Stage directions: Evidence-based professional development in improvisational drama for foreign language teachers

IF 3.3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Teaching Research Pub Date : 2024-11-16 DOI:10.1177/13621688241292319

Kristina Goodnight, Catherine van Beuningen, Rick de Graaff

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引用次数: 0

Abstract

A significant body of research supports the affective benefits of drama activities in foreign language (FL) learning, yet little is known about how to train teachers to implement such activities. In this study, we tested a professional development program (PDP) aimed at galvanizing FL teachers to integrate improvisational drama techniques (IDTs) into their repertoire. IDTs are defined here as activities which place pupils in a fictional situation and stimulate spoken interaction. Nineteen Dutch secondary school FL teachers participated in the PDP. The goal of this research was to discover the extent to which (1) teachers implement IDTs according to the study’s definition, (2) the techniques become integrated into the teacher’s repertoire, and (3) teachers develop the self-efficacy to execute IDTs. All three areas were met with positive results as evidenced through questionnaires, logbooks, observations and interviews. Teachers demonstrated that they could inspire the fictional artistry of drama while simultaneously stimulating FL speaking. Frequency of implementation also increased after the training. Self-efficacy furthermore improved widely, both in implementing IDTs and speaking activities in general.

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舞台指导：外语教师即兴戏剧的循证专业发展

大量研究表明，戏剧活动对外语（FL）学习具有情感方面的益处，但如何培训教师开展此类活动却鲜为人知。在本研究中，我们测试了一项专业发展计划（PDP），旨在激励外语教师将即兴戏剧技巧（IDTs）融入到他们的教学剧目中。即兴戏剧在这里被定义为将学生置于虚构情境中并激发口语互动的活动。19 名荷兰中学 FL 教师参加了 PDP。这项研究的目的是发现：(1) 教师在多大程度上根据研究的定义实施 IDT；(2) 这些技巧在多大程度上融入教师的教学曲目；(3) 教师在多大程度上发展了实施 IDT 的自我效能感。通过问卷调查、日志、观察和访谈，这三个方面都取得了积极的成果。教师们表明，他们可以激发戏剧的虚构艺术性，同时促进口语表达。培训后，实施的频率也有所增加。自我效能感也得到了广泛提高，无论是在实施 IDT 还是在一般的口语活动方面。

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来源期刊

Language Teaching Research Multiple-

CiteScore

13.20

自引率

7.10%

发文量

116

期刊介绍： Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well. The journal is a venue for studies that demonstrate sound research methods and which report findings that have clear pedagogical implications. A wide range of topics in the area of language teaching is covered, including: -Programme -Syllabus -Materials design -Methodology -The teaching of specific skills and language for specific purposes Thorough investigation and research ensures this journal is: -International in focus, publishing work from countries worldwide -Interdisciplinary, encouraging work which seeks to break down barriers that have isolated language teaching professionals from others concerned with pedagogy -Innovative, seeking to stimulate new avenues of enquiry, including ''action'' research