Using Drama in English Classrooms: The Effects on Vocabulary Gains in Very Young Learners

Year 2021, Volume: 16 Issue: 2, 191 - 206, 15.07.2021

Enisa Mede Alvin Vardar

Abstract

The purpose of this study was to investigate the effects of drama technique on the vocabulary development while teaching English to Very Young Learners (TEVYLs). The study also attempts to find out the reflections of English teachers about using drama in their classroom practices. To meet these objectives, 23 very young learners (VYL)s and 7 teachers enrolled in an English program of a private kindergarten in Istanbul participated in this study. Data were collected from pre- and post- picture drawings to examine whether there was any difference in the vocabulary gains of the participants. In addition, observations and teacher’s field notes were used to find out the effectiveness of dramatization while TEVYLs. The findings revealed that dramatization led to vocabulary gains in VYLs. The teachers perceived this method and related techniques to be entertaining, motivating and engaging leading to an interactive and dynamic learning environment. Based on these results, the study provides pedagogical implications and suggestions about integrating dramatization in VYLs’ English classrooms

Keywords

Drama technique, Very Young Learners (VYLs), Vocabulary Gains, Teaching English to Very Young Learners (TEVYLs)

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