Relevant bibliographies by topics / English through drama

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'English through drama'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "English through drama"

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Jihan and Hendriwanto. "University Students' Reflection on Learning English through Drama." Borneo Educational Journal (Borju) 3, no. 1 (2021): 1–7. http://dx.doi.org/10.24903/bej.v3i1.705.

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Speaking skills is common in higher education and can be a significant source of anxiety and stress. This study was designed to measure the student's experience and self-esteem of speaking skills through drama performance. The research was conducted a qualitative interviewing method and analyzed using narrative inquiry. This study participants were English department students who have completed the drama subject in the fifth semester. The instrument used for collecting the data was an interview guide. This study revealed that drama makes students feel confident and self-esteem, freedom of expr
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A. Aladini, Alaa, and Mohammad Abu Owda. "Students' Self-Efficacy Towards Learning English Through Drama and CLIL." Research Journal of Education, no. 68 (October 14, 2020): 113–20. http://dx.doi.org/10.32861/rje.68.113.120.

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This study aimed at exploring the impact of Content and Language Integrated Learning (CLIL) and drama on students’ self-efficacy towards learning English through drama. The sample of the study was (68) ninth graders (divided into two equal groups) from Al-Mamounia preparatory school in Gaza Strip. The two researchers used a self-efficacy scale. The findings revealed that the program based on CLIL and Drama was effective to improve the students’ self-efficacy towards learning English in general and towards learning English through drama. The researchers recommend that EFL Palestinian teachers s
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Miccoli, L. "English through drama for oral skills development." ELT Journal 57, no. 2 (2003): 122–29. http://dx.doi.org/10.1093/elt/57.2.122.

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Becerra Carvajal, Wendy Gorena, Daniela Lucia Alfonso Colmenares, Brayan José Forero Gómez, and Lina Katherine Barón Beltrán. "Lights, Camera, Action! English learning through drama." Enletawa Journal 10, no. 2 (2018): 49–60. http://dx.doi.org/10.19053/2011835x.8694.

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Over the past few years, learning English has gained significant importance throughout Colombia. In order for students to accomplish proficiency in this language, different strategies and methodologies are used to help improve their basic language skills. This article explores the use of drama as a strategy to develop two basic English language skills: reading and speaking. Additionally, social relationships among eleventh graders at a public institution are examined. Values, such as leadership, and the use of voice, body language, concentration, and shyness displayed during the activities wer
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Mizusawa, Ken. "Drama-Based Playwriting: Teaching Playwriting Through Drama in the English Literature Classroom." Teaching Artist Journal 17, no. 1-2 (2019): 3–10. http://dx.doi.org/10.1080/15411796.2019.1595968.

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Goonetilleke, D. C. R. A. "Sri Lankan Drama in English: Metamorphosis through Migration." World Literature Today 68, no. 3 (1994): 493. http://dx.doi.org/10.2307/40150363.

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Dai, Jia. "Promoting Children’s Creativity through Drama in Education." Studies in English Language Teaching 8, no. 2 (2020): p68. http://dx.doi.org/10.22158/selt.v8n2p68.

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Under the background of economic globalization, human creativity and imagination are key resources in a world dominated by technological innovations. Creative talents have become the pressing needs of the country. Promoting children’s creativity has also been one of the research interests in school education. This thesis aims to research the relationship between Drama in Education and the cultivation of children’s creativity and explore the feasibility of promoting children’s creativity through DIE in English teaching. The study employs a qualitative method utilizing classroom observation meth
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Shiozawa, Yasuko, and Eucharia Donnery. "Overcoming Shyness: Promoting Leadership and Communication through English Drama Camp in Japan." Scenario: A Journal of Performative Teaching, Learning, Research XI, no. 2 (2017): 15–31. http://dx.doi.org/10.33178/scenario.11.2.2.

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The purpose of this paper is to describe how drama-based pedagogies can meet Japanese university EFL students learner-needs within a short time-frame. It first describes the cultural and educational contexts of Second Language Acquisition (SLA) in Japan in general terms, before specifically outlining the aims and methodology of the 2014 and 2015 summer drama camps. The paper then moves into the crux, that of the aims, student profiles, methodology and results of the 2016 summer drama camp, which focused on the theme of homelessness. The paper concludes by arguing the validity for the more wide
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Yuanyuan, Chen. "Enhancing EFL Students’ English Competency Through Drama: A Case Study in a Primary School in China." English Language Teaching 12, no. 7 (2019): 68. http://dx.doi.org/10.5539/elt.v12n7p68.

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Drama courses are widely set up in K-12 education in Western countries, and drama in education promotes both language acquisition and drama acting in the West. Therefore, in the current K-12 education curriculum in China, the practice of offering English drama courses is in line with the needs of students’ core competencies development. Drawing on the participants’ interview narratives, classroom observations and journals, based upon the case in a foreign language primary school in Guangzhou, China, this study examines how the drama course is carried out and how the student
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Larkin Koushki, Alison. "Engaging English Learners Through Literature, Fairy Tales, and Drama." International Journal of Applied Linguistics and English Literature 8, no. 2 (2019): 138. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.2p.138.

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Use of literature in the English language classroom deepens student engagement, and fairy tales add magic to the mix. This article details the benefits of engaging English learners in literature and fairy tales, and explores how drama can be enlisted to further mine their riches. An educator’s case studies of language teaching through literature and drama projects are described, and the research question driving them highlighted: What is the impact of dramatizing literature on students’ engagement in novels and second language acquisition? Research on the effects of literature, drama, and the
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Dissertations / Theses on the topic "English through drama"

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Güzel, Muhammet Çağrı. "DEVELOPING ORAL PROFICIENCY AND MOTIVATION THROUGH SCRIPT-BASED AND IMPROVISATIONAL DRAMA." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/611.

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Utilizing drama has long been an innovative and dynamic concept as a part of a communicative approach in English classrooms around the world. Teaching languages through drama offers many beneficial opportunities for learners. Nevertheless, traditional methods are still the widely held teaching structures across the globe, which results in an increase in the number of demotivated learners who often hate and fear to practice one of the challenging skills when learning a foreign language- speaking- as it is a productive language skill. Not only do the traditional methods bring negative emotional
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Chang, Li-Yu. "Acting it out : children learning English through story-based drama." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3128/.

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The purpose of this study was to explore why and how stories and drama can encourage children’s participation in class and also affect their learning of English as a foreign language in Taiwanese primary schools. The author takes a strong interest in both fields, English for Young Learners (EYL) and educational drama, and attempts to propose a solution, story-based drama, to two of the more common problems faced by teachers at primary level—mixed ability classes and limited teaching hours. The key methodological approach was action research in a case study format, using mixed methods and gathe
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McEvilla, Joshua. "Richard Brome, 1632-1659 : reconceptualising Caroline drama through Commonwealth print." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/773/.

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The present study considers Brome’s playbooks and his reputation as a dramatist from the perspective of different approaches to ‘the history of the book.’ It examines various methods of critical discourse while it re-evaluates the worth of a dramatist whose work has been underappreciated. The study takes seven unconventional approaches as the Complete Works of Richard Brome Project (forthcoming 2010) will be addressing the theatricality of Brome’s plays; and, because Matthew Steggle’s 2004 monograph, Richard Brome: Place and Politics on the Caroline Stage, synthesises most discoveries about Br
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Yang, Chen-Yuan. "Promoting communicative competence through drama in elementary English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1723.

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Leung, Tze-tuen Stella, and 梁子端. "Promoting learner autonomy through a drama project: an ethnographic study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29664548.

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梁德智 and Tak-chi Leung. "The impact of an English-through-drama course on students' attitudes towards English as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262888.

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Leung, Tak-chi. "The impact of an English-through-drama course on students' attitudes towards English as a second language." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262888.

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Lee, Hoi-yan Teresa. "Students' perceptions of learning English through drama a case study of a Hong Kong class /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38723281.

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Lee, Hoi-yan Teresa, and 李凱茵. "Students' perceptions of learning English through drama: a case study of a Hong Kong class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38723281.

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Lai, Chih-Hui. "Internationalisation of English language education in Taiwan : cooperative learning through drama in the elementary school." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/3721/.

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The purpose of this thesis is to investigate how and whether cooperative learning through drama can be introduced to children's English language classrooms in Taiwan. Humanistic and educational internationalisation based on philosophy of John Dewey is to be applied as an alternative way for solving the problem caused by competitive globalisation and competitive learning. Chapter 1 sets the scene by indicating the essential features of competitive learning in Taiwan, and its negative impacts are presented. Chapter 2 analyses the background of the cause of competitive learning, and the essential
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Books on the topic "English through drama"

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English through drama. Hutchinson, 1989.

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Butterfield, Tony. Drama through language through drama. Kemble, 1989.

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Parry, Christopher. English through drama: A way of teaching. UMI, 1990.

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Madia, Joey. Better writing through classroom drama. Accompany Pub., 2007.

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Madia, Joey. Better writing through classroom drama. Accompany Pub., 2007.

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Milgrim, Sally-Anne. Dealing with life's dilemmas: Exploring values through English and drama. Resource Publications, 2001.

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Clipson-Boyles, Suzi. Teaching primary English through drama: A practical and creative approach. 2nd ed. Routledge, 2012.

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Hiatt, Kay. Drama play: Bringing books to life through drama for 4-7 year olds. David Fulton, 2005.

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1832-1898, Carroll Lewis, ed. Lewis Carroll's Alice through the looking glass. Porcupine's Quill, 1994.

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1950-, John Rob, ed. Inspiring writing through drama: Creative approaches to teaching ages 7-16. Continuum International Pub. Group, 2012.

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Book chapters on the topic "English through drama"

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Fraser, Sue. "Who, What, How? Autonomy and English through Drama." In Realizing Autonomy. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230358485_11.

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Küppers, Almut. "6. Exploring Diversity Through Drama Education: English– Turkish Perspectives on National German Stereotypes in Foreign Language Teacher Training." In Going Performative in Intercultural Education, edited by John Crutchfield and Manfred Schewe. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098552-008.

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Melville, Maggie. "English Through Drama." In Towards the Creative Teaching of English. Routledge, 2017. http://dx.doi.org/10.4324/9781351236140-1.

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"Developing creativity through drama." In Teaching English Creatively. Routledge, 2015. http://dx.doi.org/10.4324/9781315766904-10.

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"From noun to verb: growth through English or development through drama?" In The English Teacher's Drama Handbook. Routledge, 2014. http://dx.doi.org/10.4324/9780203152782-11.

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Warwick, Ian, and Ray Speakman. "Disturbing the peace through drama (ages 14–16)." In Redefining English for the More Able. Routledge, 2018. http://dx.doi.org/10.4324/9781351137386-11.

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Grogan, Jane. "Alexander the Great in Early Modern English Drama." In Beyond Greece and Rome. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198767114.003.0012.

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This chapter provides an overview of Alexander the Great in early modern English drama, as a popular but ambiguous emissary of the ancient near east. Alexander’s appeal and notoriety both in Europe and the across the Bosphorus meant that he became a voluble figure of global empire, representing both prevailing European imperial ambitions and their limitations. Drama proves a particularly rich place for exploration of these ambiguities. Highlighting a recurring fascination with imagining a dead Alexander (rather than the humanist exemplary model in life), early modern English drama regularly isolates the figure of Alexander for scrutiny through versions of the mise-en-abyme device, as a way of exploring the unreconciled tensions between the sometime humanist hero and the imperial villain.
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"Reflections on a primary school teacher professional development programme on learning English through Process Drama." In Drama Education and Second Language Learning. Routledge, 2016. http://dx.doi.org/10.4324/9781315541020-9.

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Bozio, Andrew. "Conclusion." In Thinking Through Place on the Early Modern English Stage. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198846567.003.0007.

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The conclusion draws together the book’s major findings through a reading of Descartes’s Discourse on Method, focusing primarily upon the relationship between place and thought in the theorization of the cogito. Against Descartes’s fantasy of disembodied and placeless mind, the conclusion suggests that early modern English drama stages the impossibility of separating thought from its foundation in embodiment and environment, as well as the consequences—alternately tragic and comic—of attempting to do so. Not only do the plays considered in this book show thinking to be an ecological phenomenon; they also reveal that the act of thinking through place can transform the contours of a location.
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Moore, Helen. "Princely Reading or a Wanton Book?" In Amadis in English. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198832423.003.0003.

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In sixteenth-century England Amadis was known to elite readers primarily through the French version published in the 1540s. A wider audience gained access at the end of the century, with the first English translations by Anthony Munday of book I (1590) and book II (1595), and the anonymous book V (1598). In this period Amadis was both applauded as the reading of ‘mighty potentates’ and condemned as a ‘wanton’ book, full of extreme fabulations. This dichotomy structures the chapter, which begins by examining Amadis as the favourite book of the Spanish and French courts, lauded as a repository of eloquence and a book of fine love. Amadis features widely in English poetry, fiction, and drama of this period, for example in the works of Sidney, Spenser, and Greene, as an exemplar of romance reading.
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Conference papers on the topic "English through drama"

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Ramadhani, Tjitra. "Overcoming Anxiety in English Language Learning Through Drama Performance." In 7th South East Asia Design Research International Conference. Sanata Dharma University Press, 2020. http://dx.doi.org/10.24071/seadr.2019.20.

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Khasyar, Meita Lesmiaty, Rudi haryono, and Ana Ratnasari. "Lesson of Drama in Language Education: Why do We Have to Learn English Through Drama Performance?" In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.038.

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Sutjiati, Rita, Tri Wahyu Retno Ningsih, and Suci Budiwaty. "Study on Action Research: Improving Speaking Competence in English Language Through Roles in a Drama." In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.35.

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Noguchi, Mary Goebel. "The Shifting Sub-Text of Japanese Gendered Language." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-2.

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Sociolinguists (Holmes 2008; Meyerhof 2006) assists to describe the Japanese language a having gender exclusive elements. Personal pronouns, sentence-ending particles and lexicon used exclusively by one gender have been cataloged in English by researchers such as Ide (1979), Shibamoto (1985) and McGloin (1991). While there has been some research showing that Japanese women’s language use today is much more diverse than these earlier descriptions suggested (e.g. studies in Okamoto and Smith 2004) and that some young Japanese girls use masculine pronouns to refer to themselves (Miyazaki 2010), p
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