Research Article
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Year 2018, Volume: 14 Issue: 2, 305 - 324, 15.06.2018

Abstract

References

  • Adıgüzel, Ö. (2012). Eğitimde yaratıcı drama. Ankara, Turkey: Naturel.
  • Akpınar Dellal, N., & Kara, Z. (2010). Awareness levels of foreign language teacher candidates and teachers about drama techniques. Dil Dergisi, 149, 7-29. Retrieved from http://dergiler.ankara.edu.tr/dergiler/27/1606/17289.pdf
  • Almaz, G., İşeri, K., & Ünal, E. (2014). Research of the self-efficacy perceptions of teacher candidates towards the usage of creative drama method. International Journal of Languages, Education and Teaching, December, 48-65. Retrieved from http://www.ijlet.com/DergiTamDetay.aspx?ID=113
  • Aşılıoğlu, B. (2006). The perceptions of student teachers of English regarding their competencies in teaching methods and techniques. Eurasian Journal of Educational Research, 22, 1-11. Retrieved from http://ejer.com.tr/0DOWNLOAD/pdfler/eng/1629837909.pdf
  • Baldwin, P. (2012). With drama in mind: Real learning in imagined worlds. London/New York: Continuum.
  • Başçı, Z., & Gündoğdu, K. (2011). The attitudes and opinions of prospective teachers related to drama courses: The case of Atatürk University. Elementary Education Online, 10(2), 454-467. Retrieved from http://dergipark.gov.tr/ilkonline/issue/8592/106814
  • Baughman, M. D. (1979). Teaching with humor: A performing art. Contemporary Education, 51(1), 26-30.
  • Brown, H. D. (2007). Principles of language learning and teaching (3rd ed.). White Plains, NY: Pearson Education.
  • Cahnmann-Taylor, M., & Souto-Manning, M. (2010). Teachers act up! Creating multi-cultural learning communities through theatre. New York, NY: Teachers College Press.
  • Ceylan, Ş., & Ömeroğlu, E. (2011). An examination of the attitudes of students and professors at early childhood education programs regarding drama courses at the preschool level. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(4), 225-242. Retrieved from http://dergipark.ulakbim.gov.tr/aeukefd/article/download/5000086919/5000080848
  • Colasante, M. (2011). Using video annotation to reflect on and evaluate physical education student teaching practice. Australasian Journal of Educational Technology, 27(1), 66-88. Retrieved from https://ajet.org.au/index.php/AJET/article/download/983/256
  • Colley, B. M. (2012). Teaching social studies through the performing arts. The Educational Forum, 76(1), 4-12. DOI: 10.1080/00131725.2011.627986
  • Coşkun, A., & Daloğlu, A. (2010). Evaluating an English language teacher: Education program through Peacock’s model. Australian Journal of Teacher Education, 35(6), 24-42. Retrieved from https://files.eric.ed.gov/fulltext/EJ910402.pdf
  • Council of Higher Education. (1998). Education Faculty Teacher Education Undergraduate Programs, March 1998. Retrieved from http://www.yok.gov.tr/documents/10279/30217/Egitim_fakultesi_ogretmen_yetistirme_lisans_programlari_mart_98.pdf/5e166018-b806-48d5-ae13-6afd5dac511c
  • Council of Higher Education. (2007). Education Faculty Teacher Education Undergraduate Programs, June 2007. Retrieved from http://www.yok.gov.tr/documents/10279/30217/yok_ogretmen_kitabi/054a8c72-174b-4b00-a675-837874006db5
  • Creswell, J. W. (2005). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • DeLozier, M. W. (1979). The teacher as performer: The art of selling students on learning. Contemporary Education, 51(1), 19-25.
  • Demircioğlu, Ş. (2010). Teaching English vocabulary to young learners via drama. Procedia Social and Behavioral Sciences, 2, 439-443. DOI: 10.1016/j.sbspro.2010.03.039
  • Dewey, J. (1938). Experience and education. New York, NY: Kappa Delta Pi.
  • Dunn, J., & Stinson, M. (2011). Not without art! The importance of teacher artistry when applying drama as pedagogy for additional language learning. Research in Drama Education: The Journal of Applied Theatre and Performance, 164, 617-633. DOI: 10.1080/13569783.2011.617110
  • Eröz-Tuğa, B. (2012). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175-183. DOI: 10.1093/elt/ccs081
  • Harmer, J. (2001). The practice of English language teaching (3rd ed.). London, England: Pearson.
  • Hart, R. (2007). Act like a teacher: Teaching as a performing art. (Unpublished doctoral dissertation). University of Massachusetts Amherst, Amherst, MA.
  • Heathcote, D. (1984). Collected writings. London, England: Hutchinson.
  • Hinkle, L. L. (2001). Perceptions of supervisor nonverbal immediacy, vocalics, and subordinate liking. Communication Research Reports, 18(2), 128-136. DOI: 10.1080/08824090109384790
  • Hismanoğlu, S. (2012). Prospective EFL teachers’ views on English language teacher training program. Journal of Research in Education and Teaching, 1(2), 330-341. Retrieved from
  • Horasan Doğan, S., & Cephe, P. T. (2017). A multi-perspective evaluation of teaching skills of ELT student teachers. International Online Journal of Education and Teaching, 4(1), 87-104. Retrieved from http://iojet.org/index.php/IOJET/article/view/161
  • Horasan Doğan, S., & Özdemir Şimşek, P. (2017). Improving metacognitive awareness through creative drama. Bartin University, Journal of Faculty of Education, 6(3), 804-816. Retrieved from http://iojet.org/index.php/IOJET/article/view/161
  • Horasan, S. (2012). Adapting Drama in the Turkish Foreign Language Classroom. In L. Raw (Ed.), The Silk Road of Adaptation: Transformations across Disciplines and Cultures (pp. 180-188). Newcastle, UK: Cambridge Scholars Publishing.James, P. (1996). Learning to reflect: A story of empowerment. Teaching and Teacher Education, 12(1), 81-97. DOI: 10.1016/0742-051X(95)00025-F
  • Kılıç, Ş., & Tuncel, M. (2009). The effects of creative drama on Speaking English and attitudes towards speaking English. Abant İzzet Baysal Üniversitesi Dergisi, 9(2), 55-81. Retrieved from http://dergipark.ulakbim.gov.tr/aibuefd/article/viewFile/5000091426/5000084798
  • Kocaman, P., Dolmacı, M., & Bur, B. (2013). Identifying and comparing the attitudes of 1st, 2nd, 3rd, and 4th grade ELT students towards drama activities. Uşak Üniversitesi Sosyal Bilimler Dergisi, Özel Sayı, 200-212. Retrieved from http://dergipark.gov.tr/download/article-file/202288
  • Liu, J. (2002). Process drama in second- and foreign-language classrooms. In G. Bäuer (Ed.), Body and language: Intercultural learning through drama (pp. 51-70). Westport, CT: Ablex Publishing.
  • Maley, A., & Duff, A. (2005). Drama techniques in language learning: A resource book of communication activities for language teachers. Cambridge, NY: Cambridge University Press.
  • O’Hanlon, J., & Wootten, A. (2007). Using drama to teach personal, social and emotional skills. London, England: Paul Chapman Publishing.
  • Oreck, B. (2004). The artistic and professional development of teachers: A study of teachers’ attitudes toward and use of the arts in teaching. Journal of Teacher Education, 55(1), 55-69. DOI: 10.1177/0022487103260072
  • Özdemir, S. M., & Çakmak, A. (2008). The effect of drama education on the prospective teachers’ creativity. International Journal of Instruction, 1(1), 13-30. Retrieved from https://eric.ed.gov/?id=ED524154
  • Özmen, K. S. (2011). Acting and teacher education: The BEING model for identity development. Turkish Online Journal of Qualitative Inquiry, 2(2), 36-49. Retrieved from http://dergipark.ulakbim.gov.tr/tojqi/article/view/5000093451
  • Özmen, K. S. (2012). Exploring student teachers’ beliefs about language learning and teaching: A longitudinal study. Current Issues in Education, 15(1), 1-16. Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/download/819/289
  • Şalli-Çopur, D. S. (2008). Teacher Effectiveness in Initial Years of Service: A Case Study on the Graduates of METU Language Education Program. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • San, İ. (1990). Eğitimde yaratıcı drama. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 23(2), 573-582. DOI: 10.1501/Egifak_0000000780
  • Sarason, S. B. (1999). Teaching as performing art. New York, NY: Teachers College Press.
  • Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32, 369- 378. DOI: 10.1080/02607470600981953
  • Spolin, V. (1999). Improvisation for the theater: A handbook of teaching and directing techniques. Evanston, IL: Northwestern University Press.
  • Tauber, R. T., & Mester, C. S. (2007). Acting lessons for teachers: Using performance skills in the classroom (2nd ed.). Westport, CT: Praeger.
  • Tercanlıoğlu, L. (2008). A qualitative investigation of pre-service English as a foreign language (EFL) teacher opinions. The Qualitative Report, 13(1), 137-150.
  • Tomalin, J. E. (2006). Video as a self-assessment tool: Improving acting skills and monologue performance. (Unpublished doctoral Dissertation). Capella University, Minnesota, MN.
  • Travers, R. M. W. (1979). Training the teacher as a performing artist. Contemporary Education, 51(1), 14-18.
  • Zimmerman, B. J. (2002) Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. Retrieved from http://www.jstor.org/stable/1477457

A suggested syllabus for creative drama course in ELT

Year 2018, Volume: 14 Issue: 2, 305 - 324, 15.06.2018

Abstract





















































Please fill up the following information accurately. (Please
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A suggested syllabus for creative drama course in ELT



With an approach to teaching as a performing art, this study investigated the effects of creative drama on eight teaching skills and perceptions of 15 ELT (English Language Teaching) student teachers who took part in a 30-hour creative drama workshop. Their video-recorded teaching in a real classroom atmosphere was observed and evaluated by the researcher and two other trainers before and after the workshop to compare how their teaching skills changed based on the intervention. The results of the content analysis of observers notes on MAXQDA program showed that they improved all target teaching skills, but particularly body language, affective atmosphere, and spontaneous decision-making. Additionally, the content analysis of the reflections they kept after each drama session and the drama products including brief discussions during the sessions revealed positive perceptions on drama in teaching, design of drama sessions and video-recorded teaching. Based on these results, it was suggested that drama courses in ELT programs should be revisited.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Horasan Doğan, Seçil



Affiliated
institution (University)



 Gazi University

Country



 Turkey



Email
address



 secilhorasan@gmail.com

Department
& Rank



 School of Foreign Languages

Corresponding author (Yes/No)


Write only one corresponding author.



 Yes



Author 2



Author
(Last name, First name)



 Cephe, Paşa Tevfik



Affiliated
institution (University)



 Gazi University

Country



 Turkey



Email
address



 pcephe@yahoo.com

Department
& Rank



 English Language Teaching

Corresponding
author (Yes/No)



 No



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


References

  • Adıgüzel, Ö. (2012). Eğitimde yaratıcı drama. Ankara, Turkey: Naturel.
  • Akpınar Dellal, N., & Kara, Z. (2010). Awareness levels of foreign language teacher candidates and teachers about drama techniques. Dil Dergisi, 149, 7-29. Retrieved from http://dergiler.ankara.edu.tr/dergiler/27/1606/17289.pdf
  • Almaz, G., İşeri, K., & Ünal, E. (2014). Research of the self-efficacy perceptions of teacher candidates towards the usage of creative drama method. International Journal of Languages, Education and Teaching, December, 48-65. Retrieved from http://www.ijlet.com/DergiTamDetay.aspx?ID=113
  • Aşılıoğlu, B. (2006). The perceptions of student teachers of English regarding their competencies in teaching methods and techniques. Eurasian Journal of Educational Research, 22, 1-11. Retrieved from http://ejer.com.tr/0DOWNLOAD/pdfler/eng/1629837909.pdf
  • Baldwin, P. (2012). With drama in mind: Real learning in imagined worlds. London/New York: Continuum.
  • Başçı, Z., & Gündoğdu, K. (2011). The attitudes and opinions of prospective teachers related to drama courses: The case of Atatürk University. Elementary Education Online, 10(2), 454-467. Retrieved from http://dergipark.gov.tr/ilkonline/issue/8592/106814
  • Baughman, M. D. (1979). Teaching with humor: A performing art. Contemporary Education, 51(1), 26-30.
  • Brown, H. D. (2007). Principles of language learning and teaching (3rd ed.). White Plains, NY: Pearson Education.
  • Cahnmann-Taylor, M., & Souto-Manning, M. (2010). Teachers act up! Creating multi-cultural learning communities through theatre. New York, NY: Teachers College Press.
  • Ceylan, Ş., & Ömeroğlu, E. (2011). An examination of the attitudes of students and professors at early childhood education programs regarding drama courses at the preschool level. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(4), 225-242. Retrieved from http://dergipark.ulakbim.gov.tr/aeukefd/article/download/5000086919/5000080848
  • Colasante, M. (2011). Using video annotation to reflect on and evaluate physical education student teaching practice. Australasian Journal of Educational Technology, 27(1), 66-88. Retrieved from https://ajet.org.au/index.php/AJET/article/download/983/256
  • Colley, B. M. (2012). Teaching social studies through the performing arts. The Educational Forum, 76(1), 4-12. DOI: 10.1080/00131725.2011.627986
  • Coşkun, A., & Daloğlu, A. (2010). Evaluating an English language teacher: Education program through Peacock’s model. Australian Journal of Teacher Education, 35(6), 24-42. Retrieved from https://files.eric.ed.gov/fulltext/EJ910402.pdf
  • Council of Higher Education. (1998). Education Faculty Teacher Education Undergraduate Programs, March 1998. Retrieved from http://www.yok.gov.tr/documents/10279/30217/Egitim_fakultesi_ogretmen_yetistirme_lisans_programlari_mart_98.pdf/5e166018-b806-48d5-ae13-6afd5dac511c
  • Council of Higher Education. (2007). Education Faculty Teacher Education Undergraduate Programs, June 2007. Retrieved from http://www.yok.gov.tr/documents/10279/30217/yok_ogretmen_kitabi/054a8c72-174b-4b00-a675-837874006db5
  • Creswell, J. W. (2005). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • DeLozier, M. W. (1979). The teacher as performer: The art of selling students on learning. Contemporary Education, 51(1), 19-25.
  • Demircioğlu, Ş. (2010). Teaching English vocabulary to young learners via drama. Procedia Social and Behavioral Sciences, 2, 439-443. DOI: 10.1016/j.sbspro.2010.03.039
  • Dewey, J. (1938). Experience and education. New York, NY: Kappa Delta Pi.
  • Dunn, J., & Stinson, M. (2011). Not without art! The importance of teacher artistry when applying drama as pedagogy for additional language learning. Research in Drama Education: The Journal of Applied Theatre and Performance, 164, 617-633. DOI: 10.1080/13569783.2011.617110
  • Eröz-Tuğa, B. (2012). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175-183. DOI: 10.1093/elt/ccs081
  • Harmer, J. (2001). The practice of English language teaching (3rd ed.). London, England: Pearson.
  • Hart, R. (2007). Act like a teacher: Teaching as a performing art. (Unpublished doctoral dissertation). University of Massachusetts Amherst, Amherst, MA.
  • Heathcote, D. (1984). Collected writings. London, England: Hutchinson.
  • Hinkle, L. L. (2001). Perceptions of supervisor nonverbal immediacy, vocalics, and subordinate liking. Communication Research Reports, 18(2), 128-136. DOI: 10.1080/08824090109384790
  • Hismanoğlu, S. (2012). Prospective EFL teachers’ views on English language teacher training program. Journal of Research in Education and Teaching, 1(2), 330-341. Retrieved from
  • Horasan Doğan, S., & Cephe, P. T. (2017). A multi-perspective evaluation of teaching skills of ELT student teachers. International Online Journal of Education and Teaching, 4(1), 87-104. Retrieved from http://iojet.org/index.php/IOJET/article/view/161
  • Horasan Doğan, S., & Özdemir Şimşek, P. (2017). Improving metacognitive awareness through creative drama. Bartin University, Journal of Faculty of Education, 6(3), 804-816. Retrieved from http://iojet.org/index.php/IOJET/article/view/161
  • Horasan, S. (2012). Adapting Drama in the Turkish Foreign Language Classroom. In L. Raw (Ed.), The Silk Road of Adaptation: Transformations across Disciplines and Cultures (pp. 180-188). Newcastle, UK: Cambridge Scholars Publishing.James, P. (1996). Learning to reflect: A story of empowerment. Teaching and Teacher Education, 12(1), 81-97. DOI: 10.1016/0742-051X(95)00025-F
  • Kılıç, Ş., & Tuncel, M. (2009). The effects of creative drama on Speaking English and attitudes towards speaking English. Abant İzzet Baysal Üniversitesi Dergisi, 9(2), 55-81. Retrieved from http://dergipark.ulakbim.gov.tr/aibuefd/article/viewFile/5000091426/5000084798
  • Kocaman, P., Dolmacı, M., & Bur, B. (2013). Identifying and comparing the attitudes of 1st, 2nd, 3rd, and 4th grade ELT students towards drama activities. Uşak Üniversitesi Sosyal Bilimler Dergisi, Özel Sayı, 200-212. Retrieved from http://dergipark.gov.tr/download/article-file/202288
  • Liu, J. (2002). Process drama in second- and foreign-language classrooms. In G. Bäuer (Ed.), Body and language: Intercultural learning through drama (pp. 51-70). Westport, CT: Ablex Publishing.
  • Maley, A., & Duff, A. (2005). Drama techniques in language learning: A resource book of communication activities for language teachers. Cambridge, NY: Cambridge University Press.
  • O’Hanlon, J., & Wootten, A. (2007). Using drama to teach personal, social and emotional skills. London, England: Paul Chapman Publishing.
  • Oreck, B. (2004). The artistic and professional development of teachers: A study of teachers’ attitudes toward and use of the arts in teaching. Journal of Teacher Education, 55(1), 55-69. DOI: 10.1177/0022487103260072
  • Özdemir, S. M., & Çakmak, A. (2008). The effect of drama education on the prospective teachers’ creativity. International Journal of Instruction, 1(1), 13-30. Retrieved from https://eric.ed.gov/?id=ED524154
  • Özmen, K. S. (2011). Acting and teacher education: The BEING model for identity development. Turkish Online Journal of Qualitative Inquiry, 2(2), 36-49. Retrieved from http://dergipark.ulakbim.gov.tr/tojqi/article/view/5000093451
  • Özmen, K. S. (2012). Exploring student teachers’ beliefs about language learning and teaching: A longitudinal study. Current Issues in Education, 15(1), 1-16. Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/download/819/289
  • Şalli-Çopur, D. S. (2008). Teacher Effectiveness in Initial Years of Service: A Case Study on the Graduates of METU Language Education Program. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • San, İ. (1990). Eğitimde yaratıcı drama. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 23(2), 573-582. DOI: 10.1501/Egifak_0000000780
  • Sarason, S. B. (1999). Teaching as performing art. New York, NY: Teachers College Press.
  • Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32, 369- 378. DOI: 10.1080/02607470600981953
  • Spolin, V. (1999). Improvisation for the theater: A handbook of teaching and directing techniques. Evanston, IL: Northwestern University Press.
  • Tauber, R. T., & Mester, C. S. (2007). Acting lessons for teachers: Using performance skills in the classroom (2nd ed.). Westport, CT: Praeger.
  • Tercanlıoğlu, L. (2008). A qualitative investigation of pre-service English as a foreign language (EFL) teacher opinions. The Qualitative Report, 13(1), 137-150.
  • Tomalin, J. E. (2006). Video as a self-assessment tool: Improving acting skills and monologue performance. (Unpublished doctoral Dissertation). Capella University, Minnesota, MN.
  • Travers, R. M. W. (1979). Training the teacher as a performing artist. Contemporary Education, 51(1), 14-18.
  • Zimmerman, B. J. (2002) Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. Retrieved from http://www.jstor.org/stable/1477457
There are 48 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Seçil Horasan Doğan

Paşa Tevfik Cephe This is me

Publication Date June 15, 2018
Published in Issue Year 2018 Volume: 14 Issue: 2

Cite

APA Horasan Doğan, S., & Cephe, P. T. (2018). A suggested syllabus for creative drama course in ELT. Journal of Language and Linguistic Studies, 14(2), 305-324.
AMA Horasan Doğan S, Cephe PT. A suggested syllabus for creative drama course in ELT. Journal of Language and Linguistic Studies. June 2018;14(2):305-324.
Chicago Horasan Doğan, Seçil, and Paşa Tevfik Cephe. “A Suggested Syllabus for Creative Drama Course in ELT”. Journal of Language and Linguistic Studies 14, no. 2 (June 2018): 305-24.
EndNote Horasan Doğan S, Cephe PT (June 1, 2018) A suggested syllabus for creative drama course in ELT. Journal of Language and Linguistic Studies 14 2 305–324.
IEEE S. Horasan Doğan and P. T. Cephe, “A suggested syllabus for creative drama course in ELT”, Journal of Language and Linguistic Studies, vol. 14, no. 2, pp. 305–324, 2018.
ISNAD Horasan Doğan, Seçil - Cephe, Paşa Tevfik. “A Suggested Syllabus for Creative Drama Course in ELT”. Journal of Language and Linguistic Studies 14/2 (June 2018), 305-324.
JAMA Horasan Doğan S, Cephe PT. A suggested syllabus for creative drama course in ELT. Journal of Language and Linguistic Studies. 2018;14:305–324.
MLA Horasan Doğan, Seçil and Paşa Tevfik Cephe. “A Suggested Syllabus for Creative Drama Course in ELT”. Journal of Language and Linguistic Studies, vol. 14, no. 2, 2018, pp. 305-24.
Vancouver Horasan Doğan S, Cephe PT. A suggested syllabus for creative drama course in ELT. Journal of Language and Linguistic Studies. 2018;14(2):305-24.