臺灣博碩士論文加值系統

摘要
本研究旨在探討創造性戲劇融入英文教學對台灣中學生的聽力、口說能力及英語學習動機的影響。研究對象為雲林縣一所華德福中學七年級學生，包括二名男生及六名女生。採用Elementary Anecdotes in American English以及研究者自選英國民間故事為教學教材。本研究施測時間為期六週共六堂英文課採用創造性戲劇融入教學法教學。
研究前後，學生分別接受二份全民英語檢定聽力及口說部分初級檢測及英語學習動機問卷調查，並以SPSS之成對樣本T檢定作分析。在研究結束後，並訪談受測者對創造性戲劇融入英語教學法之態度及看法。
根據分析，本研究所獲得的研究發現如下：
1. 創造性戲劇融入英文教學能增進學生英語聽力。
2. 創造性戲劇融入英文教學能增進學生英語口說能力。
3. 根據學生英語學習動機問卷分析結果顯示，創造性戲劇融入英文教學，對學生的學習動機並無顯著差異。
4. 根據學生意見調查及訪談結果顯示，創造性戲劇融入英文教學有助於提升學生學習動機及興趣。
5. 根據學生的訪談結果，創造性戲劇融入英文教學有助於學生學習專注性及提升自信。
6. 大部分的參與者認為創造性戲劇融入英文教學，讓英語學習變得有趣且更樂於學習。
關鍵字: 創作性戲劇、學習動機、聽力、口說 

ABSTRACT
This study aimed to investigate the impact of using creative drama instruction on Taiwanese junior high school students’ English listening ability, speaking ability, learning motivation and their opinions toward creative drama instruction. The participants in this study involved two boys and six girls at a Waldorf education high school in Yunlin County, Taiwan. The instruction duration lasted for six weeks, during which training class was given once a week, each time for 90 minutes. In the six-week of creative drama instruction, the researcher applied the sequence of planning, playing, discussion, and replaying in each class. The teaching materials, Elementary Anecdotes in American English and an English folk story, were chosen and revised.
The instruments included the pretest and posttest of listening and speaking of GEPT elementary level test, an English learning motivation questionnaire and an opinion survey. The scores of these tests and survey were collected and analyzed by using paired-sample t-test of SPSS 18.
After six weeks of creative drama instruction, the major findings were summarized as follows:
1. Creative drama instruction can improve students’ English listening ability.
2. Creative drama instruction can improve students’ English speaking ability.
3. In terms of their overall performance in motivation pretest and posttest, there was no significant difference.
4. According to the survey of students’ opinions toward creative drama instruction and the students’ interview, the results indicated that creative drama instruction can increase students’ learning motivation and interest.
5. According to the analyses of students’ interview, the results showed that creative drama instruction helps students concentrate on learning and have more confidence in speaking.
6. Most of participants consider that creative drama instruction makes English lessons more interesting and enjoyable.
In addition to major findings of the study, pedagogical implications and suggestions for future research were provided.

Keywords: Creative drama, motivation, listening, speaking

TABLE OF CONTENTS
摘要 ....................................................................................i
ABSTRACT ……………………………………………………………………………iii
TABLE OF CONTENTS .................................................................................................. v
LIST OF TABLES ........................................................................................................ viii
LIST OF FIGURES ........................................................................................................... x
CHAPTER ONE INTRODUCTION ............................................................................... 1
1.1 Background and Motivation .............................................................................. 1
1.2 Statement of Problems ...................................................................................... 1
1.3 Purpose of Study and Research Questions ........................................................ 2
1.4 Significance of the Study .................................................................................. 2
1.5 Definition of Terms ........................................................................................... 3
1.5.1 Creative Drama .............................................................................................. 3
1.5.2 Motivation ...................................................................................................... 4
1.5.3 Waldorf Education ......................................................................................... 4
1.6 Organization of the Study ................................................................................. 5
CHAPTER TWO LITERATURE REVIEW ..................................................................... 6
2.1 History of Creative Drama ................................................................................ 6
2.2 Approaches in Drama ........................................................................................ 7
2.3 Drama in Classroom .......................................................................................... 9
2.4 Benefits of Drama in Language Learning ....................................................... 10
2.5 Types of Drama Activities .............................................................................. 17
2.5.1 Mime ............................................................................................................ 18
2.5.2 Teacher in role.............................................................................................. 18
2.5.3 Simulation .................................................................................................... 18
2.5.4 Improvisation ............................................................................................... 19
2.5.5 Still image .................................................................................................... 19
2.5.6 Mirroring ...................................................................................................... 19
2.5.7 Role playing ................................................................................................. 20
2.6 Studies Related to Creative Drama Instruction ............................................... 20
CHAPTER THREE METHODOLOGY ......................................................................... 27
3.1 Design of the Study ......................................................................................... 27
vi
3.2 The School Setting .......................................................................................... 28
3.3 Participants ...................................................................................................... 29
3.4 Instruments ...................................................................................................... 29
3.4.1 GEPT elementary level practice test of listening and speaking ................... 30
3.4.2 English learning motivation questionnaire................................................... 37
3.4.3 Students’ opinion towards creative drama instruction ................................. 44
3.4.4 The interview questions on students’ opinions toward creative drama instruction .................................................................................................... 44
3.5 Teaching Materials .......................................................................................... 45
3.6 Training Program ............................................................................................ 46
3.6.1 Goals of creative drama instruction ............................................................. 47
3.6.2 Syllabus of class schedule ............................................................................ 47
3.6.3 Lesson plan .................................................................................................. 49
3.7 Data Analysis .................................................................................................. 54
CHAPTER FOUR RESULTS ......................................................................................... 58
4.1 Results of Research Question 1: Does Creative Drama Instruction Improve Students’ English Listening Ability? .............................................................. 58
4.2 Results of Research Question 2: Does Creative Drama Instruction Improve Students’ English Speaking Ability? .............................................................. 60
4.3 Results of Research Question 3: Does Creative Drama Instruction Increase Students’ Learning Motivation? ...................................................................... 63
4.4 Results of Research Question 4: What Are Students’ Opinions Toward Creative Drama Instruction? ........................................................................... 71
4.5 Results of Students’ Interview ........................................................................ 74
CHAPTER FIVE DISCUSSION AND CONCLUSIONS .............................................. 82
5.1 Summary of the Major Findings ..................................................................... 82
5.2 Discussion of the Results ................................................................................ 83
5.2.1 The influence of creative drama instruction on students’ English listening ability .......................................................................................................... 83
5.2.2 The influence of creative drama instruction on students’ English speaking ability .......................................................................................................... 84
vii
5.2.3 The influence of creative drama instruction on students’ learning motivation ................................................................................................... 85
5.2.4 Students’ opinions toward creative drama instruction ................................. 85
5.3 Pedagogical Implications ................................................................................ 87
5.4 Limitations of the Study .................................................................................. 88
5.5 Suggestions for Future Research ..................................................................... 89
REFERENCES ................................................................................................................ 90
Appendix A Consent Form .......................................................................................... 103
Appendix B Learning Motivation Questionnaire Chinese Version............................. 104
Appendix C Students’ Attitude toward Creative Drama Instruction Interview Questions ....................................................................................................................... 106
Appendix D Students’ Opinion toward Creative Drama Instruction
Interview Questions ................................................................................. 107
Appendix E Interview Transcription ............................................................................ 108
Appendix F Creative Drama Instruction Worksheet .................................................... 116
Appendix G Responses on Creative Drama Instruction Worksheet ............................. 118
Appendix H The Picture of Group Discussion-1.......................................................... 122
Appendix I The Picture of Group Discussion-2 .......................................................... 123
Appendix J Elementary Anecdotes in American English Story 1 ............................... 124
Appendix K Elementary Anecdotes in American English Story 13 ............................ 125
Appendix L My Comic~Stone Soup ............................................................................ 126

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