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| 論文名稱 | Impact of an intensive drama workshop on an EFL graduation play |
| 研討會開始日期 | 2015-05-23 |
| 研討會結束日期 | 2015-05-24 |
| 所有作者 | Antonia Hsiu-chen Lin |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 研討會名稱 | The 2015 International Conference on Language Education and Studies |
| 是否具有對外公開徵稿及審稿制度 | 是 |
| 研討會舉行之國家 | NATTWN-中華民國 |
| 研討會舉行之城市 | 高雄市 |
| 發表年份 | 2015 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
|
| 可公開文檔 | |
| 可公開文檔 |
[英文摘要] :
Drama has been used as a powerful device in facilitating language learners. Many studies on the integration of drama or drama education have focused on its effectiveness of English language teaching. Limited literature, however, has discussed impact of an intensive drama workshop on EFL learners in Taiwan, in particular in a collaborative project, such as a graduation play. The purpose of this study is two-folded. One is to investigate the impact of an intensive 12-hour drama-based program on the participants, especially the graduation play cast and the core leaders. The other is to examine to what extent the audience would reflect to the performance. This study employed a questionnaire-based method, using a survey with 28 four-point Likert scale statements and three open-ended questions. Involved in this workshop were two groups of participants: 21 high-intermediate EFL learners (12 cast students and 9 core leaders) and two groups of audiences in the day (271) and night (234) performances. The findings not only show positive feedback and self-discovery in terms of language learning and personal growth along with the audience’s encouraging responses but also provide potential development in terms of curriculum design.
Keywords: graduation play, drama workshop, self-discovery, personal growth
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