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Articoli di riviste sul tema "English drama"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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1

Hsu, Wenhua. "Reversed Subtitling and Extensive Reading: The Case of English-Subtitled Mandarin Dramas." Journal of Education and Learning 13, no. 6 (2024): 1. http://dx.doi.org/10.5539/jel.v13n6p1.

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The binge-watching phenomenon on college campuses in Taiwan inspired this study. The researcher often overhears her students chatting about which Mandarin TV series they have been binge-watching recently. Given this drama fever, which may provide an impetus for sustained reading of on-screen text, the researcher is concerned with English vocabulary growth if the viewing habit shifts from Mandarin to English subtitles. A corpus of over 5.6 million English-subtitled words from 37 Mandarin dramas was compiled, totaling 1,238 episodes. The operational measures involved the ranked twenty-five 1000-

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2

Donegan, Robert. "Process Drama and Teacher in Role in ELT." JALT PIE SIG: Mask and Gavel 8, no. 1 (2020): 5–12. http://dx.doi.org/10.37546/jaltsig.pie8.1-1.

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This paper is a discussion of the potential of using specific drama techniques during English lessons at a Japanese private senior high school. The techniques in focus are process drama and specifically teacher in role (TiR). TiR is a specific technique that is often used in the broader area of process drama. Process drama concerns itself more with the experiential rather than the performance aspect of drama. In it, a teacher, or facilitator, goes into role with the participants in the co-construction of extended role-plays and dramas. Such methods have been used in English language teaching b

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Shell, Alison. "Priestly playwright, secular priest: William Drury’s Latin and English drama." Sederi, no. 31 (2021): 117–45. http://dx.doi.org/10.34136/sederi.2021.6.

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This article examines the literary career of the secular priest William Drury, with an emphasis on his drama. The Latin plays which he wrote for performance at the English College in Douai are among the best-known English Catholic college dramas of the Stuart era; markedly different from the Jesuit drama which dominates the corpus of British Catholic college plays, they suggest conscious dissociation from that imaginative tradition. Hierarchomachia: or the Anti-Bishop, a satirical closet drama which intervenes in the controversy surrounding the legitimacy and extent of England’s Catholic episc

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Hsu, Wenhua. "Reversed Subtitling: The Most Frequent Multiword Expressions in English-Subtitled Mandarin Dramas." Journal of Education and Learning 14, no. 5 (2025): 40. https://doi.org/10.5539/jel.v14n5p40.

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The drama fever has been riding high with consumer usage of over-the-top (OTT) streaming services on the rise and the prevalence of mobile devices with Internet connectivity. The researcher-teacher sometimes overhears her students chatting about the drama series they binge-watch. Given this binge-watching phenomenon on college campuses in Taiwan, where Mandarin is an official language and English as a foreign language (EFL) is a required course, the researcher-teacher is concerned about English lexical growth if Taiwanese students&rsquo; viewing habits shift from Mandarin to English subtit

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5

Prihatini, Syafrina. "INCORPORATING DRAMA IN ENGLISH CLASSROOM." EXCELLENCE: Journal of English and English Education 2, no. 2 (2022): 28–32. http://dx.doi.org/10.47662/ejeee.v2i2.513.

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This article attempts to describe using drama to teach students of English classroom. Drama can be one source and effective way to assist students learns English. It uses active teaching and learning activities in the classroom which are likely can motivate and engage the attention of the students. Teaching English using drama is not easy. Drama classroom activities can include role-play, drama games, improvisation, group discussion and individual or pair work. Therefore, teaching English using drama needs serious attention from the lecturer. This article focuses on how to teach English with d

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6

Hsu, Wenhua. "Korean Drama Fever—Expanding English Lexicon through Watching English-Subtitled K-Dramas: The Case of Non-Compositional Multiword Expressions." JET (Journal of English Teaching) 9, no. 2 (2023): 269–85. http://dx.doi.org/10.33541/jet.v9i2.4761.

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This research was prompted by the phenomenon of binge-watching Korean television series (K-drama) amongst college students in Taiwan, where English as a foreign language (EFL) is a required course. The researcher-teacher sought to create a pedagogically useful list of the frequent semantically non-compositional multi-word expressions (MWEs) for EFL learners with K-drama fever who often binge-watch K-dramas. A corpus of 25+ million English subtitled words derived from 240 K-dramas across different genres was compiled. Based upon a set of criteria (frequency, range, meaningfulness, well-formedne

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7

Atiya, Alexandra. "Juan del Encina’s Nativity Eclogues: A New English Translation." ROMARD 58 (December 23, 2021): 39–72. http://dx.doi.org/10.32773/lkql1174.

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Juan del Encina has long been recognized as a crucial figure in Iberian drama, yet few of his works have been translated into English. Encina wrote plays, poetry, and music in the late fifteenth and early sixteenth centuries, and scholars have traditionally regarded Encina’s writing as a turning point in early Spanish drama, both because of the secular material included in his plays and because Encina supervised the publication of his own works. He is also credited with contributing to the professionalization of Spanish theater by depicting the court of his patrons, the Duke and Duchess of Alb

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8

Ma, Shelin, and Jie Liu. "A Field Study on the Script Structure of English Drama in Education in Chinese Primary and Secondary School." English Language and Literature Studies 12, no. 4 (2022): 16. http://dx.doi.org/10.5539/ells.v12n4p16.

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Drama in Education (DIE) is believed to play a specially positive role in helping students in primary and secondary schools to form language awareness and develop language abilities. It has gradually formed its own script structure characteristics in the practice of local English teaching. By analyzing the scripts of 31 dramas staged by three local schools in the English culture and drama festivals, this paper summarizes the implementation characteristics of DIE from the aspects of story source, script source, students&rsquo; involvement, and theme distribution. In addition, this paper als

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9

Hodgson, Terry. "English Drama since 1980." Moderna Språk 88, no. 1 (1994): 19–29. http://dx.doi.org/10.58221/mosp.v88i1.10090.

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10

Albashir Mohammed Alhaj, Ali, and Mesfer Ahmed Mesfer Alwadai. "Female Students’ Perception of the Use of (Trans)languaging within English Literature Classrooms at King Khalid University." Arab World English Journal 13, no. 4 (2022): 398–411. http://dx.doi.org/10.24093/awej/vol13no4.26.

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The recent research paper peruses the perception of female students of drama on the use of translanguaging within English classrooms at King Khalid university. The uppermost aim of this study is to scrutinize the perceptions of translanguaging by undergraduate female students of English literature (drama) as a major. The study’s central question is how female drama students perceive translanguaging in their English literature classroom. Moreover, The critical significance of this research paper is how female drama students perceive the use of translanguaging for the first second language (L2)

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11

Sagar, Aparajita, and Bruce King. "Post-Colonial English Drama: Commonwealth Drama since 1960." World Literature Today 68, no. 1 (1994): 228. http://dx.doi.org/10.2307/40150112.

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12

Pauleen, Joy I. Alejado, Marie A. Alvarez Franz, Mae E. Alvarez Lory, et al. "Investigating the Effectiveness of Korean Dramas with English Subtitles on the English Language Competence of Students." International Journal of Social Science And Human Research 06, no. 04 (2023): 2080–84. https://doi.org/10.5281/zenodo.7805213.

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This research focused on students’ English language competence in watching Korean dramas with English subtitles. It investigated the advantages and disadvantages of watching Korean dramas with English subtitles and students’ English language learning in terms of language proficiency, reading speed in English, English communication skills, and English reading comprehension. This study used qualitative research utilizing a narrative approach to analyze the English language competence of the Senior high school students of Negros Occidental National High School who were enrolled for th

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Kim, Hyun-Sook, and Doo-Hyun Park. "A Study on the Teaching Method of Primary English Using Process Drama Based on Primary English Textbook." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (2022): 1–16. http://dx.doi.org/10.22251/jlcci.2022.22.19.1.

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Objectives The purpose of this study is to introduce an educational method for primary school students to develop context-oriented real English communication skills through process drama based on primary English textbook. Methods A fairy tale(Peter pan) for process drama activities was extracted by analyzing English textbook for primary school 3rd grade of publishing D. In addition, a model for process drama education was developed by referring to the models of Kao & O’Neill(1998) and Ellis(1988). Results Based on the process drama model developed in this study, two lesson plans were const

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14

Godfrey, B. "Medieval English Drama: Performance and Spectatorship." English 59, no. 226 (2010): 307–9. http://dx.doi.org/10.1093/english/efq008.

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15

Mardiani, Ridha, and Merina Hanifah. "Enhancing English Language Skills through a Collaborative Drama Project." Athens Journal of Education 10, no. 3 (2023): 463–80. http://dx.doi.org/10.30958/aje.10-3-6.

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We have to admit that drama activities can give a variety of benefits for English foreign language learners of all ages in Indonesia. This article describes how a collaborative drama project could enhance twenty-seven undergraduate students in the sixth semester of the English education study program of a small private college in Cimahi, West Java, Indonesia. Drama, which could be considered a literary exposure for the participants, is one subject being taught as intra-curricular activities for 3 credit hours per semester, where they took the subject for the whole semester. The final assignmen

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16

Šetka Čilić, Ivona, and Tonina Ibrulj. "The frequency of using conditional sentences in drama, based on the analysis of three drama texts: Flour in the veins by Igor Štiks, Crocodile Lacoste by Zlatko Topčić and Romeo and Juliet by William Shakespeare." Post Scriptum 11, no. 11 (2022): 19–40. http://dx.doi.org/10.52580/issn.2232-8556.2022.11.11.19.

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This paper deals with the frequency of use of conditional sentences in contemporary dramas that were not originally written in English but were translated into it. The hypothesis that the paper tries to prove here, states that conditional sentences are not used so frequently in modern dramas, unlike classical plays, which is tried to be proved by analyzing three plays, one of which was written in Croatian (Flour in the veins by author Igor Štiks), and the other in Bosnian (Silvertown / Crocodile Lacoste, by author Zlatko Topčić), both translated into English. Finally, the third drama, Romeo an

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Mykhailova, Oksana, and Olga Humankova. "THE FORMATION OF ENGLISH LISENING COMPREHENSION COMPETENCE OF PRIMARY SCHOOL LEARNERS USING ELEMENTS OF DRAMA." Baltic Journal of Legal and Social Sciences, no. 1 (August 1, 2022): 122–31. http://dx.doi.org/10.30525/2592-8813-2022-1-15.

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The article deals with the issue of using drama in the process of the formation of English listening comprehension competence of primary school learners. The essence of the concepts "listening comprehension competence", "drama" is analyzed and the characteristics of drama in the process of teaching English to primary school learners are determined. The peculiarities of using drama in teaching English to primary school learners are outlined and the importance of their usage at the initial stage of education is proved. Particular attention is paid to the practical aspects of the implementation o

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18

Jacobsen, Ushma Chauhan. "Does subtitled television drama brand the nation? Danish television drama and its language(s) in Japan." European Journal of Cultural Studies 21, no. 5 (2018): 614–30. http://dx.doi.org/10.1177/1367549417751150.

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This article explores the relationships between nation branding, authenticity, language and their ideologies by considering two themes. First, how language ideologies and language practices texture the transnational production, distribution and viewing of subtitled television drama. Second, the extent and ways by which subtitled television dramas, in languages other than English, brand the nation to which they are associated. Using the context of increasing exports of Danish television drama to other nations, the article draws its empirical material from fieldwork interactions with industry pr

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Ismailia, Titik, Nanik Mariyati, Adriadi Novawan, Meiga Rahmanita, and Ihwan Huda Al Mujib. "PELATIHAN KETERAMPILAN BERBICARA (SPEAKING) BAHASA INGGRIS MELALUI TEKNIK DRAMA DI SMP 14 JEMBER." SWADIMAS: JURNAL PENGABDIAN KEPADA MASYARAKAT 1, no. 01 (2023): 56–60. http://dx.doi.org/10.56486/swadimas.vol1no01.284.

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SMP 14 is one of the state junior high schools in Jember that has conducted learning process using 2013 curriculum. This school has various sports and arts extracurricular activities but it does not have Engliah language extracurricular or English tutoring yet. The absence of learning methods with English tutoring and extracurriculars makes the ability in speaking skills unable to contribute to school achievement. Based on this problem, the Polije (Politeknik Negeri Jember) community service team provides English speaking skill training to improve students’ knowledge and skill by using drama t

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20

Elena, Monica FRUNZARU. "TEACHING ENGLISH THROUGH DRAMA IN ROMANIA." Advances in Education Sciences 5, no. 1 (2023): 85–99. https://doi.org/10.5281/zenodo.10560979.

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The article aims to examine the usage of drama in teaching by the Romanian teachers of English. Since prior research has not examined this topic in a systematic way, the purpose of the paper aims to answer the questions regarding to what extent teachers of English use drama and which are the factors that determine this behaviour. A survey on a convenience sample (N= 276) of Romanian teachers of English in primary, secondary and high schools was conducted in May and June 2020, therefore during the Covid-19 pandemic. The findings show that teachers use drama to a small extent if compared to othe

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Ding, Li. "The form and meaning. When English language teachers learn to teach through drama." Scenario: A Journal for Performative Teaching, Learning, Research XVI, no. 2 (2022): 121–36. http://dx.doi.org/10.33178/scenario.16.2.8.

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This article investigates the challenges teachers experience while learning to teach English through drama in an action research project. Through closely examining the fundamental causes, it discerns the knowledge constituents crucial for successful learning and implementation of drama for English teaching. Difficulties are identified from three aspects: text selection and interpretation, translation into drama activities, and classroom implementation. Referring to Shulman’s teacher knowledge construct (1986, 1987), the author argues that drama pedagogy for English teaching demands a changed p

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Seniarika, Seniarika. "Investigating Drama in Teaching Practice." Edukasi Lingua Sastra 15, no. 2 (2018): 92–100. http://dx.doi.org/10.47637/elsa.v15i2.71.

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Drama is widely used in English class inasmuch as drama is considered as a way to learn English effectively. A lot of researcher conducted studies on drama either aimed to find out the benefits obtained through drama or aimed to find out the difficulties that might be found by the learners in drama. This article reviews five articles in relation with drama. The researcher in those studies investigated drama from different perspective. The result found in this study is expected to be consideration in implementing drama in teaching practice.

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Wickham, Glynne, Marianne G. Briscoe, and John C. Coldewey. "Contexts for Early English Drama." Modern Language Review 86, no. 4 (1991): 971. http://dx.doi.org/10.2307/3732563.

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WIGGINS, MARTIN. "MORINDOS AND ENGLISH RENAISSANCE DRAMA." Notes and Queries 41, no. 4 (1994): 505–7. http://dx.doi.org/10.1093/nq/41-4-505.

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Wetmore, Kevin J. "Modern Japanese Drama in English." Asian Theatre Journal 23, no. 1 (2006): 179–205. http://dx.doi.org/10.1353/atj.2006.0013.

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Kryshtaliuk, H. A., O. V. Halaibida, and I. V. Melnyk. "RUDENESS IN ENGLISH DRAMA DISCOURSE." "Scientific notes of V. I. Vernadsky Taurida National University", Series: "Philology. Journalism", no. 4 (2023): 103–7. http://dx.doi.org/10.32782/2710-4656/2023.4/18.

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Wulstan, D. "Early English religious drama: Richard Rastall, Minstrels playing: music in early English religious drama." Early Music XXX, no. 4 (2002): 620–21. http://dx.doi.org/10.1093/em/xxx.4.620.

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Juraboeva, Mukhlisa. "ELIZABETHAN POETRY, DRAMA AND FICTION." «Zamonaviy dunyoda innovatsion tadqiqotlar: Nazariya va amaliyot» nomli ilmiy, masofaviy, onlayn konferensiya 1, no. 27 (2022): 17–19. https://doi.org/10.5281/zenodo.7329239.

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English literature has been developed in some period. Each period has its own characteristics which portrayed the condition of the age. The period  of English literature is started from Old English until Modern English.  English literature becomes glorious when Queen Elizabeth I ruled  England. This age is known as Elizabethan period.

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Juraboeva, Mukhlisa. "ELIZABETHAN POETRY, DRAMA AND FICTION." «Zamonaviy dunyoda innovatsion tadqiqotlar: Nazariya va amaliyot» nomli ilmiy, masofaviy, onlayn konferensiya 1, no. 27 (2022): 17–19. https://doi.org/10.5281/zenodo.7344795.

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English literature has been developed in some period. Each period has its own characteristics which portrayed the condition of the age. The period  of English literature is started from Old English until Modern English.  English literature becomes glorious when Queen Elizabeth I ruled  England. This age is known as Elizabethan period.

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Vidal, B. "English Heritage, English Cinema: Costume Drama since 1980." Screen 44, no. 3 (2003): 351–54. http://dx.doi.org/10.1093/screen/44.3.351.

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Carpenter, James. "Drama in Project-Based Learning." JALT PIE SIG: Mask and Gavel 3, no. 1 (2014): 16–23. http://dx.doi.org/10.37546/jaltsig.pie3.1-2.

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This paper describes a student-centered project-based language learning approach currently practiced at an English language school in Japan. The approach focuses on the creation and performance of original dramas as part of a school festival held every six months. These dramas are written and staged entirely by students. Instructors are responsible for providing language support and content feedback. Assessments are handled through peer and self-assessment based on criteria developed in consultation with instructors. While there are a number of important empirical questions about both project-

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Kwiecień-Niedziela, Edyta, Krzysztof Polok, and Eva Mala. "Drama Techniques as Correlators of the Level of English Language Speaking Anxiety." Integration of Education 24, no. 1 (2020): 98–110. http://dx.doi.org/10.15507/1991-9468.098.024.202001.098-110.

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Introduction. The study aims to investigate what factors strengthen and weaken personal speaking anxiety. With the use of selected standardized surveys, the research examines how drama techniques affect a learner’s level of English language speaking anxiety. Materials and Methods. The research group includes 17 Polish primary school learners who attended drama classes and prepared two performances in English for other learners and their parents. The questionnaire with the stated research questions was applied, and the data ob tained were statistically analyzed. Results. The research results sh

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Ta Park, Van My, R. Henry Olaisen, Quyen Vuong, Lisa G. Rosas, and Mildred K. Cho. "Using Korean Dramas as a Precision Mental Health Education Tool for Asian Americans: A Pilot Study." International Journal of Environmental Research and Public Health 16, no. 12 (2019): 2151. http://dx.doi.org/10.3390/ijerph16122151.

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Precision mental health (MH) holds great potential for revolutionizing MH care and reducing the burden of mental illness. Efforts to engage Asian Americans in precision MH research is necessary to help reduce MH disparities. Korean drama (“K-drama”) television shows may be an effective educational tool to increase precision MH knowledge, attitudes, and behaviors (KAB) among Asian Americans. This study determined whether KAB improved after participating in a K-drama precision MH workshop, and examined the participants’ perspectives about K-dramas’ utility as an educational tool. A K-drama preci

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Namundjebo, Elizabeth, Jairos Kangira, and Elizabeth Morgan. "The role of drama in teaching English." JULACE: Journal of the University of Namibia Language Centre 3, no. 1 (2018): 1–8. http://dx.doi.org/10.32642/julace.v3i1.1371.

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The purpose of this study was to explore the role of drama in teaching English to enhance students’ communicative skills at the University of Namibia. The discussions of the research focused on assessing the benefits of using drama in the teaching of English to increase students’ motivation and self-confidence, as well as to enhance their communicative skills. Research findings revealed the effectiveness of drama oriented English lessons to the benefits of students’ speaking skills, motivation, self-esteem and confidence in their abilities to communicate in English. In addition, the findings r

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Zheng, Sisi, and Adam Cziboly. "What can the translation of key terms reveal about understandings of drama education in China?" Applied Theatre Research 10, no. 2 (2022): 119–40. http://dx.doi.org/10.1386/atr_00066_1.

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Based on the authors’ previous academic exchange and observations, translation of terms related to drama and theatre from English to Chinese and vice versa is likely to cause misunderstandings. This research investigated what the translation of key terms may reveal about the understandings of drama education in China. Through a desk research, we collected key terms primarily related to drama and theatre from 26 seminal English and Norwegian books in the field of drama education and their Chinese translations, sorting out and comparing the English/Norwegian originals and the Chinese translation

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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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Moghadam, Saman M., and Reza Ghafarsamar. "Using Drama and Drama Techniques to Teach English Conversations to EFL Learners." Global Journal of Foreign Language Teaching 8, no. 2 (2018): 92–101. http://dx.doi.org/10.18844/gjflt.v8i2.3319.

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The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups

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Zhivka, Ilieva. "Drama in teaching foreign languages to young learners." Proceedings. College Dobrich XII (December 25, 2020): 23–32. https://doi.org/10.5281/zenodo.8410102.

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<em>Drama is a conventional activity in the English language classroom. It is extremely useful in teaching young learners. The article views drama as a means for improving pronunciation, for learning vocabulary and structures, for social, communicative and 21<sup>st</sup> century skills development. Drama integrates all the subjects in the curriculum and contributes to the holistic development of the child. We enumerate the types of texts we use as a basis of drama activities and the types of drama we find most suitable and most often used in the young learner classroom. Keywords: teaching Eng

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Rojabi, Ahmad Ridho, and Ali Mustofa. "Exploiting Drama for Children in EFL Teaching to Promote Creativity, Confidence, and Motivation." Journal of English Education and Teaching 5, no. 4 (2021): 544–55. http://dx.doi.org/10.33369/jeet.5.4.544-555.

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Drama is a powerful tool for actively engaging children in the English learning process. By creating meaningful contexts, drama techniques help them develop their integrated linguistic competence. This research aims to explore how drama impacts the students’ confidence, creativity, and motivation to learn. This research used a literature review by selecting appropriate journal articles regarding drama in EFL teaching. The findings revealed that drama is beneficial in increasing students' confidence, creativity, and motivation to learn. Further research is recommended to exploit drama for child

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Wahyuningtyas, Dwi, and Adelia Savitri. "EXPLORING THE USE OF DRAMA WAYANG FOR ESP SPEAKING ACTIVITIES." Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics 9, no. 1 (2022): 21–38. http://dx.doi.org/10.22219/celtic.v9i1.17767.

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Drama is among English teaching and learning activities that can improve students' communication and speaking skills. However, only a few studies documented the integration between local culture and drama for English teaching and learning activities. This study aims at exploring the use of drama wayang in the English for Specific Purposes Speaking activities. A descriptive qualitative study was employed as the study design, with observation, documentation, and questionnaire as methods of data collection. The subjects of this study were first-semester university students from the Indonesian Lan

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Mugiraneza, Emmanuel, Alexandre Habintwali, Jean Damascene Kanyambo, and Epimaque Niyibizi. "How Drama Enhances English-Speaking Skills: The Role of Drama in Teaching English-Speaking Skills in Selected Secondary Schools in Kigali City, Rwanda." African Journal of Empirical Research 5, no. 2 (2024): 764–72. http://dx.doi.org/10.51867/ajernet.5.2.66.

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Abstract (sommario):

The incorporation of drama in teaching English-speaking skills plays a crucial role in promoting students’ speaking skills. Despite drama being among genres of literature that may improve and sharpen the higher level of students ‘speaking skills, in Kigali City secondary schools, poor speaking skills are due to the low level of students and it is difficult to pronounce some words, which is mostly influenced by the excessive use of their mother tongue. The objective of this research was to identify the role of drama in teaching English-speaking skills in selected secondary schools in Kigali Cit

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Wahya, Tiara Nadiya Itabi, Muhammad Iqbal Amrullah, and Wahyu Indah Mala Rohmana. "Drama as The Way To Integrate Literature in English Language Teaching." International Journal of English Learning and Applied Linguistics (IJELAL) 3, no. 2 (2023): 88–94. http://dx.doi.org/10.21111/ijelal.v3i2.9057.

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This article analyzes how drama in learning English can be an interesting and not boring lesson for students at school. This is to ensure that learning English is well integrated. Drama can be used to teach English skills, speaking, and listening. In addition, the teacher hopes that learning drama can be a way to improve learning literature in schools and increase students' talents. This study was conducted at the Al-Mahduqiah Modern Islamic Boarding School in East Java that uses a curriculum muallimin. The research methodology used in this article is qualitative, using a literature survey and

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Islam, Md Rafiqul. "Use of Drama to Enhance Speaking Skills of English as a Second Language (ESL) Learners." Sudurpaschim Spectrum 1, no. 1 (2023): 92–106. http://dx.doi.org/10.3126/sudurpaschim.v1i1.63390.

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This study delves into the transformative potential of Shakespearean drama staging in enhancing the speaking skills of English as a Second Language (ESL) learners in higher education. Employing a qualitative interpretive research paradigm and drawing on Vygotsky’s sociocultural theory, the research utilizes semi-structured interviews as the primary tool to explore the experiences of teachers and students in a specific Department of English Language and Literature at a private university in Chattogram, Bangladesh. The findings illuminate the manifold benefits of drama, including heightened spea

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Barahmeh, Mosaddaq, and Tahani Bsharat. "The Influence of Applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study)." Advances in Social Sciences Research Journal 8, no. 4 (2021): 662–84. http://dx.doi.org/10.14738/assrj.84.10026.

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Abstract (sommario):

This paper sheds light on the importance of applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study). First of all, this paper discloses the Coyote teaching method. Later, this paper also explains the importance of Experiential learning in teaching English as a Foreign Language. It also explains the educational drama and its techniques in teaching-learning the English language. Finally, this paper suggests a new teaching-learning method which is Experiential Coyote Drama (ECD).

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Dewi, Puspita, Riyana Rizki Yuliatin, Hilda Hastuti, and Abdul Muhid. "Drama in Enhancing Motivation of Non-English Department Students: Computer Science Students." Metathesis: Journal of English Language, Literature, and Teaching 4, no. 2 (2020): 118. http://dx.doi.org/10.31002/metathesis.v4i2.2279.

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<p>Teaching English for the non-English Department has a huge challenge. Most of the students are in low motivation to learn a foreign language including English because they are more interested in their main subject than the supported subject. They assumed that English is difficult and complicated so that they have a low desire to learn the subject. It affects their competences and performances, therefore another creative method is crucial to be implemented in the classroom. One of the solutions is creating a fun learning of English final project. This research aims to identify whether

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French, Katherine L. ":Lincolnshire: Records of Early English Drama, 2 vols. Records of Early English Drama." Sixteenth Century Journal 41, no. 4 (2010): 1292–93. http://dx.doi.org/10.1086/scj40997725.

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Farrah, Mohammed, Balsam Halahla, and Shahd Sider. "Using drama in the Palestinian EFL classroom: teachers’ attitudes, advantages, problems, and teaching techniques." Journal on English as a Foreign Language 11, no. 1 (2021): 85–103. http://dx.doi.org/10.23971/jefl.v11i1.2270.

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Abstract (sommario):

The use of drama activities is a method that allows learners to improve their communication skills, think critically, learn new vocabulary, and increase their motivation for learning. This study investigates the attitudes of English language teachers, as well as the advantages, problems faced in, and teaching techniques of the English language learning process in Palestinian schools using drama activities. Using both qualitative and quantitative research methods, the researchers investigated the extent to which drama activities are used while teaching English as a second language in Palestinia

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Budiarto, Budiarto. "THE IMPORTANCE OF THE IMPLEMENTATION OF DRAMA AND CULTURE IN SPEAKING CLASS." Journal of English Language and Literature (JELL) 5, no. 02 (2020): 11–16. http://dx.doi.org/10.37110/jell.v5i02.100.

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A research conducted at STIBA IEC Jakarta investigated the importance of the implementation of drama and culture in Speaking Class of students from the second semester in 2018. It was intended to see how the phenomena of teaching English speaking skill through drama and culture was implemented. The findings indicated that drama and culture were able to help the students use English more naturally or authentically. The students were able to see whether their English was authentic and culturally acceptable by relating to their experience or knowledge they got from drama. It showed that the more

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Alshraideh, Doniazad Sultan, and Nesreen Saud Alahmdi. "Using Drama Activities in Vocabulary Acquisition." International Journal of English Language Teaching 7, no. 1 (2020): 41. http://dx.doi.org/10.5430/ijelt.v7n1p41.

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Abstract (sommario):

Many different pedagogical methodologies are applied in the field of English as a foreign language. One of the less-used strategies in Saudi Arabia is teaching and learning vocabulary through drama. This study represents an attempt to investigate the effectiveness of English drama activities for the vocabulary acquisition of second\foreign language learners and how English teachers can use drama in the L2 classroom. Five types of drama activities for learning vocabulary are used in this research: mime, storytelling, role play, simulation, and improvisation. This study was conducted on two prep

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Aquilia, Pieter. "Endangered Genre: English-Language Television Drama in Singapore." Media International Australia 115, no. 1 (2005): 71–81. http://dx.doi.org/10.1177/1329878x0511500108.

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Abstract (sommario):

For 40 years, the Singapore government has successfully promoted the English language for its citizens to operate in an international Western economy. However, English-language television drama, with no cultural-linguistic roots in Singapore's multi-Asian society, has been heavily criticised for its lack of quality in comparison to its successful Chinese-language counterpart. A case study of the prime-time drama @Moulmein High demonstrates how state involvement in English-language television has an impact on drama's content, popularity and commercial aims. This paper explores whether a televis

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