Anda di halaman 1dari 10

Disclaimer: This is a machine generated PDF of selected content from our databases.

This functionality is provided solely for your


convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
Subscription and License Agreement and/or the Gale Virtual Reference Library Terms and Conditions and by using the machine
generated PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the
machine generated PDF functionality and any output derived therefrom.

The effect of drama activities on affective variables in teaching English to young adult learners/Genc yetiskinlere ingilizce ogretiminde
dramanin duyussal degiskenler uzerindeki etkisi
Muge Kalipci
Journal of Language and Literature Education. .17 (Winter 2016): p1. From InfoTrac Educational Database 2017.
Copyright: COPYRIGHT 2016 Association for Educational Research and Practices
http://www.jllesite.org/aboutjlle.html
Abstract:
This article aims to describe the effect of drama activities on affective variables: motivation, attitude, anxiety, and self-confidence in
teaching English to young adult learners. The study, which covers the first semester of the 2012-2013 academic year, was conducted
with 80 students in English preparatory class at Erciyes University in Kayseri, Turkey. In order to measure participants' attitude and
motivation level, a test battery called Attitude/Motivation Test Battery (AMTB) designed by Gardner (1985) has been used. The
questionnaire used to test students' anxiety level is the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz,
Horwitz and Cope in 1986. The scales were analyzed using the SPSS 22.00 (Statistical Package for Social Sciences) and
significance level was taken as p=0.05. The results obtained showed that the experimental group which has drama assisted
instruction in constructive learning environment experienced a decrease in their anxiety levels by the end of the research period.
Moreover, in the course of the experimental process, the motivation and the interest has been relatively higher in the experimental
group and it has been determined that students in the experimental group have positive perceptions of the drama.
Keywords: motivation, anxiety, attitude, drama, foreign language teaching Introduction
Bu makalenin amaci, genc yetiskinlere Ingilizce ogretiminde drama teknigi kullaniminin ogrencilerin sahip olduklari motivasyon, kaygi,
tutum ve ozguven gibi duyussal faktorler uzerindeki etkilerini ortaya cikarmaktir. 2012-2013 akademik yili birinci yariyilini kapsamakta
olan bu arastirma, Erciyes Universitesi Ingilizce hazirlik sinifinda ogrenim gormekte olan 80 ogrenci uzerinde gerceklestirilmistir.
Ogrencilerin yabanci dil ogrenmeye yonelik tutum ve motivasyonunu olcmek icin Gardner (1985) tarafindan gelistirilen
Tutum/Motivasyon Test Olcegi (English Attitude/Motivation Test Battery), kaygi duzeylerini olcmek icin ise Horwitz, Horwitz ve Cope
(1986) tarafindan gelistirilen Yabanci Dil Dersi Kaygi Olcegi (Foreign Language Classroom Anxiety Scale) kullanilmistir. Elde edilen
verilerin degerlendirilmesinde SPSS 22.00 (Statistical Package for the Social Sciences) programi kullanilmis ve anlamlilik duzeyi
p=0.05 olarak alinmistir. Drama teknigi ile Ingilizce dersi alan deney grubu ogrencilerinin arastirma suresi sonunda kaygi duzeylerinde
bir azalma yasadiklari, ve arastirma suresince, motivasyon ve ilgi duzeylerinin nispeten daha yuksek oldugu gorulmektedir. Ayrica
deney grubu ogrencilerinin yabanci dil derslerinde drama kullanimina dair olumlu algilari oldugu saptanmistir.
Anahtar Kelimeler: motivasyon, kaygi, tutum, drama, yabanci dil ogretimi
Full Text:
The present educational context in Turkey puts a great deal of emphasis on foreign language education, primarily English. English is
taught at different levels in Turkish national education system, ranging from primary schools to the institutions of higher education.
Moreover, private language schools and courses for English for specific purposes serve the demands of education in society for
proficient learners of English. In recent years, English has started to be included in pre-school, as well. However, despite all these
years of foreign language instruction expected to serve the demands of education and job market, a satisfactory level or results still
cannot be achieved. In fact, learning English effectively has always been problematic for Turkish students since they are exposed to
the target language mostly solely at school in their language classes. They lack the immediate opportunity to use the target language
in their daily life. After having English classes for a few years, students usually express their fears, boredom, and uneasiness for
learning English. The feeling of frustration in learning English is more intensely felt among university freshmen. According to Baskan
(2006), university students have been learning English for up to six years on average and they have already got tired of the thing
called 'English'. From this respect, it is a must that these students overcome their feelings of desperation and they should be
remotivated (p.71). Most students usually feel discouraged by high levels of anxiety and become hopeless about their own learning.
This causes a decline in their motivation and adversely affects their attitude to the target language, its culture, the language
classroom and even to the instructor delivering the class. Unwillingness to participate in learning activities in the classroom most
often leads to a loss of interest, faith and effort in learning a new language among learners.
It is beyond argument that affective variables are believed by language practitioners to enhance the quality of language instruction in
the classroom. According to Krashen (1982), one obstacle that shows itself during language acquisition is the 'affective filter'; that is a
screen influenced by emotional variables that can prevent learning through helping speed or causing an obstacle in transmission of
the comprehensible input to the brain's language processing faculties. As the earlier studies have revealed, besides cognitive factors
such as intelligence and aptitude to learn a foreign language, affective factors like attitude, motivation, and anxiety are crucial for
successful learning (Bloom, 1976; Oxford & Shearin, 1994; Yamashita, 2004). Jenkins (2015) points out that "[teachers] could have a
lesson packed with excellent activities delivered in a safe classroom environment, but a student experiencing anxiety will struggle to
acquire the day's language" (p. 35). The studies on the use of drama as a teaching tool reveal that drama helps learners hold down
their affective filter, enhancing better language learning. Waninge, Dornyei, & de Bot (2014) emphasize that contextual factors play a
fundamental role in increasing or lowering learners' level of motivation and they add that
if we look at the learning environment of a language classroom and focus on the behaviour of individual learners, their
performance will be affected by various layers of contextual influences such as the behaviour of friends and classmates,
the constraints of the classroom space, or the leadership functions exercised by the teacher. (p. 706)

A lot of contributors in the field focus on various activities, exercises, games and techniques related to drama in language teaching
that teachers can use in their teaching to activate language and allow learners to have fun in the learning process (Maley & Duff
1978; Dougill, 1987; Wessels, 1987; Butterfield, 1989; Baldwin, 2004; Almond, 2005, Schewe & Shaw, 1993). Role-plays and
simulation activities develop conversational competence among learners as they prompt authentic conversational interaction between
students. Mime can be used in foreign language classroom to touch upon the paralinguistic features of the target language. Students
can mime anything such as objects out of a box, leisure time activities, daily routines or short incidents like robbery, shopping at a
market, and being lost. Song (2000) suggests drama as an effective technique to promote positive orientation and attitude towards
learning language. Learners develop a sense of community and a group dynamic, which, in turn, helps them reduce anxiety in
English classroom. Davies (1990) underlines student-centered nature of drama as one of the greatest benefits in language teaching
as;
The student-centredness inherent in all dramatic activities also improves students' maturity and motivation, and the
physical involvement contained in drama along with the concept of learning language through action is an effective
variation on the method of Total Physical Response and other holistic approaches to language teaching, where the learner
rather than the language or indeed the teacher is at the centre of the learning process. (p. 97)2

Although a great deal of research has been conducted on the use of drama type activities for young learners in reducing the affective
filter (Fuentes, 2010; Shand, 2008), increasing motivation and academic success, a gap exists in the literature with respect to young
adult or older adult language learners. With this in mind, this study is an attempt to investigate the effect of drama on the complex
interrelatedness of affective factors, namely anxiety, motivation, and attitude, influencing foreign language learning in young adults at
university preparatory class. This study, which may contribute to the literature as a research which reveals the effect of drama as a
technique in teaching English to young adult learners at preparatory level, seeks to find an answer to the questions below:
1. To what extent are the participants anxious and motivated about learning English?
2. Is there a change in the levels of anxiety, motivation, and attitude experienced by the participants from the first administration of
the scales to the second administration?
3. To what extent, if any, is there a correlation between the participants' stated level of anxiety and motivation?
4. In what ways, if any, does drama have distinct effects on a positive change in students' attitude and motivation towards learning
English?
Methodology
Setting and Participants
All the participants in this study were chosen among the students ranging in age from 17 to 21 enrolled in the School of Foreign
Languages at Erciyes University in the first semester of the 2012-2013 academic year. The students who served as the subjects for
this study pursue a diverse range of majors that include Finance, Business, Engineering, Nursing, Civil Aviation and Dietetic. There
was one experimental group with a total of 40 students and one control group consisting of another 40 students. The selection of
these two classes was primarily based upon the availability. At the beginning of every academic year students at the School of
Foreign Languages are placed in classes depending on their current level of English from beginner to intermediate. They are given
the placement test to determine their groups, basically C (elementary and above) or D (beginner). Both classes selected for the study
were D groups with an adequate sample size following the same syllabus. Out of a total of 80 participants, none were native
speakers of English and all were at the beginner level. The data were collected from these 80 students throughout the first semester,
which lasted 14 weeks.
Instruments
Materials used in this study included several drama activities chosen by the researcher to use in English classes with the
experimental group as a treatment during the research period (see Appendix A). As a condition to obtaining permission to carry out
this research, it was agreed to follow weekly schedule in congruent with school's yearly schedule, and therefore drama activities were
chosen accordingly and various activities that were specially suited to the participants were integrated into English lessons
selectively. On the other hand, the lessons with control group did not include any drama activities.
In order to collect data on the participants' level of anxiety and motivation and therefore to answer the first research question, 'to what
extent are the participants anxious and motivated about learning English?, a variety of tests were chosen and their results were
examined for consistency. According to Dornyei and Csizer (2002), a long and sophisticated instrument is needed for a
comprehensive measure of motivation (p. 428). Therefore, to assess students' motivation and attitude towards learning, ranging from
'strongly agree' to 'strongly disagree', original 6-scale format of AMTB developed by Gardner (1985) and revised by Gardner,
Tremblay, and Masgoret (1997) was employed. The questionnaire with its established reliability and validity (Gardner, 1985; Gardner,
Tremblay & Masgoret, 1997; Gardner & Masgoret; 2003) has been used in a significantly large number of studies focusing on
affective variables that influence foreign/second language (Atay & Kurt, 2010; Gardner & Lambert, 1972; Kristmanson, 2000;
Tahernezhad, Behjat & Kargar, 2014; Williams, Burden & Lanvers, 2002). The total possible score on the AMTB was 375. The
participants who scored between 1 and 125 were placed into 'low' category which indicated little or no motivation. The students who
scored between 126 and 250 were considered to be 'moderately' motivated while the ones who scored between 251 and 375 were
placed in the 'highly' category. AMTB items are made of 12 scales as pointed out in Table 1:
Table 1. Scales for AMTB items Questionnaire Item No Scale Positively Keyed Negatively Keyed Interest in Foreign 1, 21,
42, 65, 85 12, 32, 55, 76, 95 Languages Parental Encouragement 2, 22, 43, 48, 57, N/A 66, 86, 103 Motivational Intensity
13, 33, 56, 77, 96 3, 23, 44, 67, 87 English Class Anxiety 16, 36, 60, 80, 98 4, 24, 45, 68, 88 English Teacher
Evaluation 5, 25, 46, 69, 89 14, 34, 58, 78, 97 Attitudes toward Learning 6, 26, 47, 70, 90 18, 38, 62, 82, 100 English
Attitudes toward 7, 27, 40, 53, 49, N/A English-speaking people 71, 91, 104 Integrative Orientation 8, 28, 50, 72 N/A
Desire to Learn English 9, 29, 51, 73, 92 17, 37, 61, 81, 99 English Course Evaluation 20, 41, 64, 84, 102 10, 30, 52,
74, 93 English Use Anxiety 11, 31, 54, 75, 94 19, 39, 63, 83, 101 Instrumental Orientation 15, 35, 59, 79 N/A

The questionnaire used to test students' anxiety level at the beginning and at the end of the research period is the FLCAS developed
by Horwitz, Horwitz and Cope in 1986. Due to the scale's success on construct validity and reliability, FLCAS has been extensively
used by number of researchers in exploring learners' foreign language anxiety (Aida, 1994; Arnaiz & Guillen 2012; Ay, 2010;
Batumlu, 2006; Bekleyen, 20014; Chang, 2009; Ganschow & Sparks, 1996; Liao, 1999; Maeng 2007). The FLCAS is a 33-item
instrument that determines the degree to which students feel anxious during language classes by assessing their communication
apprehension, test anxiety, and fear of negative evaluation in the foreign language classroom. Each item is a statement followed by a
five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), with which the participants indicate the degree to which
they agree or disagree with each of the items. When the statements of FLCAS were negatively worded, responses were reversed
and recoded so that, at any time, a high score represented high anxiety. FLCAS items are made of 4 domains as shown in Table 2:

Table 2. Domains for FLCAS items Causes of Language Anxiety Question Number Communication Anxiety 1, 9, 14, 18, 24, 27,
29, 32 Fear of Negative Evaluation 3, 7, 13, 15, 20, 23, 25, 31, 33 Test Anxiety 2, 8, 10, 19, 21 English Classroom
anxiety 4, 5, 6, 11, 12, 16, 17, 22, 26, 28, 30

The participants were grouped into three main categories 'high', 'moderate' and 'low' to analyze their level of motivation and anxiety
based upon their scores on each of the two questionnaires. The total score on the anxiety test was 165. All the participants who
scored between 1 and 55 were considered to possess little or no anxiety and they were put into the 'low' anxiety category. The scores
between 56 and 110 indicated moderate levels of anxiety and students who scored between 56 and 100 were placed into the
'moderate' anxiety group, while those who scored between 111 and 165 were out into the 'highly' category.
In addition to the scales mentioned above, individual semi-structure interviews (see Appendix B) were used in this study to gather
more information about the participants' motivation, anxiety, and attitude towards learning English in general. The participants were
interviewed to find out their views and opinions towards the drama activities in their English classes. The interviews aimed at
answering particularly the last research question, that is, 'in what ways, if any, does drama have distinct effects on a positive change
in students' attitude and motivation towards learning English?' In employing semi-structured interviews, it was hoped that participants
would be allowed to state their ideas and emotions more freely, and they could provide further justification for their responses. Four
sessions of interviews were held with 10 different students each time chosen randomly among 40 participants within the experimental
group. Each of the individual interviews took twenty-five to thirty-five minutes to perform. The students were first asked to write their
answers to the questions on interview sheet and they were then interviewed orally. Extra notes were taken by the researcher during
this time.
Procedures and Data Analysis
AMTB, and FLCAS were administered to students not earlier than the end of the third week. In doing so, it was hoped that students
would already overcome their timidity caused by being in a new class and not knowing the instructor. The participants were informed
that these tests were intended to be used as a part of an academic research and they were assured that their identity would be kept
confidential. In order to render the study intact, the participants were not told that their affective variables were being researched. In
the last week of the semester, the same two instruments, AMTB and FLCAS, were administered to the participants once again to
detect any possible changes and therefore to answer the second research question, 'is there a change in the levels of anxiety,
motivation, and attitude experienced by the participants from the first administration of the scales to the second administration?'. The
scales were analyzed using the SPSS 22.00 (Statistical Package for Social Sciences) and descriptive statistics such as the mean,
percentage, and the standard deviation were used during the analysis. Statistical analyses of the data were done through
independent samples t-tests which were used to examine the significance of differences between the two groups concerning their
scores before and after the treatment. Paired-sample t-tests were used to reveal whether there were any significant differences within
each group concerning their scores before and after the treatment.

In order to collect additional data that could support the findings, individual interviews were also evaluated. The procedures adopted
for the interpretation of the answers for the interviews were divided into the following stages: careful reading of each copy of the
answers, summary of the main points mentioned by each participant, and organization of the summaries into the similar categories.
Results and Discussions

Results of Attitude/Motivation Test Battery


The result of the paired sample t-test used to determine the significance of difference between the scores that experimental group got
on AMTB before and after the treatment is displayed in Table 3.
Table 3 contains the results of the paired sample t-test for the experimental group's AMTB scores before and after the treatment. It
shows the mean, standard deviation, t-value, lowest score, highest score, and the significance value of the experimental group. As it
can be seen, the differences between the scores of the participants on AMTB before and after the drama activities are significant
since the level of significance for each domain is smaller than the threshold level 0.05. As Table 3 is observed, it is seen that there is
a statistically significant difference between the scores the participants of experimental group got before and after the treatment for all
domains, namely interest in language learning (t=-6.162 and p<.05), parental encouragement (t=-4.484; p<.05), motivational intensity
(t=-6.851 and p<.05), English course evaluation t=-7.721 and p<.05), attitudes toward learning English (t=-6.664 and p<.05), attitudes
toward English-speaking people (t=-5.323 and p<.05), integrative orientation (t= -4.235 and p<.05), desire to learn English (t=-5.887
and p<.05), English course evaluation (t= -11.494 and p<.05), English use anxiety (t=10.625 and p<.05), and instrumental orientation
(t= -4.462 and p<.05). Even though mean scores for the participants' attitudes toward learning English and for instrumental

orientation appear to be close,, the participant number of the study make the difference between these scores statistically meaningful.
The results show that participants had more positive orientation toward learning English and the experiment was effective on
increasing learners' instrumental orientation.
The result of the paired sample t-test used to determine the significance of difference between the scores that control group got on
AMTB on the first and second administration is shown in Table 4.
A close look at the table 4 shows that the significance level is bigger than 0.05 in all the domains except for interest in foreign
languages (t=-1.868 and p<.05), English teacher evaluation (t=-7.380; p<.05), integrative orientation (t=-2.481 and p<.05), and
English course evaluation (t=-2.570; p<.05). In view of these results, it can be concluded that participants did not experience any
considerable change in their levels of parental encouragement (t=-282; p>.05), motivational intensity (t=-1.166; p>.05), English class
anxiety (t=.515; p>.05), desire to learn English (t=-.827; p>.05), English use anxiety (t=.526; p>.05), instrumental orientation (t=.104;
p>.05), attitudes toward learning English (t=1.196; p>.05), or toward English-speaking people (t=1.597; p>.05) from the beginning of
the semester to the end.

Results of Foreign Language Class Anxiety Scale


The result of the paired sample t-test used to determine the significance of difference between the scores that experimental group got
on FLCAS before and after the treatment is shown in Table 5.
The data in Table 5 suggests that the experiment had positive results on the participants in reducing their anxiety level on a large
scale. As Table 5 is observed, it is seen that there is a statistically significant difference between the scores the participants of
experimental group got before and after the treatment for all domains, namely communication anxiety (t=10.985 and p<.05), fear of
negative evaluation (t=10.380; p<.05), test anxiety with (t=9.343; p<.05), and English classroom anxiety (t=11.607; p<.05).Regarding
the degree of overall decrease, it can be concluded that the experiment was successful at lowering participants' foreign language
classroom anxiety in general.
The result of the paired sample t-test used to determine the significance of difference between the scores that the participants in
control group got on FLCAS on the first and second administration of the scale is displayed in Table 6.
The data in Table 6 suggests that there is a statistically significant difference between the participants' scores for communication
anxiety (t=-8.497; p<.05), fear of negative evaluation (t=-7.043; p<.05), test anxiety (t=-4.389; p<.05), and English classroom anxiety
(t=-7.851; p<.05). However, it is seen that the participants' stated levels of anxiety increased and affected their scores negatively.
Regarding the degree of overall increase in mean scores from the first administration of the scale to the second, it is observed that
the respondents in control group experienced high levels of anxiety during the period the experiment was carried out. In other words,
the learners felt unconfident and anxious in their classroom environment throughout the semester.
Pearson correlation results for the experimental group (AMTB/FLCAS)

In order to measure the correlation between AMTB and FLCAS scores of the experimental group before and after the treatment, and
therefore answer the third research question, 'to what extent, if any, is there a correlation between the participants' stated level of
anxiety and motivation?', Pearson correlation is used. Table 7 displays the result of the analysis performed.
When the results in Table 7 are observed, it is seen that there is a highly positive correlation between the AMTB scores the
participants in the experimental group got before and after the treatment at .974 level. With reference to the data, it can be concluded
that the experiment had a positive effect on increasing participants' attitude and motivation toward learning English. Likewise, there is
also a highly positive correlation between FLCAS scores the experimental group gets before and after the treatment scores at .879
level. Referring to this significant result, one can say that the students in question experienced an overall decrease in their anxiety
towards learning English by means of the experiment carried out.
Analysis of the Student Interviews
Regular semi-structured interviews held with students throughout the semester have proven that drama in English language teaching
classroom is influential in terms of lowering students' anxiety while increasing their motivation and interest. The participants of the
experimental group, 40 in total, were interviewed in order to collect their opinions of drama activities used in class and their answers
to each question were examined in order to find common patterns. After the main ideas mentioned by each participant were
summarized, they were organized into similar categories. Based on the recurring answers, there are 5 main categories that have
emerged and the table below summarizes these categories.
The categories extracted from students' answers to the interview questions reflected the research questions. In terms of motivation
and attitude, they were asked whether these kind of activities helped them overcome their negative feelings related to learning a new
language, and how. Almost all the students accepted that they had higher motivation compared to the first month of the semester.
Most of the students spoke well for drama and they all agreed that they had more positive feelings in those lessons when compared
to other English classes. Main reason that lies behind this considerable increase in motivation and attitude towards English is that
due to a welcoming and comfortable learning environment, they were not afraid of making mistakes in class. 80 % of the students
indicated that they did not feel afraid to speak in these classes because they did not worry about being humiliated or laughed at by
others. Participants in this study noted that working together helped them become more acquainted with their classmates, building
better relationships in a short time. It was more fun and much safer to learn English with peers rather than practicing alone. 70 % of
the students accepted that they felt like "one big group" and developed good friendships.

In making language learning an active experience, drama makes English classes more vivid, stimulating and energetic for learners.
90 % of the participants indicated that they consider drama as an interesting way of learning English, and they were looking forward
to upcoming classes since they knew that they would learn something new each time without being overwhelmed by series of
abstract rules and pages of note-taking. An example of the students' translated responses is as follows:
"I hated studying English simply because I have been learning it since primary school and every year it is the same! I don't want to
see teachers writing grammar rules on the board and asking me to do the exercises on page whatever all the time. It's so boring! To
be honest, I loved the exercises we did in your classes. At first, I was a bit hesitant to initiate a conversation with others in class. I was
feeling embarrassed. But after we got used to each other, it was fun to practice English competing in groups to perform the best." (P
1)

In terms of anxiety, 97.5 % of the participants confirmed that they were feeling less anxious by the end of the semester. Working
together in groups and taking on different roles each time helped them to relax. One student who noted that she had never been
exposed to English before and for this reason she was so nervous that she was thinking of quitting the school, confirmed that she
began to understand the lessons better through different activities they did in class. She indicated that she grew in self-confidence
and her quiz results were slightly better each time.
In stimulating students' intellect, imagination and drawing upon their creativity, drama helps learners enhance their abilities. 67.5 % of
the students stated that they experienced an overall increase in their English language capabilities. Some noted that their vocabulary
was enriched while some others said that they were better at making grammatically correct and at the same time meaningful
sentences thanks to short script/dialogue writing activities they did in class. 25% of the students reported that they had a chance to
use the language authentically:
"Some activities were like real. I loved role-playing the tourist lost in the city center trying to find out his way through different people's
directions. Last summer, a tourist asked me how to get somewhere and I could not help him. It reminded me of that moment and I
understood how he might have felt." (P 5)
"The exercises we did about daily routines and job interviews were very useful and enjoyable. I am going to apply for Work and
Travel program and I had never had the experience of being interviewed before. The activity we did in class was like real. All the
tension, the preparation ... I enjoyed it and learned a lot from it. I like the way you, as a teacher, joined some of our activities and
taught some spoken language phrases or expressions. I noted them down in my notebook." (P 40)
"When someone started a conversation in English, the only thing I could say in responses was 'yes', 'no', 'ok', 'I don't know' 'maybe'
and 'it depends'. Now I can communicate better because I know that I can also use my body, face, hands to help me." (P 17)
Drawing from the findings of the study, one can conclude that drama activities in the teaching of English to young adult learners was
effective for the improvement of motivation, attitude, self-confidence, and lowering of anxiety. The students' positive perceptions as
drawn from the qualitative analysis are in accordance with statistically significant differences on the scales of AMTB and FLCAS. The
participants in the experimental group all got involved to a great extent and they were active throughout the semester. The students
were able to bring up their ideas and come up with new suggestions every time they were asked to give feedback on what they
observed or experienced. Integrating drama activities into a foreign language classroom was so fruitful and rewarding in that it made
a creative, enjoyable, active and playful approach possible. A safe and comfortable environment where learners are able to practice
their language abilities supplied the learners with a motivating and inspiring atmosphere.

Conclusion
The findings of this study, which was conducted to investigate the effects of drama activities on affective variables in teaching English
as a foreign language to young adult learners, support the results of a great number of studies (Coyle & Bisgyer, 1984; DiPietro,
1987; Green & Harker, 1988; Haught, 2005; Kao, 1995; Kramsch, 1985; Nunan, 1987; Shacker et al. 1993; Wilburn, 1992; Wagner
1988) which have proved and advocated the effectiveness of teaching language through drama. The current study vividly showed
that drama in language learning helped learners to increase their motivation and self-confidence in time while lowering their learning
anxieties and fears accordingly. In making instruction more fun and classes more engaging, drama fostered interest and lowered
inhibitions.The findings regarding the motivation and interest of students towards learning English as a foreign language have
revealed that drama, as a cooperative and communicative tool for language development, has a positive effect on students' attitude
and motivation to learn English. In yielding various unique results each time, drama draws on entire human resource of the class and
it naturally motivates learners since they are given the opportunity to put some creativity and individuality into their own learning. It is
certain that the participants had highly positive experiences while learning English through drama activities. Drama employed in class
enabled learners to have pleasure in learning, interact with other class members at high levels of participation, and thus build a sense
of community which fed their self-confidence in turn. Not only did the students, as the creators of meaning, take initiative in their own
learning by volunteering more in class but they also learned how to cooperate with their peers. Dornyei (1994) suggests that in order
to motivate language learners teachers should "promote the development of group cohesion and enhance intermember relations by
creating classroom situations in which students get to know each other and share genuine personal information, and including gamelike intergroup competitions" (p. 282). Small group works within drama motivated students to share their knowledge, think of
themselves as a team in which they incorporate something of their own personality, which in turn helped to create a peer- group
acceptance, a sense of security and self-esteem.
In an L2 environment enriched by the inclusion of drama activities, students feel less anxious during their learning process as
differences among students are valued, various interests are appreciated and brought together to create harmony. The results also
support those of similar studies (Atas, 2015; Iamsaard & Kerdpol, 2015; Moghaddas & Ghafariniae; 2012). Atas (2015), in her study

on drama and anxiety reduction among EFL learners, discusses that "the use of drama in foreign language teaching promotes
positive feelings toward the learning experience while it increases the likelihood that students will continue to involve themselves in
language training" (p. 968). Iamsaard and Kerdpol (2015) state that dramatic activities in a foreign language class enable students to
learn through their interactions and create meaningful language behaviors free of communication anxiety. Besides these positive
influences, drama also provides the comprehensible input that is essential for learners to learn English successfully in meaningful
contexts. After all, the learning process through drama comes about at various levels in respect to the learning context, social and
personal skills during an interactive process.
Since most of the drama activities required active participation of the students and the study of the characters, it also led to a radical
change in student-teacher relationships. The students got the understanding that teacher was neither the source of all knowledge nor
controlling or directing the students. The AMTB results on the domain of participants' evaluation of English teacher also coincide with
the student interview results which indicate that the student-teacher relationship has been improved through supportive and nonthreatening classes where students are active, confident, and motivated as learners.
With respect to the obtained findings, it was come up with a certain conclusion that drama has a significant impact on enhancing
learners' attitude and motivation, and lowering anxiety levels. Through the incorporation of drama activities in everyday English
language teaching, students can develop more positive attitudes and orientation towards learning English.
Pedagogical Implications

On the basis of the results of the present study, some pedagogical implications can be suggested which might be useful for language
instructors in reducing students' level of anxiety and increasing their motivation and self-confidence in language classes. One of the
greatest outcomes of using drama in teaching English to young adult learners is that students gain more confidence in using English
since they experience the language in operation through cooperation, collaboration and self-control. Bringing down the anxiety of the
learners might increase their chance of receiving greater language input and being well-prepared for better output. Based upon what
has been discussed previously, it can be concluded that drama activities in teaching of English as a foreign language can have fruitful
conclusions for learners and significant pedagogical implications for language teachers. It is hoped that this study may encourage
further research in the area of drama in teaching English as a foreign language by other interested researchers. Drama is an
excellent instrument for teaching English as a foreign language to meet the demand of student-centered, communicative and
collaborative ways of teaching. The dynamic, creative, and lively nature of drama activities spices up the learning environment for
learners who develop confidence and motivation through several group-work opportunities in which they feel emotionally secure.
References
Aida Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of
Japanese. The Modern Language Journal, 78(2), 155-168.
http://www.ccsenet.org/journal/index.php/elt/article/viewFile/13878/9524 (12.11.2013)
Almond, M. (2005). Teaching English With Drama. London: Modern English Publishing.

Arnaiz P. and F. Guillen. (2012). "Foreign language anxiety in a Spanish university setting: interpersonal differences". Revista de
Psicodidactica, 17(1), 5- 26.
Atay, D. and G. Kurt. (2010). "The socio-educational model of second language education: Turkish context". Procedia Social and
Behavioral Sciences, 1(2), 3088-3093.

Ay S. (2010). "Young adolescent students' foreign language anxiety in relation to language skills at different levels". The Journal of
International Social Research ,3(11), 83-92.
Batumlu Z. (2006). The effect of anxiety level of YTU School of Foreign Languages on achievement scores of English (In Turkish).
Yildiz Teknik University. Published MA thesis. Istanbul.
Bekleyen N. (2004). "Foreign language anxiety". Social Sciences Journal of Cukurova University, 13(2); 27-39.
Baldwin, P. (2004). With Drama in Mind: Real Learning in Imagined Worlds. London: Continuum.

Baskan, O. (2006). Yabanci Dil Ogretimi: Ilkeler ve Cozumler. Istanbul: Multilingual.


Butterfield, T. (1989). Drama Through Language Through Drama. Banbury: Kemble Press.

Bloom, B. S. (1976). Human Characteristics and School Learning, U.S.A.: McGraw-Hill Book Company.
Chang, Li-Yu. (2009). Acting it out: children learning English through story-based drama.
University of Warwick. Unpublished Doctoral Dissertation. Available at http://wrap.warwick.ac.uk/3128/1/WRAP THESIS ChangL
2009.pdf
Coyle, J.M., and D.M. Bisgyer. (1984). What constitutes "genuine" communication in the adult L2 classroom? A search for a definition
through classroom observation research. Washington DC: Washington Consulting Group, Inc.
Davies, P. (1990). "The Use of Drama in English Language Teaching". TESL Canada Journal, 8(1), 87-99.

DiPietro, R.J. (1987). Strategic Interaction: Learning Languages through Scenarios. Cambridge: Cambridge University Press.
Dougill, J. (1987). Drama Activities for Language Teaching. London: Macmillan.
Dornyei, Z. (1994). "Motivation and Motivating in the Foreign Language Classroom". The Modern Language Journal, 78 (3), 273-284.
Dornyei, Z. and K. Csizer. (2002). "Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide
survey". Applied Linguistics, 23(4), 421-462.
Fuentes, A. G. (2010). Break a leg! The use of drama in the teaching of English to young learners. A case study".
http://www.spertus.es/Publications/Araceli/29AESLA 2010.pdf (20.09.2013).

Gardner, R.C. and W.E. Lambert. (1972). Attitudes and Motivation in Second Language Learning. Rowley, Mass: Newbury House.
Gardner, R. C. (1985). The Attitude Motivation Test Battery: Technical Report 1. University of Western Ontario: London.

Available at http://publish.uwo.ca/~gardner/docs/AMTBmanual.pdf
Gardner, R. C., P. F. Tremblay and A. M. Masgoret. (1997). "Toward a full model of second language learning: an empirical
investigation". The Modern Language Journal, 81, 344-362.
Gardner, R. C., and A. M. Masgoret. (2003). "Attitudes, motivation, and second language learning: A meta-analysis of studies
conducted by Gardner and associates". Language Learning, 53 (1), 123-163.
Green, J. L. and J.O. Harker. (1988). Multiple perspective analysis of classroom discourse. Ablex, Norwich: NJ.
Haught, J. (2005). Embodied Language Performance: Mediational Affordances of Dramatic Activity for Second Language Learning.
University of Nevada. Unpublished doctoral dissertation. Las Vegas.
Horwitz, E.K., M.B. Horwitz, and J.A. Cope (1986). "Foreign Language Classroom Anxiety". The Modern Language Journal, 70 (2),
125-132.
Iamsaard, P., and S. Kerdpol (2015). "A Study of Effect of Dramatic Activities on Improving English Communicative Speaking Skill of
Grade 11th Students". English Language Teaching, 8(11), 69-78.
Jenkins, A. (2015). "Guided Meditation in the English Language Classroom". English Teaching Forum, 53 (51), 35-38.
Kao, S.M. (1995). From script to impromptu: Learning a second language through process drama. P. Taylor and C. Hoepper (Eds.),
In Selected Readings in drama and theatre education: The IDEA' 95 papers (pp. 88-101). Brisbane, Australia: National Association
for Drama in Education Publications.
Kramsch, C.J. (1985). "Classroom interaction and discourse options". Studies in Second Language Acquisition, 7 (2), 266-283.
Krashen, S.D. (1982). Principles and Practice in Second Language Acquisition. New York, NY: Pergamon.
Kristmanson, P. (2000). "Affect in the second language classroom: How to create an emotional climate". Reflexions, 19 (2), 1-5.
Liao, Y. F. (1999). "The effects of anxiety on Taiwanese EFL learners". The Proceedings of the Eighth International Symposium on
English Teaching, (pp. 453-463). Taipei: The Crane Publishing Co., Ltd.
Maeng U. (2007). "Learning anxiety, listening strategies, and the proficiency of elementary school learners". English Language and
Linguistics, 24, 259-284.

Maley, A. and A. Duff (1978). Drama Techniques in Language Learning. Cambridge: Cambridge University Press.
Moghaddas, B. and R. Ghafariniae (2012). "Applying drama techniques in teaching English in Iran". International Journal of Social
Science & Interdisciplinary Research, 1(9), 24-32.
Nunan, D. (1987). "Communicative language teaching: Making it work". English Language Teaching Journal, 4 (2), 136-145.
Oxford, R. and J. Shearin (1994). "Language Learning Motivation: Expanding the Theoretical Framework". The Modern Language
Journal, 78 (1), 12-28.
Shacker, D.L., M.E. Juliebo and D. Parker (1993). "Using drama in the foreign immersion program". Youth Theatre Journal, 8(1),
3-10.
Schewe, M. and P. Shaw (Eds.). (1993). Towards Drama as a Method in the Foreign Language Classroom. Frankfurt am Main: Peter
Lang.
Shand J.W. (2008). The Use of Drama to Reduce Anxiety and Increase Confidence and Motivatiion Towards Speaking English With
Two Groups of English Language Learners. The University of Arizona. Master of Arts. USA.
Song, H. (2000). "Teaching English through Drama". Pan-Pacific Association of Applied Linguistics, 4 (2), 298-305.
Sparks, R.L. and L. Ganschow (1999). Native Language Skills, Foreign Language Aptitude, and Anxiety About Foreign Language
Learning. J.F. Lee and B. VanPattern (Series Eds.) and D. Young (Vol.Ed.), In Affect In Foreign Language and Second Language
Learning: A Practical Guide to Creating a Low-anxiety Classroom Atmosphere (pp. 168-190). New York, NY: McGraw-Hill College.
Tahernezhad, E., F. Behjat and A. A. Kargar (2014)." The Relationship between Language Learning Anxiety and Language Learning
Motivation among Iranian Intermediate EFL Learners". International Journal of Language and Linguistics. Special Issue: Innovations
in Foreign Language Teaching. 2 (6-1), 35-48.
Wagner, B.J. (1988) "Research Currents: Does classroom drama affect the arts of language?" Language Arts, 65 (1), 46-55.
Waninge, F., Dornyei, Z. & de Bot, K. (2014). Motivational dynamics in language learning: change, stability and context. The Modern
Language Journal, 98 (3), 704-723.
Wessels, C. (1987). Drama. Oxford: Oxford University Press.
Wilburn, D. (1992). Learning through Drama in the Immersion Classroom. E. Bernhardt (Ed.), In Life in immersion classrooms (pp.
67-83). Multilingual Matters: Philadelphia, PA.
Williams, M., R. Burden and U. Lanvers (2002). French is the language of love and stuff: Student perceptions of issues related to
motivation in learning a foreign language. British Educational Research Journal, 28 (4), 504-528.
Yamashita, J. (2004). "Reading Attitudes in L1 and L2, and Their Influence on L2 Extensive Reading", Reading in a Foreign
Language, 16 (1), 1-19.
Appendices
Appendix A
Sample drama activities used in the study
Cupball (Numbers/Alphabet)
Students stand in a circle, and hit a soft ball or a balloon with upward strokes. The aim is to keep the ball in the air as long as
possible. With each stroke, they either count numbers together, or say the letters of the alphabet (in alphabetical order or reversely).
Everyone should count together whenever the ball is hit and successfully kept in the air.
Sculptor- Sculpture
-Form pairs and then decide which of you will play the 'sculptor'.The 'sculptors' creates his/her partner by giving verbal directions
regarding the poses and facial expressions he/she is to assume. After conclusion of the 'sculpting', the sculpture forms sentences out
of the pose that express his/her inner state. - Begin your sentences with the words "I feel ..." Sculptures are then created, in groups of
two, following the principles delineated above. The 'sculptor' stands next to his sculpture according to the principle of complementary
interaction. A statue is created. Present your tableaux vivants to the others. The spectators now imagine what the statue could
represent (projective activity).
Improvisation: Popular TV programs such as talk-shows or reality programs are acted out. The performances can be recorded in
video, and comments on the programs can be written by the students later on as a follow-up activity.
Dubbed mimed dialogue: Any coursebook dialogue is used in this activity. As many learners as there are protagonists in the dialogue
are had. The students mime the scene in front of the class while counterpart students, sitting at their desks 'dub' the dialogue. The
miming group is supposed to follow with actions what is read or said.
Appendix B
A sample of student interview questions

1. Considering now and the first month of this semester, do you feel any change in your attitude towards learning English. If yes, in
what way?
2. What do you think of drama activities we use in our classes? Do you think they are helpful in your learning? Why/why not?
3. What words would you use to describe what you feel about the drama activities?
4. Do these kinds of activities help you overcome any negative feelings you might have related to learning a new language? If yes,
how?
5. Would you like to continue having drama activities integrated into your English classes? Why/why not?
6. What comments or questions do you have for me? Is there anything you would like me to explain? What would you like to tell me
that you have thought about during this interview?
Muge KALIPCI
Erciyes University, School of Foreign Languages
mkalibci@erciyes.edu.tr
Table 3. Paired sample t/test for the experimental group /AMTB Domains Number Mean SD Lowest Interest in foreign language
40 46.40 8.02 25.00 (Before treatment) Interest in foreign language 40 50.10 5.057 39.00 (After treatment) Parental
Encouragement (Before 40 35.13 9.74 9.00 treatment) Parental Encouragement (After 40 37.25 7.99 15.00 treatment)
Motivational Intensity (Before 40 41.50 9.96 15.00 treatment) Motivational Intensity (After 40 45.40 8.47 25.00
treatment) English Class Anxiety (Before 40 33.28 11.90 10.00 treatment) English Class Anxiety (After 40 26.57 7.57 10.00
treatment) English Teacher Evaluation (Before 40 46.82 9.13 23.00 treatment) English Teacher Evaluation (After 40 52.75
5.32 41.00 treatment) Attitudes toward learning English 40 45.25 11.90 19.00 (Before treatment) Attitudes toward learning
English 40 49.22 9.30 27.00 (After treatment) Attitudes toward English-speaking 40 28.12 8.08 9.00 people (Before
treatment) Attitudes toward English-speaking 40 29.92 7.11 15.00 people (After treatment) Integrative Orientation (Before
40 17.72 3.96 8.00 treatment) Integrative Orientation (After 40 18.77 2.90 13.00 treatment) Desire to learn English
(Before 40 45.62 11.53 17.00 treatment) Desire to learn English (After 40 50.67 6.90 32.00 treatment) English Course
Evaluation (Before 40 39.50 12.16 15.00 treatment) English Course Evaluation (After 40 47.47 9.01 25.00 treatment)
English Use Anxiety (Before 40 32.62 8.91 12.00 treatment) English Use Anxiety (After 40 26.30 6.03 11.00 treatment)
Instrumental Orientation (Before 40 20.52 3.81 9.00 treatment) Instrumental Orientation (After 40 21.82 2.43 16.00
treatment) Domains Highest t Sig. Interest in foreign language 57.00 -6.162 * .000 (Before treatment) Interest in foreign
language 57.00 (After treatment) Parental Encouragement (Before 48.00 -4.484 * .000 treatment) Parental Encouragement
(After 48.00 treatment) Motivational Intensity (Before 60.00 -6.851 * .000 treatment) Motivational Intensity (After 60.00
treatment) English Class Anxiety (Before 56.00 8.460 * .000 treatment) English Class Anxiety (After 42.00 treatment)
English Teacher Evaluation (Before 58.00 -7.721 * .000 treatment) English Teacher Evaluation (After 60.00 treatment)
Attitudes toward learning English 60.00 -6.664 * .000 (Before treatment) Attitudes toward learning English 60.00 (After
treatment) Attitudes toward English-speaking 43.00 -5.323 * .000 people (Before treatment) Attitudes toward Englishspeaking 42.00 people (After treatment) Integrative Orientation (Before 24.00 -4.235 * .000 treatment) Integrative
Orientation (After 23.00 treatment) Desire to learn English (Before 59.00 -5.887 * .000 treatment) Desire to learn
English (After 59.00 treatment) English Course Evaluation (Before 55.00 -11.494 * .000 treatment) English Course
Evaluation (After 58.00 treatment) English Use Anxiety (Before 49.00 10.625 * .000 treatment) English Use Anxiety (After
36.00 treatment) Instrumental Orientation (Before 24.00 -4.462 * .000 treatment) Instrumental Orientation (After 24.00
treatment) Table 4. Paired sample t-test results for the control group / AMTB Domains N M SD Lowest Interest in Foreign
Languages (1st 40 40.40 9.43 24.00 administration) Interest in Foreign Languages (2nd 40 41.27 7.58 27.00 administration)
Parental Encouragement (1st 40 31.10 9.51 8.00 administration) Parental Encouragement (2nd 40 31.25 7.24 14.00
administration) Motivational Intensity (1st 40 32.25 7.84 12.00 administration) Motivational Intensity (2nd 40 33.02 5.56
21.00 administration) English class anxiety (1st 40 35.60 8.85 16.00 administration) English class anxiety (2nd 40 35.17
5.16 26.00 administration) English teacher evaluation (1st 40 39.12 8.04 10.00 administration) English teacher evaluation
(2nd 40 43.02 5.91 24.00 administration) Attitude toward learning English 40 38.40 10.12 17.00 (1st administration)
Attitude toward learning English 40 37.65 7.62 23.00 (2nd administration) Attitude toward English-speaking 40 26.77 8.03
11.00 people (1st administration) Attitude toward English-speaking 40 25.90 5.67 16.00 people (2nd administration)
Integrative Orientation (1st 40 16.35 3.93 8.00 administration) Integrative Orientation (2nd 40 15.70 3.40 7.00
administration) Desire to learn English (1st 40 38.52 8.72 18.00 administration) Desire to learn English (2nd 40 39.02
6.12 26.00 administration) English course evaluation (1st 40 31.27 9.20 11.00 administration) English course evaluation
(2nd 40 32.85 6.81 17.00 administration) English use anxiety (1st 40 36.05 7.97 21.00 administration) English use anxiety
(2nd 40 35.55 4.27 27.00 administration) Instrumental Orientation (1st 40 18.77 3.95 6.00 administration) Instrumental
Orientation (2nd 40 18.80 2.91 10.00 administration) Domains Highest t Sig Interest in Foreign Languages (1st 59.00
-1.868 * .000 administration) Interest in Foreign Languages (2nd 59.00 administration) Parental Encouragement (1st 48.00
-.282 .779 administration) Parental Encouragement (2nd 47.00 administration) Motivational Intensity (1st 44.00 -1.166
.251 administration) Motivational Intensity (2nd 42.00 administration) English class anxiety (1st 50.00 .515 .610
administration) English class anxiety (2nd 46.00 administration) English teacher evaluation (1st 59.00 -7.380 * .000
administration) English teacher evaluation (2nd 57.00 administration) Attitude toward learning English 56.00 1.196 .239
(1st administration) Attitude toward learning English 53.00 (2nd administration) Attitude toward English-speaking 43.00
1.597 .118 people (1st administration) Attitude toward English-speaking 38.00 people (2nd administration) Integrative
Orientation (1st 24.00 2.481 * .018 administration) Integrative Orientation (2nd 22.00 administration) Desire to learn
English (1st 55.00 -.827 .413 administration) Desire to learn English (2nd 52.00 administration) English course
evaluation (1st 51.00 -2.570 * .014 administration) English course evaluation (2nd 50.00 administration) English use
anxiety (1st 54.00 .526 .602 administration) English use anxiety (2nd 44.00 administration) Instrumental Orientation (1st
24.00 -.104 .918 administration) Instrumental Orientation (2nd 23.00 administration) Table 5. Paired sample t/test
results of the experimental group / FLCAS Domains N Mean SD Lowest Communication anxiety (Before treatment) 40 23.05 5.47
13.00 Communication anxiety (After treatment) 40 17.47 4.24 11.00 Fear of negative evaluation (Before 40 22.60 6.68 10.00
treatment) Fear of negative evaluation (After 40 17.10 5.18 10.00 treatment) Test anxiety (Before treatment) 40 14.50
3.21 10.00 Test anxiety (After treatment) 40 10.90 2.30 7.00 English classroom anxiety (Before 40 31.25 7.25 19.00
treatment) English classroom anxiety (After 40 24.97 5.46 16.00 treatment) Domains Highest t Sig. Communication anxiety
(Before treatment) 40.00 10.985 * .000 Communication anxiety (After treatment) 36.00 Fear of negative evaluation (Before
42.00 10.380 * .000 treatment) Fear of negative evaluation (After 37.00 treatment) Test anxiety (Before treatment) 23.00
9.343 * .000 Test anxiety (After treatment) 16.00 English classroom anxiety (Before 49.00 11.607 * .000 treatment)
English classroom anxiety (After 43.00 treatment) Table 6. Paired sample t-test results of the control group / FLCAS
Domains N M SD Lowest Communication anxiety (1st 40 24.02 6.07 11.00 administration) Communication anxiety (2nd 40 28.77
4.09 20.00 administration) Fear of negative evaluation 40 24.25 7.69 10.00 (1st administration) Fear of negative

evaluation 40 28.77 5.19 17.00 (2nd administration) Test anxiety (1st administration) 40 15.17 4.43 6.00 Test anxiety
(2nd administration) 40 17.00 3.27 11.00 English classroom anxiety 40 33.60 7.44 16.00 (1st administration) English
classroom anxiety 40 38.15 5.60 22.00 (2nd administration) Domains Highest t Sig Communication anxiety (1st 34.00 -8.497
* .000 administration) Communication anxiety (2nd 36.00 administration) Fear of negative evaluation 38.00 -7.043 * .000
(1st administration) Fear of negative evaluation 38.00 (2nd administration) Test anxiety (1st administration) 23.00
-4.389 * .000 Test anxiety (2nd administration) 22.00 English classroom anxiety 49.00 -7.851 * .000 (1st administration)
English classroom anxiety 51.00 (2nd administration) Table 7. Pearson correlation results for the experimental group
(AMTB/FLCAS) Correlation AMTB Before FLCAS Before treatment treatment AMTB Pearson Correlation 1 -.079 Before Sig. (2tailed) .627 treatment N 40 FLCAS Pearson Correlation 1 Before Sig. (2-tailed) treatment N AMTB Pearson Correlation After
Sig. (2-tailed) treatment N Pearson FLCAS Correlation After Sig. (2-tailed) treatment N Correlation AMTB After FLCAS
After treatment treatment AMTB Pearson Correlation .974 ** -.172 Before Sig. (2-tailed) .000 .288 treatment N 40 40 FLCAS
Pearson Correlation -.084 .879 ** Before Sig. (2-tailed) .607 .000 treatment N 40 40 AMTB Pearson Correlation 1 -.208
After Sig. (2-tailed) .197 treatment N 40 Pearson 1 FLCAS Correlation After Sig. (2-tailed) treatment N Table 8. Student
Interview Results: Categories Item Opinions/comments Number 1 Self- confidence, courage, and motivation 32 to learn
English increased 2 Cooperation with classmates increased 28 3 More lively and interesting classes 36 4 Improvement in
overall English ability 27 5 English learning anxiety lowered 39

Source Citation (MLA 8th Edition)


Kalipci, Muge. "The effect of drama activities on affective variables in teaching English to young adult learners/Genc yetiskinlere
ingilizce ogretiminde dramanin duyussal degiskenler uzerindeki etkisi." Journal of Language and Literature Education, no. 17,
2016, p. 1+. PowerSearch,
go.galegroup.com/ps/i.do?p=GPS&sw=w&u=kpt07070&v=2.1&id=GALE%7CA456899917&it=r&asid=b695685b40498eb4475120a07890d416.
Accessed 31 Oct. 2016.
Gale Document Number: GALE|A456899917

Anda mungkin juga menyukai