臺灣博碩士論文加值系統

Abstract
The main purpose of this study was to explore the application of drama teaching activity in English classroom for students of vocational high school. Drama, one of the communicative language teaching methods, using storybooks as the natural language input could provide opportunities for students to use the language as learning output.
The target participants of this study were a freshman class from a vocational high school located in eastern Tainan. The class consisted of 47 students (11 male students and 36 female students) aged between 16 to 17 years old, with English proficiency ranged from high-basic to low-intermediate. The entire study was carried out in an “Oral English” class for ten weeks with a total of 110 minutes a week.
This study was a combination of both qualitative and quantitative research. For the quantitative part of this study, descriptive analysis of all questionnaires, including pre-test questionnaire and post-test questionnaire, were carried out using frequency and percentage. As for the qualitative part, data included open-ended questionnaire, class observation, individual student interview, as well as group focused interviews were gathered for coding and recoding, using grounded theory for data analyzing.
Within the context of drama teaching activity, students felt free, supportive, and were more willing to learn and express themselves. Fluent and confident English were spoken by students. Moreover, students learned to be responsible for their learning and respect others’ opinions. Sound evidences proved that drama could promote learning motivation, make use of various learning strategies, provide cooperative learning and increase students’ self-efficacy in the process of language learning. Therefore, based on the findings and results of the study, drama did prove to be an effective teaching method for students of vocational high school.

Table of Contents

Chinese Abstract………………………………………………………………………..iv
English Abstract………………………………………………………………………....v
Table of Contents……………………………………………………………………….vi
List of Tables……………………………………………………………….………..….ix

Chapter One Introduction
1.1 Background and motivation………………………………………………….…....1
1.2 Purpose of the study………………………………………………………….……2
1.3 Research questions………………………………………………………….……..4
1.4 Significance of the study…………………………………………………….…….4
1.5 Definition of terms………………………………………………………….……..6

Chapter Two Literature Review
2.1 Introduction…..…………………………………………………………………8
2.2 The importance of teaching material…..…………………………………….….8
2.3 Communicative reading teaching……..………………………………….....…10
2.4 Purpose for using story book…..……………………………………………....11
2.5 Concept of communicative language teaching……..………………….............12
2.5.1 The characteristics of communicative language teaching……………….........15
2.5.2 The advantages of communicative language teaching……………………......16
2.5.3 The disadvantages of communicative language teaching……………….…....17
2.5.4 The activities of communicative language teaching……………………….…19
2.5.4.1 Role playing……………………………………………………………… ….21
2.5.4.2 Drama in language teaching……………………………………………….…21
2.5.4.3 Reader’s Theater………………………………………………………….…..24
2.6 Learning motivation……..…………………………………..………...….….25
2.7 Learning Strategy…………………..………………….……..……………....28
2.8 Cooperative Learning…..…………………………………..…….……….….30
2.9 Self-efficacy…………………………………………………..………….…..31
2.10 Related case studies…………………………………………..……………....32

Chapter Three Methodology
3.1 Introduction……………...………………………………………………...…37
3.2 Research questions…..…………………………………………………….....37
vi
3.3 Participants…………..………………………………………………………...38
3.4 Non-participant observer……………..…………………………………….….40
3.5 Course description…………..…………………………………………….…...40
3.6 Instruments…..………………………………………………………………...41
3.7 Pilot Study…………………………………………………………………......44
3.8 Procedures…………..…………………………………………………….…...45
3.9 Data collection……..…………………………………………………………..49
3.10 Data Analysis…………………………………………………………………..50

Chapter Four Findings and Discussions
4.1 Introduction……………………………………………………………...…….52
4.2 Summary of the Questionnaires…………………………………..…….……..52
4.2.1 Four Major Categories………………………………………………..…....….53
4.2.1.1 Learning Motivation………………………………………………………….53
4.2.1.2 Learning Strategy………………………………….…………………………59
4.2.1.3 Cooperative Learning………………………………………………….……..63
4.2.1.4 Self-efficacy………………………………………………………………….66
4.3 Summary of Open-Ended Questionnaire, Teacher Observations,
Individual Student Interview and Group Focused Interview………..…….…69
4.3.1 Results in Open-Ended Questionnaire……………………………….…..…..70
4.3.1.1. Learning Motivation…………………………………………………………70
4.3.1.2 Learning Strategy……………………………………………………………..72
4.3.1.3. Cooperative Learning………………………………………………………..73
4.3.1.4 Self-Efficacy………………………………………………………..………...74
4.3.2 Results in Class Observation……………………………………………..….75
4.3.3 Results from Individual Student Interview…………………..…………..…..77
4.3.4 Results from Group Focused Interview………………………………..…….79
4.4 Negative Voices from the Qualitative Part of the Study……………..……….81
4.5 Discussion…………………………………………………………..………...82

Chapter Five Conclusion
5.1 Introduction……………………………………………………………………85
5.2 Summary of Major Findings…………………………….………….....………85
5.3 Pedagogical Implication……………………………………………….………87
5.4 Suggestions for Future Research……………………………………...……….88

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