The Effect of Drama Methods on Enhancing Students’ Emotional Engagement in the Distance EFL Learning Context; the Mantle of the Expert Paradigm

Year 2021, Volume: 7 Issue: 15, 1 - 16, 29.04.2021

Georgia Kosma

Abstract

The contribution of drama methods to English as a Foreign Language (EFL) acquisition has been the focal point of recent research. However, the effect of drama methods on distance EFL teaching has been scarcely investigated. This study examines by means of action research whether the dramatic inquiry based teaching method of Mantle of the Expert (MoE) has an impact on students’ emotional engagement in synchronous and asynchronous EFL teaching. To this end, teacher’s and students’ journal entries along with teacher’s observation notes and students’ follow up questionnaire responses provided data for qualitative Content Analysis, with particular reference to students’ motivation, linguistic productivity and self-regulation. The pilot project was implemented to 21 Greek-speaking students of the 6th primary school grade. The findings manifested that role framing through MoE exerted significant influence on students in terms of synchronous speaking practice, asynchronous writing practice and their empowerment in the learning process. In view of the research results, it is concluded that through the implementation of MoE in distance EFL teaching students are emotionally engaged in inquiry learning activities, become meaningfully productive in the target language and thus develop a positive attitude towards both the synchronous and asynchronous learning process.

Keywords

distance EFL teaching, Mantle of the Expert, emotional engagement, self-regulation

The Effect of Drama Methods on Enhancing Students’ Emotional Engagement in the Distance EFL Learning Context; the Mantle of the Expert Paradigm

Abstract

The contribution of drama methods to English as a Foreign Language (EFL) acquisition has been the focal point of recent research. However, the effect of drama methods on distance EFL teaching has been scarcely investigated. This study examines by means of action research whether the dramatic inquiry based teaching method of Mantle of the Expert (MoE) has an impact on students’ emotional engagement in synchronous and asynchronous EFL teaching. To this end, teacher’s and students’ journal entries along with teacher’s observation notes and students’ follow up questionnaire responses provided data for qualitative Content Analysis, with particular reference to students’ motivation, linguistic productivity and self-regulation. The pilot project was implemented to 21 Greek-speaking students of the 6th primary school grade. The findings manifested that role framing through MoE exerted significant influence on students in terms of synchronous speaking practice, asynchronous writing practice and their empowerment in the learning process. In view of the research results, it is concluded that through the implementation of MoE in distance EFL teaching students are emotionally engaged in inquiry learning activities, become meaningfully productive in the target language and thus develop a positive attitude towards both the synchronous and asynchronous learning process.

Key words: distance EFL teaching; Mantle of the Expert; emotional engagement; self-regulation

Keywords

distance EFL teaching, Mantle of the Expert, emotional engagement

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