Al Zahrani, A., Arafat, M. (2019). The Effectiveness of Using Drama Techniques in Teaching Difficult Units of EFL Course on Developing Language Proficiency and on Decreasing Anxiety Level of Intermediate Stage Students. Journal of Research in Curriculum Instruction and Educational Technology, 5(3), 11-45. doi: 10.21608/jrciet.2019.54141
Abdullah Khader Mohammad Al Zahrani; Marwan Rasheed Arafat. "The Effectiveness of Using Drama Techniques in Teaching Difficult Units of EFL Course on Developing Language Proficiency and on Decreasing Anxiety Level of Intermediate Stage Students". Journal of Research in Curriculum Instruction and Educational Technology, 5, 3, 2019, 11-45. doi: 10.21608/jrciet.2019.54141
Al Zahrani, A., Arafat, M. (2019). 'The Effectiveness of Using Drama Techniques in Teaching Difficult Units of EFL Course on Developing Language Proficiency and on Decreasing Anxiety Level of Intermediate Stage Students', Journal of Research in Curriculum Instruction and Educational Technology, 5(3), pp. 11-45. doi: 10.21608/jrciet.2019.54141
Al Zahrani, A., Arafat, M. The Effectiveness of Using Drama Techniques in Teaching Difficult Units of EFL Course on Developing Language Proficiency and on Decreasing Anxiety Level of Intermediate Stage Students. Journal of Research in Curriculum Instruction and Educational Technology, 2019; 5(3): 11-45. doi: 10.21608/jrciet.2019.54141
The Effectiveness of Using Drama Techniques in Teaching Difficult Units of EFL Course on Developing Language Proficiency and on Decreasing Anxiety Level of Intermediate Stage Students
he current study aimed at investigating the effectiveness of using drama techniques in teaching the difficult units of EFL course on developing language proficiency and on decreasing the anxiety level of intermediate stage students. The study adopted a quasi-experimental design (experimental / control). Also it included one independent variable which was the using drama techniques and two dependent variables which were developing language proficiency and decreasing the anxiety level. The sample of the study consisted of (N = 48) from the first intermediate grade students. The experimental group consisted of (N= 23) which was taught the difficult units through drama techniques. The control group consisted of (N= 25) which was taught the difficult units through the normal methods. The following instruments were used to achieve the questions of the study: A questionnaire to determine the difficult units based on the opinions of English supervisors and teachers. An achievement test in language proficiency. A diagnostic test to measure the level of anxiety among students. The t-test is used to determine the statistical differences between the mean scores of two groups. The current study indicated the positive effectiveness of using drama techniques on developing language proficiency and on decreasing the anxiety level for the 1st intermediate grade students. The following recommendations were offered: The study reached to the positive method " drama techniques". It facilitates the teaching of difficult units of EFL course for students, and encourages English supervisors and teachers to use the current strategy in teaching that makes students share and activate their thinking and abilities. It helps students to pay their attentions with teachers because the teaching through new methods as drama is very interesting, and trains English teachers to use drama techniques in their teaching. It makes teachers, use new methods, which reduce teacher’s efforts, make them guiders for students and make students participate in the class and adapt drama techniques in teaching the units in all educational stages.
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