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

Yıl 2021, Cilt: 7 Sayı: 15, 1 - 16, 29.04.2021

Öz

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.

Kaynakça

  • Reference 1 Abbott, L. (2012). The Dramatic imagination. Retrieved from http://www.mantleoftheexpert.com/wp-content/uploads/2008/03/The-Dramatic-imagination-draft2.pdf Reference 2 Bailey, D, Almusharraf, N., & Hatcher, R. (2020). Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education and Information Technologies 1-21.
  • Berelson, B. (1954). Content Analysis. In G. Lindzey (Ed.), Handbook of Social Psychology: Theory and Method, Vol. I (pp. 488-522). Cambridge, Mass: Addison-Wesley.
  • Bernard, R. M., Abrami, P.C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L, Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distant education compare with classroom instruction? A meta-analysis of the empirical literature. Review of educational research, 74(3), 379-439.
  • Cohen, L., Manion, L. & Morrison, K. (2013). Research methods in education. London: Routledge.
  • Cooper, J. L., & Dever, M. T. (2001). Sociodramatic play as a vehicle for curriculum integration in first grade. Young Children, 56(3), 58-63.
  • Edmiston, B. (2011). Teaching for transformation: drama and language arts education. In Lapp, D. & Fisher, D. (Eds.), The Handbook of Research on Teaching the English Language Arts (224-230). New York: Erlbaum.
  • Ely, M. (1991). Doing qualitative research: Circles within circles. London: The Falmer Press.
  • Elliott, J. (1991). Action Research for Educational Change. Milton Keynes and Philadelphia: Open University Press.
  • Florea, P. J. (2011). Using improvisational exercises for increasing speaking and listening skills. Professional Teaching Articles–CEBU Conference Issue 2(52), 46.
  • Fraser, D., Aitken, V., & White, B. (2013). Connecting Curriculum Linking Learning. Wellington: NZCER Press.
  • Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st century. New York: Basic Books.
  • Garnjost, P., & Lawter, L. (2019). Undergraduates’ satisfaction and perceptions of learning outcomes across teacher-and learner-focused pedagogies. The International Journal of Management Education, 17(2), 267-275.
  • Geer, J. G. (1988). What do open-ended questions measure? Public Opinion Quarterly, 52 (3), 365-367.
  • Harasim, L. M., Hiltz, S. R, Teles, L., & Turoff, M. (1995). Learning networks: A field guide to teaching and learning online. MIT press.
  • Heathcote, D., & Bolton, G. (1994). Drama for Learning: Dorothy Heathcote’s Mantle of the Expert Approach to Education. Dimensions of Drama Series. Heinemann, 361 Hanover St., Portsmouth, NH 03801-3912.
  • Heathcote, D., & Herbert, P. (1985). A Drama of learning: Mantle of the expert. Theory into Practice, 24(3), 173-180.
  • Hopkins, D. (2014). A teacher's guide to classroom research. McGraw-Hill Education.
  • Kato, F., Spring, R., & Mori, C. (2016). Mutually beneficial foreign language learning: Creating meaningful interactions through video-synchronous, computer-mediated communication. Foreign Language Annals, 49(2), 355-366.
  • Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner. Deakin University.
  • Khodaparast, F., & Ghafournia, N. (2105). The effect of asynchronous/synchronous approaches on English vocabulary achievement: a study of Iranian EFL learners. English Language Teaching 8(4), 117-127.
  • Kosma, G. (2019). Mantle of the Expert as a means of developing creativity; the case of Efl (English as a foreign language) teaching in Greek primary school. In B. Giannouli & M. Koukounaras-Liagkis (Eds), 8th Athens International Conference Proceedings (23-25.11.2018) Theatre/ Drama and Performing Arts in Education. Utopia or necessity? (pp.121-128) Athens.
  • Miccoli, L. (2003). English through drama for oral skills development. ELT Journal, 57(2), 122-129.
  • Mupinga, D. M., Nora, R. T., & Yaw, D. C. (2006). The learning styles, expectations and needs of online students. College Teaching, 54(1), 185-189.
  • Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. The Electronic Journal OF e- Learning, 16(1), 46-55.
  • O’Neill, C. (1989). Dialogue and Drama: The Transformation of Events, Ideas and Teachers. Language Arts, 66(2), 147-159.
  • Ory, J. C., & Bullock, C. (1997). Student use of and attitudes about on-campus ALN. In Frontiers in Education Conference, 1997. 27th Annual Conference. Teaching and Learning in an Era of Change. Proceedings. (Vol.1, pp.416-431). IEEE.
  • O’Sullivan, C. (2011). Role-playing. In L. Cohen, L. Manion, & K. Morrison (Eds.), Research methods in education 7th Edition (pp. 510-527). London: Routledge.
  • Papadopoulos, S. (2010). Theatre Pedagogy. [Παιδαγωγική του Θεάτρου]. Athens.
  • Papadopoulos, S., & Kosma, G. (2018). Action Research in the EFL (English as a Foreign Language) learning context: an educational study by means of the dramatic teaching approach Mantle of the Expert. Drama Research, 9(1), 2-18.
  • Papadopoulos, S., & Kosma, G. (2020). The Didactic Use of Mantle of the Expert in Teaching CLIL (Content Language Integrated Learning) Geography: An Action Research in Primary Education. International Journal of Humanities and Education, 6(13), 17-34.
  • Papadopoulou, V. (1999). Teaching observation: Theoretical framework and applications. [Παρατήρηση διδασκαλίας: Θεωρητικό πλαίσιο και εφαρμογές]. Thessaloniki: Kyriakidi.
  • Payne, J., & Whitney, P. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory and Interlanguage development. CALICO Journal 20(1), 7-32.
  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923-945.
  • Şahin, H., & Han, T. (2020). EFL Teachers’ Attitude Towards 21st Century Skills: A Mixed-Methods Study. The Reading Matrix: An International Online Journal, 20(2). Sedgwick, P., & Greenwood, N. (2015). Understanding the Hawthorne effect. Bmj, 351, h4672.
  • Shire, S. Y., Worthman, L. B., Shih, W., & Kasari, C. (2020). Comparison of face-to- face and remote support for interventionists learning to deliver JASPER intervention with children who have autism. Journal of Behavioral Education 29, 317-338.
  • Somekh, B. (1983). Triangulation methods in action: A practical example. Cambridge Journal of Education, 13(2), 31‐37.
  • Swanson, C. J. (2016). Positioned as Expert Scientists: Learning science through Mantle-of-the-Expert at years 7/8 (Doctoral dissertation). University of Waikato, Hamilton.
  • Taylor, T. (2016). A Beginner's Guide to Mantle of the Expert: A transformative approach to education, Norwich: Singular Publishing.
  • Towel-Evans, I. (2007). What's in Store in Harlow? A Practical Guide to the Mantle of the Expert Learning System devised by Dorothy Heathcote. Retrieved December 2020 from: www.mantleoftheexpert
  • Yang, Y. F. (2011). Engaging students in an online situated language learning environment. Computer Assisted Language Learning, 24(2), 181-198.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(12), 64-70.

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

Yıl 2021, Cilt: 7 Sayı: 15, 1 - 16, 29.04.2021

Öz

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

Kaynakça

  • Reference 1 Abbott, L. (2012). The Dramatic imagination. Retrieved from http://www.mantleoftheexpert.com/wp-content/uploads/2008/03/The-Dramatic-imagination-draft2.pdf Reference 2 Bailey, D, Almusharraf, N., & Hatcher, R. (2020). Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education and Information Technologies 1-21.
  • Berelson, B. (1954). Content Analysis. In G. Lindzey (Ed.), Handbook of Social Psychology: Theory and Method, Vol. I (pp. 488-522). Cambridge, Mass: Addison-Wesley.
  • Bernard, R. M., Abrami, P.C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L, Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distant education compare with classroom instruction? A meta-analysis of the empirical literature. Review of educational research, 74(3), 379-439.
  • Cohen, L., Manion, L. & Morrison, K. (2013). Research methods in education. London: Routledge.
  • Cooper, J. L., & Dever, M. T. (2001). Sociodramatic play as a vehicle for curriculum integration in first grade. Young Children, 56(3), 58-63.
  • Edmiston, B. (2011). Teaching for transformation: drama and language arts education. In Lapp, D. & Fisher, D. (Eds.), The Handbook of Research on Teaching the English Language Arts (224-230). New York: Erlbaum.
  • Ely, M. (1991). Doing qualitative research: Circles within circles. London: The Falmer Press.
  • Elliott, J. (1991). Action Research for Educational Change. Milton Keynes and Philadelphia: Open University Press.
  • Florea, P. J. (2011). Using improvisational exercises for increasing speaking and listening skills. Professional Teaching Articles–CEBU Conference Issue 2(52), 46.
  • Fraser, D., Aitken, V., & White, B. (2013). Connecting Curriculum Linking Learning. Wellington: NZCER Press.
  • Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st century. New York: Basic Books.
  • Garnjost, P., & Lawter, L. (2019). Undergraduates’ satisfaction and perceptions of learning outcomes across teacher-and learner-focused pedagogies. The International Journal of Management Education, 17(2), 267-275.
  • Geer, J. G. (1988). What do open-ended questions measure? Public Opinion Quarterly, 52 (3), 365-367.
  • Harasim, L. M., Hiltz, S. R, Teles, L., & Turoff, M. (1995). Learning networks: A field guide to teaching and learning online. MIT press.
  • Heathcote, D., & Bolton, G. (1994). Drama for Learning: Dorothy Heathcote’s Mantle of the Expert Approach to Education. Dimensions of Drama Series. Heinemann, 361 Hanover St., Portsmouth, NH 03801-3912.
  • Heathcote, D., & Herbert, P. (1985). A Drama of learning: Mantle of the expert. Theory into Practice, 24(3), 173-180.
  • Hopkins, D. (2014). A teacher's guide to classroom research. McGraw-Hill Education.
  • Kato, F., Spring, R., & Mori, C. (2016). Mutually beneficial foreign language learning: Creating meaningful interactions through video-synchronous, computer-mediated communication. Foreign Language Annals, 49(2), 355-366.
  • Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner. Deakin University.
  • Khodaparast, F., & Ghafournia, N. (2105). The effect of asynchronous/synchronous approaches on English vocabulary achievement: a study of Iranian EFL learners. English Language Teaching 8(4), 117-127.
  • Kosma, G. (2019). Mantle of the Expert as a means of developing creativity; the case of Efl (English as a foreign language) teaching in Greek primary school. In B. Giannouli & M. Koukounaras-Liagkis (Eds), 8th Athens International Conference Proceedings (23-25.11.2018) Theatre/ Drama and Performing Arts in Education. Utopia or necessity? (pp.121-128) Athens.
  • Miccoli, L. (2003). English through drama for oral skills development. ELT Journal, 57(2), 122-129.
  • Mupinga, D. M., Nora, R. T., & Yaw, D. C. (2006). The learning styles, expectations and needs of online students. College Teaching, 54(1), 185-189.
  • Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. The Electronic Journal OF e- Learning, 16(1), 46-55.
  • O’Neill, C. (1989). Dialogue and Drama: The Transformation of Events, Ideas and Teachers. Language Arts, 66(2), 147-159.
  • Ory, J. C., & Bullock, C. (1997). Student use of and attitudes about on-campus ALN. In Frontiers in Education Conference, 1997. 27th Annual Conference. Teaching and Learning in an Era of Change. Proceedings. (Vol.1, pp.416-431). IEEE.
  • O’Sullivan, C. (2011). Role-playing. In L. Cohen, L. Manion, & K. Morrison (Eds.), Research methods in education 7th Edition (pp. 510-527). London: Routledge.
  • Papadopoulos, S. (2010). Theatre Pedagogy. [Παιδαγωγική του Θεάτρου]. Athens.
  • Papadopoulos, S., & Kosma, G. (2018). Action Research in the EFL (English as a Foreign Language) learning context: an educational study by means of the dramatic teaching approach Mantle of the Expert. Drama Research, 9(1), 2-18.
  • Papadopoulos, S., & Kosma, G. (2020). The Didactic Use of Mantle of the Expert in Teaching CLIL (Content Language Integrated Learning) Geography: An Action Research in Primary Education. International Journal of Humanities and Education, 6(13), 17-34.
  • Papadopoulou, V. (1999). Teaching observation: Theoretical framework and applications. [Παρατήρηση διδασκαλίας: Θεωρητικό πλαίσιο και εφαρμογές]. Thessaloniki: Kyriakidi.
  • Payne, J., & Whitney, P. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory and Interlanguage development. CALICO Journal 20(1), 7-32.
  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923-945.
  • Şahin, H., & Han, T. (2020). EFL Teachers’ Attitude Towards 21st Century Skills: A Mixed-Methods Study. The Reading Matrix: An International Online Journal, 20(2). Sedgwick, P., & Greenwood, N. (2015). Understanding the Hawthorne effect. Bmj, 351, h4672.
  • Shire, S. Y., Worthman, L. B., Shih, W., & Kasari, C. (2020). Comparison of face-to- face and remote support for interventionists learning to deliver JASPER intervention with children who have autism. Journal of Behavioral Education 29, 317-338.
  • Somekh, B. (1983). Triangulation methods in action: A practical example. Cambridge Journal of Education, 13(2), 31‐37.
  • Swanson, C. J. (2016). Positioned as Expert Scientists: Learning science through Mantle-of-the-Expert at years 7/8 (Doctoral dissertation). University of Waikato, Hamilton.
  • Taylor, T. (2016). A Beginner's Guide to Mantle of the Expert: A transformative approach to education, Norwich: Singular Publishing.
  • Towel-Evans, I. (2007). What's in Store in Harlow? A Practical Guide to the Mantle of the Expert Learning System devised by Dorothy Heathcote. Retrieved December 2020 from: www.mantleoftheexpert
  • Yang, Y. F. (2011). Engaging students in an online situated language learning environment. Computer Assisted Language Learning, 24(2), 181-198.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(12), 64-70.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Georgia Kosma 0000-0002-1910-5406

Yayımlanma Tarihi 29 Nisan 2021
Gönderilme Tarihi 18 Şubat 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 7 Sayı: 15

Kaynak Göster

APA Kosma, G. (2021). The Effect of Drama Methods on Enhancing Students’ Emotional Engagement in the Distance EFL Learning Context; the Mantle of the Expert Paradigm. Uluslararası Beşeri Bilimler Ve Eğitim Dergisi, 7(15), 1-16.

Uluslararası Beşeri Bilimler ve Eğitim Dergisi 

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