing a stress free environment, developing self confidence and providing high learner participation. SaraÃ§ (2007) highlights that after the creative drama activities the students experienced only the positive feelings, most were happy and found the activity to be fun. Not a single student felt anything negative about the activity afterwards. According to the data obtained, almost all the students show some of information routine, negotiation skills, simplification skills and rephrasing, use of fillers and hesitation devices in their journals. The results also showed that class participation and learner motivation was at the highest level in creative drama classroom enabling even the most shy and passive learner gain self confidence and thus become more active in the classroom.

Another study which aimed to investigate the effect of creative drama on speaking English and students’ attitudes towards speaking English was submitted by KÃ„Â±lÃ„Â±Ã§ (2009). She included a research sample composed of high school students, who are between 15-16 years old. Research was designed according to experimental model with pre and post test control group. The advised methods and techniques in the course book were applied by the teacher to the students of control group. Unlike the control group, in addition to the methods and techniques recommended, drama activities were also applied to the experimental group. Speaking test and attitude test were applied before and after the treatment to determine the effect. The results of the study suggested that there had been a significant change on the attitudes of the students in the experimental group towards speaking English. Learners’ answers to the questionnaire after treatment showed that they felt more relaxed and were not afraid of making mistakes while speaking English. KÃ„Â±lÃ„Â±Ã§ (2009) stated that this may be because of the power of creative drama to help learners gain self-confidence during creative drama activities.

In the light of this literature review the current study aims to find out whether creative drama has a positive effect on the attitudes of intermediate level high-school students towards speaking English in Turkey.

1.5 Research Question

Does the use of creative drama in English classes help learners developing a positive attitude towards speaking English?

1.6 Research Hypothesis

Creative drama activities can help developing positive attitude towards speaking English among intermediate level learners of English in state high schools in Turkey.

1.7 Limitations and Delimitations

In this study the number of participants was one of the limitations. Since high school students have a very tough program during the week it was not possible for so many students to stay at school for the study. Therefore, only 12 students were available. This may limit the generalization of the study results to other populations.

Another limitation is the time factor. The treatment was only applied for four weeks despite the fact that this kind of treatment must take a great deal of time. If the treatment had been applied for a longer period, it is anticipated that the results would have been more significant.

II. METHODOLOGY OF THE STUDY

2.1 Sampling and Setting

The study took place at a state high-school in Sultanbeyli. The school is located in a socio-economically disadvantaged district of Istanbul. There are approximately 600 students and 50 teachers in the school. 9th grade students have 6 hours of English every week, while 10th, 11th and 12th grade students have 4 hours. As it is an Anatolian high-school, great importance is attached to the teaching of English. The administration provides support to ensure that there are enough foreign language teaching materials and resources. However, there is a shared opinion among English teachers that students are not eager to communicate in English. Instead they prefer studying grammar as memorizing grammar rules is easier for them than producing real language.

The participants of the study are 12 students who were chosen on a voluntary basis. There are 8 females and 4 males. They are 15-16 years old and this is their third year at the school.

2.2 Design of the study

The study is a combination of pre-experimental and qualitative research design. It is pre-experimental because there is no control group. Due to curricular issues, participants were not assigned as the Experimental Group and the Control Group during the study. Therefore, only the impact on the experimental group was measured.

The study contains elements of both qualitative and quantitative research techniques. Qualitative data was obtained from students’ reflective journals, semi-structured interviews with students, and a colleague’s observation notes on the study. Quantitative data was obtained from the attitude questionnaire which was applied before and after the treatment.

2.3 Instrumentation

In this study four types of instruments were used for data collection. These instruments are attitude questionnaire towards speaking English, students’ reflective journals, semi-structured interviews with participants and a colleague’s observation notes.

The attitude questionnaire was developed by KÃ„Â±lÃ„Â±Ã§ (2009). It was designed to explore what an individual’s attitude towards speaking English. The questionnaire has 30 phrases and designed as a five likert scale (1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree). This scale was applied before the treatment as a pre-test and after the treatment as a post-test.

At the end of each creative drama session the students were asked to write in their reflective journals about that session. They were provided with some guideline questions and asked to write in their journals in a way to answer those questions. The questions are:

What did you learn in this session?

What did you feel in this session?

Was it different from your other English classes?

Which three words would you choose to describe this session?

Do you think you could express yourself in English? In which activity?

Would you like to attend more creative drama sessions? Why?

The main purpose for keeping journals was to collect data about students’ feelings and opinions about the session in order to find out how the session affected their attitude towards speaking English. Participants were allowed to write in Turkish as the priority is to reach their ideas and feelings rather than evaluating their language competence.

At the end of the creative drama program two randomly selected students were interviewed with the aim of getting more information about how creative drama activities affected their attitude towards speaking English. They were asked open-ended questions related to the activities and their responses were recorded, transcribed and evaluated by the researcher. The questions asked in the interview are:

What do you think about creative drama?

Do you think creative drama sessions are beneficial for you?

Can you compare the English lessons in the classroom and the creative drama lessons?

Would you like this program continue?

What would happen if this program continued?

In order to decrease the level of researcher subjectivity, a colleague was invited to observe one of the creative drama sessions. She was kindly asked to take notes during the session and share those notes with the researcher.

Procedures

Necessary permission was taken from the school management in order to conduct the study at school. It was announced to the intermediate level students that there would be a 4-week study about English teaching. Twelve students were chosen on a voluntary basis. Since the study was going to be carried out after the school, their parents were asked to sign a form which showed that they were willing to let their children participate in the study. The room for the sessions was determined and prepared for creative drama activities by placing comfortable seats, cushions and costumes. Before the first session the pre-test (the attitude questionnaire towards speaking English) was administered to the participants to identify their attitudes towards speaking English. They were also provided with guideline questions for their reflective journals. The participants were exposed to the creative drama program for 4 weeks. The program was planned as 3 hours each week. Therefore, it consisted of 12 hours in total. The participants were requested to write about their opinions and feelings in their reflective journals by following the guidelines after each session. A colleague was invited to observe the third week’s session. The post-test (attitude questionnaire towards speaking English) was administered to the participants reporting their attitude towards speaking English at the end of the creative drama program. Interviews were conducted with four randomly selected participants at the end of the treatment. The findings gathered from the instruments were analyzed and compared to see the impact of the treatment.

III. DATA ANALYSIS

3.1 Results

In this section, the analysis of the data obtained from the pre-test and post-test of attitude questionnaire of the participants will be presented.

3.1.1 Results of attitude questionnaires

The attitude questionnaire was applied twice during the research study. It was firstly applied before the treatment as pre-test and then secondly at the end of the treatment as post-test. It was applied before and after the treatment in order to reveal whether there is any effect of creative drama on enhancing positive attitude or not. This questionnaire was formed by using Likert Scale (1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree). The results of these tests were analyzed through Statistical Package for Social Sciences (SPSS) for Windows 20.0, in this programme Paired Samples T-test was used in order to reveal whether drama activities affect the learners’ attitude towards learning English in a positive way or not.

Pre-test Results of the Participants

Pre-test Results

Table 1

ITEM

Strongly agree

Agree

Neutral

Disagree

Strongly disagree

1.I have difficulty speaking English.

2.I am afraid of making mistakes.

3.I don’t want to speak English.

4.Lack of grammar knowledge inhibits my speaking.

5.Lack of vocabulary inhibits my speaking.

6.I can speak English fluently.

7.I feel nervous while speaking English.

8.I forget what to say when I am nervous.

9.Lack of correct pronunciation inhibits my speaking.

10.Lack of knowledge inhibits my speaking.

11.I can’t express my ideas.

12.I can’t understand what others say.

13.I don’t know how to study to speak English.

14.Because of my teacher’s negative attitude.

15.I think nobody will understand me while speaking.

16.I think in Turkish.

17.Because my friends are teasing me for my mistakes.

18.Other students are better at speaking English.

19.I am afraid of not being understood by others.

20.I think I have no ability in learning a foreign language.

21.I can’t remember the English meaning of words while speaking.

22.I think my teacher isn’t interested in what I am saying.

23.I don’t have to speak English in class.

24.My friends tell what I think before me.

25.I can’t realize the mistakes I have done while speaking English.

26.I prefer learning grammar structures rather than speaking English.

27.I can’t use computer because I don’t know English.

28.I can’t surf the Internet.

29.I can’t watch movies in English.

30.I can’t read newspapers or magazines in English.

Table 1 summarizes the participants’ responses to the items in the questionnaire which demonstrate their attitude towards learning English before the treatment.

Post-test Results of the participants

Post-test Results

Table 2

ITEM

Strongly agree

Agree

Neutral

Disagree

Strongly disagree

1. I have difficulty speaking English.

2.I am afraid of making mistakes.

3.I don’t want to speak English.

4.Lack of grammar knowledge inhibits my speaking.

5.Lack of vocabulary inhibits my speaking.

6.I can speak English fluently.

7.I feel nervous while speaking English.

8.I forget what to say when I am nervous.

9.Lack of correct pronunciation inhibits my speaking.

10.Lack of knowledge inhibits my speaking.

11.I can’t express my ideas.

12.I can’t understand what others say.

13.I don’t know how to study to speak English.

14.Because of my teacher’s negative attitude.

15.I think nobody will understand me while speaking.

16.I think in Turkish.

17.Because my friends are teasing me for my mistakes.

18.Other students are better at speaking English.

19.I am afraid of not being understood by others.

20.I think I have no ability in learning a foreign language.

21.I can’t remember the English meaning of words while speaking.

22.I think my teacher isn’t interested in what I am saying.

23.I don’t have to speak English in class.

24.My friends tell what I think before me.

25.I can’t realize the mistakes I have done while speaking English.

26.I prefer learning grammar structures rather than speaking English.

27.I can’t use computer because I don’t know English.

28.I can’t surf the Internet.

29.I can’t watch movies in English.

30.I can’t read newspapers or magazines in English.

Table 2 summarizes the participants’ responses to the expressions in the questionnaire which demonstrate their attitude towards speaking English after the treatment.

Comparisons of the Test Results of the Participants

Means of the Tests

Table 3

Descriptive Statistics

Mean

Std. Deviation

Pre-test

63,08

14,094

Post-test

57,58

15,210

Valid N (listwise)

According to Table 3 there is a difference between the means of pre-test and pos-test. The mean of pre-test is 63.98 whereas the mean of pos-test is 57.58.

Paired Sample t Test

Table 4

Mean

Std. Deviation

Sig.(2 tailed)

Pair 1

pretest – postest

5.500

8.426

2.261

.045

In order to understand whether this difference is significant, paired t test was applied to the data. In the table 4, observed t value is 2.261. Since the observed t value is larger than the critical t value (2.201), it is stated that there is a significant difference between the learners’ pre-test and pos-test results.

3.2 Discussion

In this section, first learners’ attitude towards speaking English will be discussed taking the results of their pre-test into consideration. Next, the data obtained from learners’ reflective journals, student interviews and observation notes will be discussed.

3.2.1 Discussion of pre-test results

The items in the questionnaire were put into five groups in terms of their relevance to each other.

Lack of knowledge or ability

Lack of Knowledge or Ability

Table 5

Items

Strongly Agree

Agree

Neutral

Disagree

Strongly disagree

4. Lack of grammar knowledge inhibits my speaking.

0.0%

8.3%

16.7%

33.11%

41.7%

5. Lack of vocabulary inhibits my speaking.

8.3%

25.0%

16.7%

33.3%

16.7%

9. Lack of correct pronunciation inhibits my speaking.

8.3%

33.3%

16.7%

33.3%

10. Lack of knowledge inhibits my speaking.

0.0%

8.3%

75.0%

8.3%

11. I can’t express my ideas.

8.3%

25.0%

58.3%

0.0%

12. I can’t understand what others say.

8.3%

0.0%

25.0%

58.3%

13. I don’t know how to study to speak English.

0.0%

16.7

25.0

58.3

21. I can’t remember the English meaning of words while speaking.

0.0%

16.7

50.0

25.0

8.3

Most of the students who took the questionnaire indicated a high degree of lack of vocabulary knowledge in English. To illustrate, 25.0% of the students agreed for the item “Lack of vocabulary inhibits my speaking.’ 16.3% of them stated that they can’t remember the meanings of words while speaking English. It is also important to see that 50% of learners neither agreed nor disagreed to this item, which shows half of the learners are unconfident about their vocabulary knowledge.

Mental appearance

Mental Appearance

Table 6

Items

Strongly agree

Agree

Neutral

Disagree

Strongly disagree

2. I am afraid of making mistakes.

16.7%

25.0%

33.3%

16.7%

8.3%

7. I feel nervous while speaking English.

25.0%

16.7%

25.0%

8. I forget what to say when I am nervous.

16.7%

33.3%

8.3%

25.0%

16. I think in Turkish.

9.1%

18.2%

36.4%

27.3%

18. Other students are better at speaking English.

16.7%

8.3%

0.0%

66.7%

19. I am afraid of not being understood by others.

8.3%

16.7%

33.3%

25. I can’t realize the mistakes I have done while speaking English.

8.3%

0.0%

8.3%

41.7%

41.7% of the students agreed that they are afraid of making mistakes. This describes a negative outcome of language anxiety which impedes the learners’ performance. It is interesting to see that the majority of learners disagreed that they can’t realize the mistakes they have done while speaking English. It can be deduced that the more learners are aware of their mistakes, the more they are afraid of making mistakes.

41.7% of the learners stated that they feel nervous while speaking English. Furthermore, 16.7% of the learners neither agreed nor disagreed to this item. These results show that learners are not very comfortable when they speak English. Also, item 8 ‘I forget what to say when I am nervous.’ received high agreement (41.7%) from the learners. This finding corresponds with SaÃ„Å¸lamel’s findings. In the light of the findings from the interviews carried out with students, SaÃ„Å¸lamel (2010) observed that almost half of the learners found learning and speaking English as an anxiety provoking experience.

Classroom context

Classroom Context

Table 7

Items

Strongly agree

Agree

Neutral

Disagree

Strongly disagree

14. Because of my teacher’s negative attitude.

0.0%

8.3%

0.0%

91.7%

22. I think my teacher isn’t interested in what I am saying.

0.0%

100.0%

23. I don’t have to speak English in class.

9.1%

0.0%

36.4%

9.1%

45.5%

24. My friends tell what I think before me.

0.0%

25.0

16.7%

33.3%

25.0%

17. Because my friends are teasing me for my mistakes.

0.0%

8.3%

91.7%

The results in table 6 reveals that the learners are quite satisfied with the classroom context. Therefore, the necessary conditions for acquisition to take place were almost presented to the learners as Krashen and Terrell (as cited in Shand, 2008) stated. In the light of these results, the classroom environment seems to be stress-free and encouraging.

General attitude towards English language

General Attitude towards English Language

Table 7

Items

Strongly agree

Agree

Neutral

Disagree

Strongly diasgree

1.I have difficulty speaking English.

0.0%

41.7%

16.7%

3. I don’t want to speak English.

0.0%

8.3%

0.0%

91.7%

6. I can speak English fluently.

0.0%

33.3%

50.0%

16.7%

0.0%

20. I think I have no ability in learning a foreign language.

0.0%

8.3%

83.3%

26. I prefer learning grammar structures rather than speaking English.

0.0%

8.3%

50.0%

41.7%

The general attitude of learners towards English language seems to be positive in terms of their desire to speak English. Only 8.3% of the learners stated that they do not want to speak English. Moreover, the majority of them believe that they have the ability in learning a foreign language. Item 1 reveals that majority of learners do not think they have difficulty speaking English. However, nearly half of them neither agreed nor disagreed with the statement. It shows that there are still some learners who do not feel confident enough while speaking English. On the other hand, 91% of learners stated they prefer speaking English to studying grammar rules, which supports item 3 revealing their desire to speak English.

Inability to use language in different contexts

Inability to Use Language in Different Contexts

Table 8

Items

Strongly agree

Agree

Neutral

Disagree

Strongly disagree

27. I can’t use computer because I don’t know English.

0.0%

8.3%

91.7%

28. I can’t surf the Internet.

0.0%

8.3%

91.7%

29. I can’t watch movies in English.

8.3%

0.0%

16.7%

66.7%

30. I can’t read newspapers or magazines in English.

41.7%

16.7%

0.0%

The results in Table 8 shows that the majority of learners are able to use a computer, surf the Internet and watch movies in English. However, they state that they are unable to read newspaper or magazines in English. Despite the fact that these results are not directly related to speaking English, they indicate that learners are aware of what they are able to do when they learn English. Therefore, the results in the table show that learners have a positive attitude towards learning English.

3.2.2 Discussion of the data obtained from reflective journals

When the answers given to the questions after each session were evaluated, it was concluded that all of the participants answered the question “What did you learn in this lesson?” through a topic based understanding. In other words, they focused on the content of the session rather than the linguistic objectives. For instance, from a session, whose topic is communication, some of the sentences that participants wrote in their journals are below.

‘Eye contact is very important in effective communication.’

‘If you want to be understood, you need to understand first.’

‘Body language is very important.’

These comments indicate that content of the session gains priority for the participants, which makes the learning more meaningful. This finding corresponds UlaÃ…Å¸’s (2008) explanation of learning principles, one of which claims that a student learns a meaningful content better than other contents. Apart from the focus on the content of the sessions, some learners also commented on the linguistic features of the session. For instance,

‘I’ve learnt new words.’

‘I can talk about communication.’

‘I’ve learnt new expressions.’

‘I can make longer sentences.’

All of the participants answered the question “What did you feel in this session?”, and they all expressed their pleasure. Most of them expressed their feelings about the session as:

“I enjoyed very much.”

“It was a funny English lesson.”

“I never felt bored.”

‘I felt more confident because I could express my opinions.’

“It was very interesting.’

‘I had great fun, it was amazing.’

On the other hand, it was seen that most of the comments gathered around the feeling of anxiety, fear of making mistakes, or inability to express the ideas when their notes after the first session were analyzed. To illustrate the following sentences were taken from the learners’ journals.

‘I felt nervous because I had to speak English without any preparation.’

‘I knew what to say in Turkish but when it was time for speaking English I felt very excited. I did not know what to say. But I feel I will get used to it.’

‘I felt scared, because I did not know what to say.’

‘I was anxious, because I didn’t want to say something wrong.’

‘I couldn’t remember the words so I felt unsuccessful.’

‘I was a bit nervous because I haven’t done such a thing before.’

‘I felt very nervous, because I was afraid of making mistakes.’

However, there is a significant difference between those comments and the ones written after the last session. Some of the phrases from their journals after the last session were:

‘I feel I can improve my English in this way.’

‘It is very good. I can communicate with others and express myself.’

‘I was so shy to speak in public but now I feel confident.’

‘I became very happy. I realized I can speak more comfortably.’

‘The creative drama workshop is a funny place where we can express our opinions and support each other. It makes us speak English and we learn new words.’

‘I feel confident.’

‘It has been a very effective activity to improve my speaking skill. I was always enthusiastic to attend the lesson. I realized I didn’t know enough vocabulary to express my opinions. But this activity helped me learn new words.’

‘I had to speak English during the activities, which improved my English.’

‘Although I can’t speak English very well I’ve realized I can survive in difficult situations.’

‘It is really effective because we gain the ability to speak without any preparation. It also improves the way we think.’

‘I have been in a great excitement since the first session. I think, creative drama gives people courage and confidence. But at the same time it gives the fear of making mistakes.’

The positive difference between learners’ comments after the first session and the last one create a correspondence between the current study and SaÃ„Å¸lamel’s study. SaÃ„Å¸lamel (2009) states that in the light of the findings of his study, creative drama activities are definitely useful to lower the language anxiety level of students. Moreover, learners’ answers to this question reveal a similarity with AldaÃ„Å¸ (2010) and SaraÃ§ (2007)’s findings. They both observed that speaking skill of the participants gradually increased towards the end of the research implementation, which is also true for the current study.

Most of the students said “Yes” as an answer to the question that “Was it different for you from the other English lessons?” They presented answers as:

“It was very different.”

“I had never played such games before.”

”I was active during the lesson.”

“It was different, because I didn’t only listen and write down the unknown words.’

“Because sitting on desks, writing down unknown words and memorizing them are very boring and in this method we didn’t do any of them.”

“We learned while playing.”

“We played lots of different games.”

As it was concluded in SaraÃ§’s (2007) study, learners did not write any negative comments for this question. The reason for this might be the nature of the creative drama itself which is appealing for kids for being kinaesthetic, imaginary and process-oriented, that causes less negative psychological affect on children.

Learners’ answers to the questionnaire after treatment showed that they felt more relaxed and were not afraid of making mistakes while speaking English. KÃ„Â±lÃ„Â±Ã§ (2009) stated that this may be because of the power of creative drama to help learners gain self-confidence during creative drama activities.

To the question ‘Which three words would you choose to describe this session?’, learners responded with those words.

‘Fun, creativity, participation.’

‘Teaching, calming, applicable.’

‘Fun, creative, beneficial.’

‘Improving, fun, creative.’

‘Improvisation, quick, shiny.’

‘Spacious, bright, comfort.’

‘Fun, effective, collaborative.’

‘Spacious, tidy, friendly.’

‘Energy, fun, relaxing.’

From these words written for describing the session they attended, it can be concluded that the common view among the learners is that the creative drama sessions awake a positive image in the learners’ minds. This is one of the important conditions to take into consideration in order to lower the affective filter of the learner and consequently let the acquisition take place. (Krashen and Terrel, as cited in Shand, 2008).

Another guideline question was ‘Do you think you could express yourself in English?’ Participants’ answers to this question are:

‘Yes, especially while talking about cities.’

‘Yes, during improvisation because I was comfortable.’

‘Yes, with the help of visual materials I was able to express my ideas more easily.’

‘I felt very comfortable although I did some grammar mistakes.’

‘In the improvisation activity, I could express myself. Because it wasn’t planned beforehand and I could tell what I want at that moment.’

These answers indicate that creative drama not only develops a positive self-esteem but also as Ã…Å¾amlÃ„Â±oÃ„Å¸lu and KarakuÃ…Å¸ (2008) states that it assures self-confidence and personal development.

All of the students responded positively to the question ‘Would you like to have more creative drama activities in English lessons? Why?’. They stated,

‘I would like to have more creative drama lessons because it is enjoyable and we can talk English more. We can learn better when we enjoy.’

‘Yes, I would. Because it improves our speaking and I am not bored. I wish our teachers teach other lessons like that, too!’

‘We are having fun and learning new things.’

‘I am looking forward to having more creative drama activities.’

‘Because the lessons improve our skills and make us happy in the end.’

‘I feel so good. At least this activity is better than learning grammar. Grammar lessons are so boring!’

‘Drama lessons give us the chance of communication, speaking practice. In this way we express ourselves and realise our mistakes.’

‘It improves my speaking ability.’

‘It improves our creativity and speaking. I have to speak more and improve my speaking skill.’

‘Every lesson is getting more exciting. It teaches important thing without making me bored.

‘It shows the spontaneity of the language.’

‘I believe there will be more creative ideas if we continue having more creative drama lessons.’

‘If a person doesn’t like learning English, his/her ideas can change with the help of creative drama.’

In the light of those comments above it is no exaggeration to claim that learners are enthusiastic and eager to attend more creative sessions. It can be concluded from those findings that they developed a more positive attitude at the end of the study compared to the beginning.

3.2.3 Discussion of the data obtained from student interviews

Two students interviewed indicated that they thought drama was helpful with learning English. When asked why it was helpful, both of them mentioned that one of the reasons was being funny. They enthusiastically stated they would want to participate in a drama class again. They all explained that they learned a lot while having fun.

When they were asked ‘Were the creative drama sessions beneficial for you?’, they gave positive answers. To illustrate;

‘Definitely. Both from the aspect of speaking English and establishing good relations with my friends. It enabled me to say what I think directly. Since the topics we studied were funny and interesting for us, I didn’t have to think what to say but how to say. Also, I felt we are getting closer as friends. Because we work with different people in different groups so we learn much more about each other.’

When they were asked to compare the lessons in the classroom and creative drama lessons, they stated various things. For instance;

‘Creative drama lessons are more intense. We are limited in the classroom. In creative drama lessons we are always active. We make use of our body. For example, I wasn’t a kind of person who uses gestures but I do now. Because I have to do so while I am acting.’

‘Everybody is more anxious in the classroom.’

Another question asked in the interview was ‘What would happen if these lessons continued?’ Learners stated their expectations like;

‘I am sure I would be speaking English better.’

‘I expect gaining more chances of speaking English. Theory and practice are totally different. We are learning grammar but if we don’t use the language, we always need to revise. So creative drama gives us the chance of practising what we have studied in the classroom.’

3.2.4 Discussion of the data obtained from the observer’s notes

In order to eliminate researcher bias, an English teacher working at the same school was invited to observe one of the sessions. The observer looked into the classroom context in general. She expressed her observations with these sentences:

‘The teacher uses drama activities to develop speaking and listening skills of the students. These activities enhance the meta-language and attention of the students. Also, the teacher makes students evaluate the activities, which I find useful for reflection. The general observation of the students is positive for drama activities. Classroom context mode comes close to ‘everyday communication’.

The turn taking is almost entirely managed by the learners. Extended learner turns predominate as participants co-construct the discourse. Error correction is minimal. The orientation is towards maintaining genuine communication rather than displaying linguistic knowledge. The teacher and learners adjust their use of language according to the task in which they are involved. Learners have considerable freedom as to what to say and when. The topic based process where learners select and develop a topic, is significant in maximizing learning potential since whatever is developed by the learners rather than the teacher has a better chance of being claimed to have been learnt.’

Because the data from reflective journals and interviews belonged to the learners, it was believed that including someone who had a profession in English language teaching would increase the reliability of the study. Like reflective journals and interviews, the observer’s comments also indicated that creative drama has positive effects on learners’ speaking.

IV.CONCLUSION

4.1 Restatement of the problem

The aim of this study was to demonstrate whether creative drama activities help intermediate level high school students develop a positive attitude towards speaking English in state high schools.

4.2 Implications

This study focused on whether creative drama activities can achieve the enhancement of positive attitude towards speaking English. The findings prove that creative drama can be successfully implemented in EFL classes and drama activities help learners develop a positive attitude towards speaking English. The findings support results from other studies. Most of the students were motivated by creative drama because they perceived it as a fun activity. And creative drama activities provided the students with small successes that built confidence in their abilities to communicate in English. Creative drama provides opportunities to practice speaking skills, and it provides the meaningful and comprehensible input necessary for English language learners to successfully acquire English.

The results of the current study highlights once more that the main goal of learning a language is to use it for communication. It is understood that as long as language is used in a creative and productive way, learners are more eager to participate in the class and interact with each other. However, in most of the state schools, grammar structures and reading are given more emphasis, which is an indication of grammar translation method. Before the study, the English teachers in the school where the study was conducted agreed that even the best learners are only successful in reading and translation but not in speaking. This was highly because they were very afraid of making mistakes, which shows that learners do not feel confident enough in traditional classroom context. Thus, implementations of creative drama activities to English classes can enhance learners’ positive attitude and their speaking skills.

4.3 Applications

In order to receive effective results from creative drama activities the teacher should learn about the discipline of creative drama before introducing it to the learners. There are private creative drama courses or in-service trainings for teachers. By attending those, teachers can understand the underlying reasons why they need to choose a specific activity for a specific situation.

As for introducing learners with creative drama, it can be said there are two ways to implement it in English classes. A teacher can either include various drama techniques in his/her lessons or he/she can plan a separate creative drama program for students who want to improve their speaking skill. The former is on a wider scale, while the latter is narrower.

Some of the popular techniques that are used in creative drama are listed below. It is important not to forget that these techniques are basic creative drama techniques and they need to be adapted to English language teaching by the English teacher.

Role-play: A role is assigned to each student. The student engaged in role-play does the things that a person carrying out that role would do.

Pantomime: Pantomime is any dramatic presentation played without words, using only action and gestures. It is a way of expressing views, experiences and emotions through movements without appealing words.

Improvisation: Improvisation is one of the drama techniques which help the students to overcome the limits of their creativity. Improvisation is helpful to improve the children’s problem solving skills and it tries to help the children to reach a solution.

Tableau: It is a useful work to introduce idea or images, focus attention on a particular situation and improve symbolic thinking. Frozen pictures are created by the students in response to a theme, situation, or story. Tableau represents a silent group of people frozen in time to represent a scene, abstract idea, (peace, joy, etc.) or theme. Using their bodies, individuals, pairs, small groups, or the full group creates an image or “human statue” that communicates an idea or a single moment of action from a story or event.

4.4 Suggestions for further research

This study was conducted in four weeks. The time was very short to look into the effects of creative drama on learners’ attitude in long term. For further research, time can be lengthened to obtain more detailed results.

Another suggestion is about the number of participants. In this study the number of the participants was 12 and this small sample size limits the generalization of the results. Larger numbers of samples may give more generalization and reliable results.

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APPENDIXES

Appendix 1

Attitude Questionnaire towards Speaking English (KÃ„Â±lÃ„Â±Ã§, 2009)