Impact of Drama on Foreign-Language Anxiety: Empirical Study Findings
This project explores the impact of drama on foreign-language anxiety through empirical study findings presented at the Drama in Education Days 2020 virtual conference. Andreas Wirag and Carola Surkamp lead this research from the EFL Department at Georg-August-Universität Göttingen, shedding light on the relationship between drama and language learning.
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Andreas Wirag & Carola Surkamp (Project Supervisor) EFL Department, Seminar f r Englische Philologie, Georg-August-Universit t G ttingen Boon or Burden? The Impact of Drama on Foreign-Language Anxiety Empirical study findings Dramap dagogik-Tage / Drama in Education Days 2020, 16 19 July 2020 HTWG Hochschule Konstanz Technik, Wirtschaft und Gestaltung (Virtual Conference)
Outline 1. State of research Drama pedagogy (DP) & Foreign-Language Anxiety (FLA) 2. Our study: Impact of DP elements on FLA 2.1 Research questions 2.2 Study design 2.3 Study results 3. Summary & Discussion 4. Literature 2 08.03.2025
Quick Survey https://app.sli.do/event/eyielkgs/embed/polls/74dd3fd8-bf28-4faa-b5e8-40d84901b235 Influence of Drama on FLA? Which impact does drama in the L2 classroom have on students foreign-language anxiety? lower FLA? increase FLA? none of the above? both of the above? 1. State of research 3 08.03.2025
State of Research Drama Pedagogy & Foreign-Language Anxiety Protection of the role Other factors: stable personality traits Supportive atmosphere Teacher as peer Drama Pedagogy L2 Self- FLA Competence confidence Multiple demands Exposure Corrective feedback 1. State of research 4 08.03.2025
State of Research Drama Pedagogy & Foreign-Language Anxiety Protection of the role Other factors: stable personality traits Supportive atmosphere + + + Teacher as peer Drama Pedagogy L2 Self- FLA Competence confidence Multiple demands Exposure Corrective feedback 1. State of research 5 08.03.2025
State of Research Drama Pedagogy & Foreign-Language Anxiety Protection of the role Other factors: stable personality traits Supportive atmosphere Teacher as peer Drama Pedagogy L2 + + + Self- FLA Competence confidence Multiple demands Exposure Corrective feedback 1. State of research 6 08.03.2025
State of Research Drama Pedagogy & Foreign-Language Anxiety Protection of the role (Stern 1983, Piazzoli 2011, Gill 2016) Other factors: stable personality traits Supportive atmosphere (Piazzoli 2011, Atas 2015) + + + Teacher as peer (El-Bassuony 2010, Dragovi 2019) Drama Pedagogy L2 FLA Self-confidence (Drew & Pedersen 2010, Shochet et al. 2013) Competence Multiple demands (Atas 2015) Exposure (De Andres 2002/03, Piazzoli 2011) Corrective feedback (Atas 2015, Gill 2016) References 7 08.03.2025
State of Research Drama Pedagogy & Foreign-Language Anxiety Protection of the role Other factors: stable personality traits Supportive atmosphere Teacher as peer Atas 2015, Weber 2017, Galante 2018, Inphoo & Nomnian 2019 Drama Pedagogy L2 + + + Stern 1983, Even 2003, Drew & Pedersen 2010, El-Bassuony 2010, Punsiri 2011, Piazzoli 2011, Chou 2013, Sa lamel & Kayao lu 2013, Self- FLA Competence confidence Multiple demands Exposure Corrective feedback References 8 08.03.2025
Our Study: Impact of DP Elements on FLA Protection of the role Other factors: stable personality traits Supportive atmosphere + + + Teacher as peer Drama Pedagogy L2 Self- FLA Competence confidence Multiple demands Exposure Corrective feedback 2.1 Research questions 9 08.03.2025
Our Study: Impact of DP Elements on FLA Protection of the role Other factors: stable personality traits Supportive atmosphere Teacher as peer Drama Pedagogy L2 Self- FLA Competence confidence Multiple demands Exposure Corrective feedback 2.1 Research questions 10 08.03.2025
Our Study: Impact of DP Elements on FLA Role work Other factors: stable personality traits Acting Reflexion Drama Pedagogy FLA L2 Feedback on acting (in class) Competence Feedback on L2 2.1 Research questions 11 08.03.2025
Our Study: Impact of DP Elements on FLA VARIABLE FLA (trait) = IV Role work Other factors: stable personality traits Acting Reflexion Drama Pedagogy L2 Feedback on acting FLA Competence VARIABLE FLA (in class) = DV Feedback on L2 VARIABLES Drama Pedagogy Elements = IV 2.1 Research questions 12 08.03.2025
Our Study: Impact of DP Elements on FLA Research Questions Which elements of drama pedagogy have an impact on students foreign-language anxiety? Which kind of impact? Drama Pedagogy Elements (= IV) ROLEWORK, ACTING, REFLEXION, FEEDBACKONACTING, FEEDBACKON L2 FOREIGN-LANGUAGEANXIETY (TRAIT) (= IV) FOREIGN-LANGUAGEANXIETY (INCLASS) (= DV) 2.1 Research questions 13 08.03.2025
2.2 Study design 14 08.03.2025
Our Study: Impact of DP Elements on FLA Quantitative questionnaire (= once) FLA (TRAIT) Scale Besorgtheit und Aufgeregtheit gegen ber unterrichtlichen Erz hlsituationen (Faber 2009) Quantitative questionnaire (= each session) ROLEWORK 2 items, e.g. I ve been thinking about my role today (e.g. what she looks like, what she thinks, or feels). ACTING 2 items, e.g. I have acted in a drama scene today. REFLEXION 2 items, e.g. Today I ve thought about what went well or badly in the drama group. FEEDBACKON 2 items, e.g. The teachers have given me advice on acting ACTING today. FEEDBACKON 2 items, e.g. The teachers have told me something about L2 English today. FLA (INCLASS) 2 items, e.g. When I ve spoken English today, I felt insecure. 2.2 Study design 15 08.03.2025
Our Study: Impact of DP Elements on FLA Study results: Analysis with a Repeated-Measure Multiple Regression -.30 *** Role work n.s. Acting FLA Drama Pedagogy .40 *** FLA (trait) n.s. (in class) Reflexion R2 = .58 Feedback on acting .20 ** .19 ** Feedback on L2 2.3 Study results 16 08.03.2025
Summary & Discussion Results: The strongest predictor (= FLA as trait) cannot be influenced by teaching. Role work-related drama activities will lower FLA, any kind of corrective feedback will increase FLA. The findings support earlier theoretical and empirical research. We do not know whether these are the strongest FLA predictors. The questionnaires collected self-reported data. Further research is necessary / welcome. 3. Summary & Discussion 17 08.03.2025
Literature Atas, Mine (2015): The Reduction of Speaking Anxiety in EFL Learners through Drama Techniques. In: Procedia Social and Behavioral Sciences 176, 961 969. Chou, Chi-ting (2013): A Study on the Effectiveness of Applying Readers Theater as English Remedial Instruction for Underachievers. In: Taiwan Journal of TESOL 10.1, 77 104. De Andres, Ver nica (2002/03): The Influence of Affective Variables on EFL/ESL Learning and Teaching. In: The Journal of the Imagination in Language Learning and Teaching VII, 1 6. Dragovi , Georgina (2019): Fremdsprachenunterricht (ent-)dramatisieren. Eine empirische Untersuchung zur Effizienz des dramap dagogischen Ansatzes im schulischen DaF-Unterricht mit speziellem Fokus auf Grammatik. Dissertation. Freiburg i. d. Schweiz: Philosophische Fakult t. Drew, Ion & Pedersen, Roar (2010): Readers Theatre: A Different Approach to English for Struggling Readers. In: Acta Didactica Norge 4.1, Art. 7, 1 18. El-Bassuony, Jehan (2010): The Role of Readers Theatre in Developing Speaking Skills and Reducing Speaking Anxiety of EFL Secondary School Students An Experimental Study. In: 107. doi: 10.21608/jftp.2010.39927 Even, Susanne (2003): Drama Grammatik. Dramap dagogische Ans tze f r den Grammatikunterricht Deutsch als Fremdsprache. M nchen: Iudicium. Faber, G nter (2009): Die Erfassung kognitiv-motivationaler Lernermerkmale gegen Ende der gymnasialen Sekundarstufe I: Ergebnisse aus einem interdisziplin ren Forschungsprojekt zur m ndlichen Erz hlkompetenz in Englisch. Zeitschrift f r Fremdsprachenforschung 20.2, 179 212. . , Art. 3, 57 4. Literature 18 08.03.2025
Literature Galante, Angelica (2018): Drama for L2 Speaking and Language Anxiety: Evidence from Brazilian EFL Learners. In: RELC Journal 49.3, 273 289. doi: 10.1177/0033688217746205 Gill, Chamkaur (2016): Maximising Asian ESL Learners Communicative Oral English via Drama. In: Advances in Language and Literary Studies 7.5, 240 246. doi: 10.7575/aiac.alls.v.7n.5p.240 Inphoo, Patcharapon & Nomnian, Singhanat (2019): Dramatizing a Northeastern Thai Folklore to Lessen High School Students Communication Anxiety. In: PASAA 57, 33 66. Piazzoli, Erika (2011): Process Drama: The Use of Affective Space to Reduce Language Anxiety in the Additional Language Learning Classroom. In: Research in Drama Education: The Journal of Applied Theatre and Performance 16.4, 557 573. doi: 10.1080/13569783.2011.617104 Punsiri, Bundith (2011): The Effectiveness of Drama Techniques on Foreign Language Classroom Anxiety Reduction of Thai EFL Students. M.A. Thesis. Bangkok: Graduate School, Srinakharinwirot University. Sa lamel, Hasan & Kayao lu, Mustafa (2013): Creative Drama: A Possible Way to Alleviate Foreign Language Anxiety. In: RELC Journal 44.3, 377 394. doi: 10.1177/0033688213500597 Shochet, Robert; King, Julie; Levine, Rachel; Clever, Sarah & Wright, Scott (2013): Thinking on my Feet : An Improvisation Course to Enhance Students Confidence and Responsiveness in the Medical Interview. In: Education for Primary Care 24, 119 124. Stern, Susan (1983): Why Drama Works: A Psycholinguistic Perspective. In: John Oller (Ed.): Methods that Work. A Smorgasbord of Ideas for Language Teachers. New York: Newbury House, 207 225. Weber, Silja (2017): Drama Pedagogy in Intermediate German: Effects on Anxiety. In: GFL / German as a Foreign Language 1/2017, 1 21. 4. Literature 19 08.03.2025
