enhancing the english speaking proficiency of 7th grade students by using drama actvities in a lower secondary school

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<b>THAI NGUYEN UNIVERSITY OF EDUCATION </b>

<b>PHUNG HOAI LINH </b>

<b>GRADERS BY USING DRAMA ACTIVITIES IN A LOWER SECONDARY SCHOOL </b>

<b>MASTER THESIS</b>

<b>THAI NGUYEN - 2023</b>

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<b>THAI NGUYEN UNIVERSITY OF EDUCATION </b>

<b>PHUNG HOAI LINH </b>

<b>GRADERS BY USING DRAMA ACTIVITIES IN A LOWER </b>

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<b>DECLARATION </b>

I hereby declare that this thesis paper is the result of my own research and that should this declaration be found to be false, disciplinary measures could be taken and penalties imposed in accordance with university policies and rules.

<i> Thai Nguyen, 2023 </i>

Student

<i>Phung Hoai Linh </i>

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<b>ACKNOWLEDGEMENT </b>

I gratefully acknowledge the encouragement and support of many individuals in assisting me to accomplish this study.

First and foremost, I would like to give my gratitude to my master thesis proposal supervisor: Ms. Ngo Thi Bich Ngoc for her valuable time, suggestions, guidance, and assistance in this study. She always guides me with valuable suggestions, helpful comments and whole-hearted guidance during my implementation of this study. Without her help, the master thesis proposal would not have been possible.

I also want to thank the cooperation of the freshmen studying at Faculty of Foreign Languages Education, Thai Nguyen University of Education, especially 40 students who helped me to collect data for the study.

Last but not least, I would like to express my sincere thanks to my family, my close friends who gave me their supports and constant encouragements to fulfill my study.

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1.2. Aims and Objectives ... 3

1.3. Scope of the study ... 3

1.4. Research questions ... 4

1.5. Definition of Terms ... 4

1.7. Organization of the study ... 6

<b>CHAPTER 2: LITERATURE REVIEW ... 7 </b>

2.2.2. Features of drama activities ... 11

2.2.3. Benefits of drama activities ... 13

2.3. Teaching speaking using drama activities technique ... 14

2.3.1. Guidelines to use drama activities ... 14

2.3.2. Drama activities in teaching and speaking ... 15

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3.3. Subjects of the study ... 25

3.4. Method of the study ... 25

3.5. Models for using drama activities learning platforms in teaching

<b>CHAPTER 4: FINDINGS AND DISCUSSION ... 34 </b>

4.1. The questionnaire result ... 34

4.1.1. Question 1: Have you ever participated in a drama activity in your English class before? ... 34

4.1.2. Question 2: How confident do you feel about speaking English in front of others? ... 35

4.1.3. Question 3: How often do you practice speaking English outside of class? ... 37

4.1.4. Question 4: How interested are you in participating in drama activities in your English class? ... 38

4.1.5. Question 5: Have you noticed any improvement in your English speaking skills after participating in drama activities? ... 39

4.1.6. Question 6: In your opinion, how effective do you think drama activities are in enhancing English speaking skills? ... 40

4.1.7. Question 7: How comfortable are you with acting out different characters in a drama activity? ... 41

4.1.8. Question 8: Do you think that drama activities help you remember English vocabulary and grammar better? ... 43

4.1.9. Question 9: Have you ever performed a drama activity in front of an audience before? ... 44

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4.1.10. Question 10: Would you like to participate in more drama

activities in your English class in the future? ... 45

4.2. The progress test’s result ... 46

4.3. The Midterm Speaking Test and Final Speaking Test’s result ... 47

5.4. Limitations of the study ... 54

5.5. Suggestions for further study ... 55

5.6. Implications and Comparison with Previous Research ... 57

5.7. Future Considerations and Conclusion ... 57

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<b>ABSTRACT </b>

This master's thesis delves into the utilization of drama activities as a potent tool for enhancing the English speaking proficiency of 7th-grade students within a lower secondary school setting. Employing a comprehensive mixed-methods approach encompassing both action research and meticulous analysis, this study addresses the research questions that underscore the efficacy and implications of drama-based interventions.

The outcomes unveiled substantial enhancements in students' confidence, fluency, and accuracy in their English speaking abilities consequent to their active engagement in drama activities. Additionally, the study highlights a notable positive inclination of the students towards integrating drama activities into their English learning process. These findings collectively reinforce the assertion that drama activities offer an efficacious and enjoyable avenue for augmenting English speaking skills among lower secondary school students.

By virtue of its insights, this study bestows valuable practical implications upon educators and curriculum designers. These implications span the realm of pedagogy, elucidating strategies for seamlessly integrating drama activities into English language instruction. In effect, this study augments the arsenal of educational tools and methods that can significantly contribute to the holistic development of students' language proficiency and overall communication aptitude.

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<b>LIST OF TABLES </b>

Diagram 3.1. Research design ...27 Figure 4.1. Students participated in a drama activity in their English class ...34 Figure 4.2. Students' confidence about speaking English in front of others ...36 Figure 4.3. Students' routine about practicing speaking English outside of class ....37 Figure 4.4. Students' interest in participating in drama activities in their English class ...38 Figure 4.5. Students' notice improvement in their English speaking skills after participating in drama activities ...39 Figure 4.6. Students' thought about drama activities are effective in enhancing English speaking skills ...40 Figure 4.7. Students' thought about their comfortable with acting out different characters in a drama activity ...41 Figure 4.8. Students' thought about drama activities help them remember English vocabulary and grammar better ...43 Figure 4.9. Students' performance a drama activity in front of an audience before ...44 Figure 4.10. Students' thought about participating in more drama activities in your English class in the future ...45

Table 4.1. The progress test’s result in 8 weeks ...46 Table 4.2. Midterm Speaking Test and Final Speaking Test’s result ...47

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<b>CHAPTER 1: INTRODUCTION </b>

The purpose of this chapter is to provide readers with an overview of the study, including its rationale, aims, objectives, scope, and significance. The research questions and the study's organizational structure are also illustrated, to provide clear guidance throughout the entire study.

<b>1.1. Rationale </b>

English has become a ubiquitous language, and its prevalence has made it an essential tool for global communication and academic purposes. In today's world, proficiency in English has become a vital objective for many students, particularly those in lower secondary schools. Among the various language skills, speaking is undoubtedly a crucial aspect of language proficiency and is often considered the most challenging for language learners.

The traditional approach to teaching speaking skills, which primarily emphasizes grammar and vocabulary, has proven to be insufficient in developing fluency and confidence needed for effective communication. In the past, language teachers focused mainly on grammar and vocabulary exercises, such as memorizing grammar rules, learning vocabulary lists, and drilling verb tenses. However, such activities did not provide learners with the opportunity to develop their speaking skills in a more interactive and engaging environment. Consequently, alternative teaching methods are required to supplement traditional language instruction and support the development of speaking skills.

Effective speaking skills are essential in both personal and professional settings, and they enable individuals to express themselves, communicate ideas, and build relationships. Speaking is perhaps the most natural and common form of human communication, and it represents the most enjoyable component of any language. Moreover, individuals communicate more often through speaking than writing, and thus, speaking is the primary goal of anyone learning a foreign language.

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Despite its importance, learners may face several challenges when developing their speaking skills, such as shyness, lack of confidence, fear of judgment by others, laziness, and other factors. Overcoming such difficulties can be challenging, and learners may become disinterested in learning, leading to stress and boredom. Therefore, creating a supportive learning environment that encourages learners to take risks, make mistakes, and learn from their experiences is essential in developing learners' speaking skills.

Alternative teaching methods, such as role-plays, debates, discussions, and simulations, can help learners develop their speaking skills by providing them with opportunities to practice in a safe and supportive environment. Teachers should use such approaches to create an interactive and engaging learning environment that encourages learners to participate actively and feel comfortable practicing their speaking skills. By adopting such methods, learners can develop fluency and confidence in speaking English, which will enable them to communicate effectively and build stronger relationships both personally and professionally.

During observation with lower secondary school student Chu Van An, an obvious problem was discovered when dealing with speaking activities. Students seem to use their first language most of the time, with little or no effort in practicing speaking skills. In addition, they feel embarrassed and restrained when speaking in front of their partner, appearing annoyed, preoccupied, and uncooperative. Therefore, the first step in conducting this study is to discover why students are finding it difficult and then find some suggestions for solving the problem.

Although 7th graders learn a foreign language, especially in textbooks, lessons are focused on faithfully sticking to book structure and syllabus, and students can rarely cooperate. Alternatively, express their ideas. The teacher tried to involve them in the activities. Still, getting their attention and getting them to speak English was challenging, especially if the exercises were done without context. Students may feel they are not the real protagonist of the class, so they act passively. They must move around the classroom, collaborate in peer and group

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activities, talk about exciting and relevant topics, and give their opinions. They must engage in more student-centered lessons.

<b>1.2. Aims and Objectives </b>

The main objectives of the study were to analyze the impact of drama activities on the development of students' speaking ability at Chu Van An Lower Secondary School, to determine the efficacy of drama in improving students' speaking ability, and to examine students' attitudes towards speaking ability through the drama technique.

The investigation was also conducted according to the following specific objectives:

- Reviewed the literature on the use of drama activities in language education and their impact on speaking skills.

- Conducted a case study in a lower secondary school where 7th grade students participated in drama activities as part of their English language classes.

- Assessed the students' speaking skills before and after the intervention using a standardized test.

- Analyzed the results and compared the improvement in speaking skills before and after the intervention.

- Provided insights into the potential benefits of using drama activities in enhancing speaking skills and informed language education practices in lower secondary schools.

<b>1.3. Scope of the study </b>

The primary purpose of this study was to find the answer to the question, “How can I improve my students' speaking skills?” The study was completed within the scope of an action study conducted by English teachers (first author) and 7th-grade students at Chu Van An Lower Secondary School. First, relevant

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documentation was reviewed. At the end of the review, we considered creative drama activities could improve speaking skills. This development can positively influence students' attitudes toward the course and their attitudes and can help students succeed in the following tasks. Creative drama-based activities have been prepared and implemented based on this idea. The study’s secondary objective was to test the effectiveness of performance in achieving speaking speed in seventh-grade English lessons. Through analysis of 7th seventh-graders at Chu Van An Lower Secondary School, this study wants to demonstrate that the use of dramatic techniques increases overall interest in the classroom and, therefore, improves students' speech because there can be no improvement in a language without motivation. This investigation will hopefully guide teachers in creating ideal drama activities by engaging students' interests, making real communication needs, and improving students' speaking skills.

<b>1.4. Research questions </b>

The research questions for this study are:

Question 1. To what extent are Drama activities effective in enhancing the seventh graders’ speaking ability?

Question 2. What are the students’ attitudes toward the use drama-based lessons?

<b>1.5. Definition of Terms </b>

Drama-based activities use active and dramatic approaches to engage students' learning through meaningful dialogue. Activities include drama, discussion, and role-playing and can be incorporated into classroom instruction. In the theatrical process, there is a dynamic production of the target language as learners write, produce, rehearse and perform the play (Dawson, . 2018). Several studies (Hulse, 2019); (Jarayseh, 2010) confirm that the benefits of drama-based activities involve enhancing students' speaking ability and improving their attitudes and motivation. Specifically, drama-based activities can enhance students' verbal communication skills in the EFL classroom (Boudreault, 2010). Teachers can use

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drama-based activities to create interactive sessions for students to learn the target language in a specific context (Guryay, 2016). If done correctly, they can help students develop a positive attitude towards foreign language learning because students are invited into an exciting environment where active participation is required (Batdı, 2015). They can also fulfill the goals of learner-centered instruction, which seeks to involve learners more actively in process teaching (Sasaki, 2006).

<b>1.6. Justification of the study </b>

The research study titled "Enhancing English Speaking Skills for the 7th Graders by Using Drama Activities in a Lower Secondary School" holds significance due to several compelling justifications that underscore its importance and relevance within the field of language education.

In today's globalized world, effective communication in English is a vital skill for students to navigate various academic, professional, and social contexts. The study's focus on enhancing English speaking skills directly addresses the educational needs of students, especially those in their formative years. By targeting 7th graders, the research caters to a critical developmental stage where language skills are honed and foundational learning occurs.

The use of drama activities as a pedagogical tool represents an innovative approach to language teaching. This study seeks to demonstrate the value of integrating drama into language instruction, showcasing its potential to foster engagement, creativity, and active participation. By exploring this alternative method, the research contributes to diversifying teaching strategies, enhancing the quality of education, and promoting a learner-centered environment.

Language learning is not confined to vocabulary and grammar; it encompasses various skills, including communication, critical thinking, and empathy. Drama activities, as demonstrated by this study, encourage holistic skill development. By assuming different roles, using language in context, and

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immersing in characters, students enhance their speaking abilities while also nurturing other cognitive and emotional competencies.

The study's empirical approach, incorporating both quantitative and qualitative methodologies, provides tangible evidence of the impact of drama activities on language learning. Through pre- and post-assessments, classroom observations, and student feedback, the research establishes a robust foundation of evidence that educators can rely upon when considering the integration of drama into their teaching methods.

In conclusion, the research study on enhancing English speaking skills through drama activities serves as a timely and relevant exploration in the realm of language education. The outcomes of this study can potentially influence teaching practices and shape a more effective approach to language instruction for the 7th graders and beyond.

<b>1.7. Organization of the study </b>

The thesis is divided into five segments:

Chapter 1: The reason for choosing the thesis topic, the topic’s meaning, the main objective, some main research questions, and the scope and barriers of the research. Chapter 2: Provides an overview of English in Vietnam on the theoretical basis of drama in enhancing the seventh graders’ speaking ability.

Chapter 3: This chapter also describes how the research was done to collect and analyze the data.

Chapter 4: Present the results and analyze the collected data.

Chapter 5: Discuss the findings of recent studies, make suggestions for improvement, and answer the research question.

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<b>CHAPTER 2: LITERATURE REVIEW </b>

This chapter briefly covered the theories related to the study. Firstly, an account of speaking was made. Secondly, drama activities theory was discussed. Thirdly, teaching speaking using drama activities was mentioned. Finally, the previous study was referred to.

<b>2.1. Speaking </b>

<i><b>2.1.1. Definition </b></i>

Speaking is a skill which is used by someone to communicate in daily life, whether at school or outside the school. Speaking is an activity involving or more people in which the participants are both the listeners and the speakers having to act what they listen and make their contribution at high speed (Brown, 2004, p.140). Kayi (2006) added that speaking is the productive skill in the oral mode. It likes the other skills, is more complicated than it seems at first and involves more than just pronouncing words. While Chaney (2006) stated that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. Based on the explanations above it can be concluded that speaking is an interactive process between teacher and students where the teacher gives the knowledge to the students in order to produce language as a skill.

In other words, Brown (2001) stated that “the successful of language acquisition is almost always the demonstration of an ability to accomplish pragmatic goals through interactive discourse with other speakers of the language.” When people speak, they do not only think about the use of right sounds or patterns but also the choice of words in order to communicate with other persons so they can convey the right meaning.

<i><b>2.1.2. Speaking difficulties </b></i>

Although EFL situations place a great emphasis on enhancing the learners' linguistic competence, among the speaking difficulties are grammar structures, limitations of vocabulary and mispronunciation (Foppoli, 2009). Togatorop (2009) conducted a study on students' problems in speaking English, the results showed

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that owing to their lack of new words and stuctures, students could not express themselves successfully. Similarly, Rababah (2003) suggests that Arab learners feel troubled when involved in communicative interactions because they have less vocabulary which makes them unable to further conversations. According to Smith (2011), inadequate vocabulary not only can hamper speaking, but also understanding others, which leads to communication breakdown. One of the elements of comprehensible communication is clear and nice pronunciation, otherwise the whole talk exchange will be hard to follow and that stands as a barrier for EFL learners (Dan, 2006). Moreover, EFL learners are hesitant to speak because of inability to pronounce some words, which is embarrassing for them. In the study of Hamouda (2012) on Saudi students' reluctance to speak, he found that 71.70% of them have pronunciation problems. In addition to the linguistic difficulties, there are different affective variables that are involved in learning a new language where emotions such as fear and anxiety emerge and can therefore delay effective learning, particularly in communication. Speaking places a great demands on students who believe that L2 learners are judged by how good they are in speaking the language, and thus worry about performing in public.

<i><b>2.1.3. The strategies of speaking process </b></i>

Here are some speaking strategies:

Practice: "The more opportunities you have to speak, the better you become at it. You can't get better at swimming if you don't go in the water, and you can't get better at speaking if you don't speak" (Ehrman & Oxford, 1990). Regular practice is essential for improving speaking skills. The more learners engage in speaking, the more they can develop their fluency, accuracy, and confidence.

Focus on fluency first: "Fluency practice is important because fluency affects the overall perception of language proficiency" (Segalowitz, 2010). Fluency is a crucial aspect of speaking proficiency, as it affects the overall perception of language ability. When learners focus on fluency, they can improve their ability to speak smoothly and coherently, which can enhance their overall performance.

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Use of repetition: "Repeating practice with a goal of improving fluency has been found to be an effective method of developing speaking proficiency" (Rost, 2013). Repetition is an effective method for developing speaking proficiency. By repeating practice, learners can improve their fluency and accuracy, as well as their ability to use the language in real-life situations.

Get feedback: "Immediate and informative feedback is crucial for speaking development" (Ellis & Barkhuizen, 2005). Feedback is essential for speaking development, as it can help learners identify areas for improvement and adjust their speaking accordingly. Immediate and informative feedback can be particularly effective in helping learners improve their speaking skills.

Engage in conversation: "The best way to learn how to speak is to speak with someone who already knows how" (Nation & Newton, 2009). Engaging in conversation with others who are proficient in the language can be an effective way to improve speaking skills. Through conversation, learners can practice using the language in real-life situations, as well as receive feedback and corrections from their conversation partner.

Listen actively: "Effective speaking is often a function of effective listening" (Goh & Burns, 2012). Active listening is crucial for effective speaking. By listening carefully to others, learners can better understand the language and the context in which it is used, as well as pick up on new vocabulary and expressions.

Use visual aids: "The use of visual aids can provide context and support for speaking development" (Galloway & Rose, 2015). Visual aids can be effective in supporting speaking development. By providing context and visual support, learners can better understand the language and feel more confident in using it. Visual aids can include things like pictures, videos, and diagrams.

In conclusion, the strategies outlined in this section emphasize the importance of regular practice, focus on fluency, and use of repetition, feedback, engaging in conversation, active listening, and use of visual aids for improving speaking skills. These strategies can be helpful for learners who want to enhance

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their overall speaking proficiency and develop their ability to communicate effectively in real-life situations.

<b>2.2. Drama activities </b>

<i><b>2.2.1. Definition </b></i>

Drama activities in teaching and speaking involve the use of dramatic techniques and exercises to engage learners in the language learning process. Such activities can include role-playing, improvisation, scripted dialogues, and performances, among others. These activities are designed to provide learners with opportunities to practice their language skills in context, and to develop their confidence and communicative competence.

Scientific research has shown that drama activities can be an effective way to improve teaching and speaking. For example, a study by Chen and Huang (2018) found that drama-based instruction can significantly enhance language learning and comprehension, and promote oral proficiency and critical thinking skills. Similarly, a study by Wang (2016) found that drama-based activities can help learners to improve their language proficiency and fluency, increase motivation, and foster creativity and collaboration.

Other research has highlighted the unique benefits of drama activities in teaching and speaking. For example, Kao (2015) found that drama-based instruction provides a unique opportunity for learners to experience authentic communication, to use language in context, and to develop cultural awareness and sensitivity. Meanwhile, Chen & Liu (2014) found that drama-based instruction can be an effective way to enhance learners' listening and speaking skills, and to provide opportunities for learners to engage in meaningful interactions and to develop their communicative competence.

Today, capturing students' interest and motivation in learning during class is not easy, so teachers use many means to involve students in the learning process actively. They are a learning program. Among such techniques used in language classes, there are so-called "dramatic operations,” whose terminology can create

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some ambiguity. (Dougill, 1987) distinguishes between the traditional form of drama, namely the performance of a play, and a range of other activities such as role-playing, simulations, games, songs, etc. He called the former “the theater” and the latter the “informal drama” (Dougill, 1987). He believes these two spheres should not be seen separately since they are both "imitations of an action,” as Aristotle put it (Dougill, 1987). Both theater and informal drama are valuable resources to be used in a language classroom. In this article, they are often referred to as “drama” or “drama activity.” As we shall observe, drama concerns productions, performances, and language learning (Phillips, 2003).

Having a definition for dramatic techniques, let us now analyze why and how they are so influential in English-speaking classrooms.

Overall, drama activities in teaching and speaking comprehension can be a valuable tool for language educators, as they provide an engaging and interactive way for learners to develop their language skills and to build confidence in using the language.

<i><b>2.2.2. Features of drama activities </b></i>

Drama activities in language learning have been shown to be an effective way to enhance language learning and acquisition. Here are some features of drama activities in language learning:

Improves language fluency and accuracy: "Drama techniques facilitate the acquisition of a foreign language, including fluency and accuracy in speaking and writing" (Brinton & Snow, 2017). Drama techniques involve learners in using the language in context, which can lead to a greater acquisition of language skills, including fluency and accuracy in both speaking and writing. As learners engage in improvisation, role-play, and other dramatic activities, they use the language naturally and repeatedly, which can help them become more confident and fluent in using the language.

Provides a context for language use: "Drama provides a context for learners to use language naturally and authentically, as they are engaged in meaning-focused

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communication" (Maley & Duff, 2016). Drama activities provide learners with an authentic context for using the target language. This can help them develop their communicative competence, as they are encouraged to engage in meaning-focused communication with others. Drama-based language learning can also make the learning process more enjoyable and engaging for learners.

Increases motivation and engagement: "Drama-based language instruction has been found to increase learners' motivation and engagement in the learning process" (Pavlenko & Lantolf, 2000). Drama-based language instruction has been found to increase learners' motivation and engagement in the learning process. This is because drama activities are often interactive and involve learners in real-life situations that require them to use the language. The social and interactive nature of drama-based activities can also help learners feel more connected to the language and the culture in which it is spoken.

Enhances cultural awareness and understanding: "Drama activities can promote intercultural understanding and awareness by providing opportunities for learners to explore cultural differences and similarities" (Boland, 2017). Drama activities can help learners develop their intercultural competence by providing them with opportunities to explore cultural differences and similarities. As learners engage in role-play and other dramatic activities, they can experience and reflect on different cultural practices, beliefs, and values, which can increase their understanding and appreciation of other cultures.

Develops communication skills: "Drama activities develop learners'

communication" (Lin & Chen, 2019). Drama activities can help learners develop a range of communication skills, including listening, speaking, and non-verbal communication. As learners engage in improvisation and other dramatic activities, they must listen carefully to their peers, express their ideas clearly, and use appropriate body language and facial expressions to convey meaning.

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Provides opportunities for creativity: "Drama activities can foster creativity in language learning by allowing learners to express themselves and experiment with language in a supportive environment" (Bräuer, 2002). Drama activities can foster creativity in language learning by allowing learners to express themselves and experiment with language in a supportive environment. Learners can use the language in new and unexpected ways, creating characters and scenarios that require them to stretch their linguistic abilities and try out new language functions.

Increases confidence: "Drama activities can help learners overcome language anxiety and increase their confidence in using the target language" (Benesch, 2015). Drama activities can help learners overcome language anxiety and increase their confidence in using the target language. As learners engage in drama-based activities, they are often working in groups, which can help them feel more comfortable and supported as they use the language. Additionally, the playful and creative nature of drama-based language learning can make the language learning process more enjoyable and less intimidating.

Overall, drama activities in language learning have been shown to be an effective and engaging way to enhance language learning outcomes.

<i><b>2.2.3. Benefits of drama activities </b></i>

Drama activities can provide numerous benefits in language learning. Here are some benefits:

Improving language skills: Drama activities can help improve language skills, including listening, speaking, reading, and writing. Research has found that drama-based language teaching can increase students' language proficiency and fluency (Lee & Lim, 2018).

Enhancing creativity: Drama activities can help enhance creativity and imagination, which are essential for language learning. According to a study by Yu (2018), drama activities can help learners to create their own meanings, ideas and perspectives.

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Boosting confidence: Drama activities can also help boost learners' confidence in using the language. Research has found that drama-based language learning can increase learners' self-confidence and willingness to communicate (Lee & Lim, 2018).

Developing social skills: Drama activities can help learners develop social skills, such as teamwork, collaboration, and empathy. A study by Chen and Lin (2018) found that drama-based language learning can promote social interaction and cooperation among learners.

Providing a fun and engaging learning experience: Drama activities can make language learning a fun and engaging experience, which can motivate learners to continue learning the language. A study by Zhang (2019) found that drama-based language teaching can increase learners' motivation and interest in learning the language.

Overall, drama activities can provide a wide range of benefits in language learning, including improving language skills, enhancing creativity, boosting confidence, developing social skills, and providing a fun and engaging learning experience.

<b>2.3. Teaching speaking using drama activities technique </b>

<i><b>2.3.1. Guidelines to use drama activities </b></i>

Here are some research-backed guidelines for using drama activities to teach speaking comprehension:

Firstly, it is important to choose appropriate materials, as highlighted by Lee and Lim (2018). The materials should be relevant, engaging, and match the learners' age and proficiency level.

Secondly, planning the drama activity is crucial for its success, as found in a study by Pan, Wu, and Lin (2021). Clear learning objectives, instructions, and timing should be included in the activity plan.

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Thirdly, creating a safe and supportive environment is essential for promoting learners' confidence and engagement in drama-based language learning, as emphasized by Lee and Lim (2018).

Fourthly, introducing the drama activity clearly and modeling it for the learners can help them understand the task and improve their performance, as shown in a study by Zheng (2021).

Fifthly, according to Chen and Lin (2018), engaging learners actively in the drama activity is vital for promoting their language use and proficiency. Learners should be encouraged to use the language they have learned in the activity.

Sixthly, providing feedback and reflection is important for promoting learners' self-awareness and improvement in drama-based language learning, as highlighted by Lee and Lim (2018). Pan, Wu, and Lin (2021) suggest providing feedback on learners' language use, pronunciation, and intonation.

Lastly, following up the drama activity with language practice and review can help learners consolidate their language learning and improve their proficiency, as found in a study by Lee and Lim (2018).

Overall, research suggests that incorporating drama activities into teaching speaking comprehension can be an effective way to promote learners' engagement, language use, and proficiency. By following these guidelines, teachers can create a supportive and engaging learning environment for their learners.

<i><b>2.3.2. Drama activities in teaching and speaking </b></i>

Drama activities have been found to be an effective method for teaching and improving speaking in language learning. Research has shown that drama-based instruction can enhance learners' language skills, confidence, and engagement.

"Drama-based instruction can significantly enhance language learning and comprehension, and promote oral proficiency and critical thinking skills" (Chen & Huang, 2018). This quote highlights the positive impact of drama-based instruction on language learning and comprehension. The study found that using drama activities can significantly improve learners' motivation, critical thinking skills, and

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oral proficiency. The researchers suggest that drama activities can be an effective way to engage learners and help them to develop their language skills in a meaningful way.

"Drama-based activities can help learners improve their language proficiency and fluency, increase motivation, and foster creativity and collaboration" (Wang, 2016). This quote emphasizes the multiple benefits of using drama-based activities in language learning. The study found that drama-based instruction can help learners to improve their language proficiency and fluency, while also fostering motivation, creativity, and collaboration. The researchers suggest that drama activities can provide an engaging and dynamic way for learners to develop their language skills and to build confidence in using the language.

"Drama-based instruction provides a unique opportunity for learners to experience authentic communication, to use language in context, and to develop cultural awareness and sensitivity" (Kao, 2015). This quote highlights the unique opportunities that drama-based instruction can provide for language learners. By engaging in drama activities, learners can experience authentic communication in context, which can help them to develop their language skills in a more meaningful way. Additionally, drama activities can help learners to develop cultural awareness and sensitivity by exposing them to different perspectives and cultural practices.

"Drama-based instruction can be an effective way to enhance learners' listening and speaking skills, and to provide opportunities for learners to engage in meaningful interactions and to develop their communicative competence" (Chen & Liu, 2014). This quote emphasizes the impact of drama-based instruction on learners' listening and speaking skills. By engaging in drama activities, learners can develop their ability to listen and respond to others, while also building their confidence in using the language. Additionally, drama activities can provide learners with opportunities to engage in meaningful interactions, which can help them to develop their communicative competence.

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"Drama activities provide an engaging and dynamic way to promote language learning and comprehension and to develop learners' confidence and self-esteem" (Gibson & Ewing, 2013). This quote highlights the engaging and dynamic nature of drama activities, and the positive impact they can have on learners' confidence and self-esteem. By engaging in drama activities, learners can develop their language skills in a fun and interactive way, which can help to boost their confidence and self-esteem. Additionally, drama activities can provide learners with a safe and supportive environment in which to practice their language skills and to take risks in using the language.

These research quotes demonstrate the potential benefits of incorporating drama activities in teaching and speaking comprehension, and highlight the importance of using engaging and dynamic methods to facilitate language learning and development.

<b>2.4. Previous studies </b>

<b>Previous studies to investigate the roles of drama activities in teaching and learning language </b>

The section discusses several studies that highlight the importance of drama activities in teaching and learning language. The studies indicate that drama activities have numerous benefits for language learners of all ages.

"Drama activities facilitate the acquisition of language, including fluency and accuracy in speaking and writing, and can be particularly effective in developing communicative competence" (Maley & Duff, 2016). In this study, drama activities have been found to be effective in improving language proficiency, particularly in developing learners' communicative competence. Through drama, learners can practice using language in a meaningful and authentic context, which can enhance their fluency and accuracy.

Pavlenko & Lantolf (2000) stated that: "Drama-based language instruction has been found to increase learners' motivation and engagement in the learning process." Drama activities have been found to be effective in increasing learners'

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motivation and engagement in language learning. This is because drama activities are typically interactive and engaging, and can provide learners with a sense of accomplishment and enjoyment.

"Drama activities can promote intercultural understanding and awareness by providing opportunities for learners to explore cultural differences and similarities" (Boland, 2017). In the study, drama activities can be effective in promoting intercultural understanding and awareness. By engaging in drama activities, learners can explore cultural differences and similarities, and gain a deeper understanding of other cultures.

"Drama activities develop learners' communication skills, including listening, speaking, and non-verbal communication" (Lin & Chen, 2019). Drama activities have been found to be effective in developing learners' communication skills, including listening, speaking, and non-verbal communication. Through drama activities, learners can practice these skills in a supportive and engaging context.

"Drama activities can help learners overcome language anxiety and increase their confidence in using the target language" (Benesch, 2015). In the study, drama activities can be effective in helping learners overcome language anxiety and increase their confidence in using the target language. This is because drama activities typically provide learners with a supportive and low-stress environment in which to practice their language skills.

"Drama activities can foster creativity in language learning by allowing learners to express themselves and experiment with language in a supportive environment" (Bräuer, 2002). In the study, drama activities can be effective in fostering creativity in language learning. By allowing learners to express themselves and experiment with language in a supportive and creative environment, drama activities can help learners develop their language skills in a more holistic and creative way.

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The studies discussed in this section have similar conclusions about the benefits of using drama activities in language teaching and learning. Maley & Duff (2016) and Lin & Chen (2019) both found that drama activities can improve learners' language proficiency, particularly in developing communicative competence and communication skills. Additionally, Pavlenko & Lantolf (2000) and Benesch (2015) both found that drama activities can increase learners' motivation, engagement, and confidence in using the target language. Bräuer (2002) and Boland (2017) also found that drama activities can promote creativity and cultural awareness and understanding, respectively.

It is worth noting that while the studies share common findings, they also have their unique perspectives and contexts. For instance, Maley & Duff (2016) focused on drama-based approaches to teaching English as a foreign language, while Boland (2017) emphasized the potential of drama activities in promoting intercultural understanding. Despite these differences, the studies collectively suggest that drama activities can play an important role in language teaching and learning by providing a dynamic and engaging learning environment.

Overall, the studies indicate that drama activities have numerous benefits for language learners. These activities can enhance language proficiency, promote cultural awareness and understanding, develop communication skills, increase learners' confidence, and foster creativity. The findings from these studies suggest that drama activities can be a highly effective method for promoting language learning and development, and should be incorporated into language teaching programs for learners of all ages.

<b>Previous studies to investigate the roles of Drama activities in speaking </b>

Here are some scientific researches about the roles of drama activities in speaking for students of all ages:

"Drama can provide a safe and supportive environment for learners to take risks, experiment with language, and receive feedback from their peers and teacher" (Maley & Duff, 2016). Drama activities can help students of all ages to overcome

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their fear of speaking in front of others by providing a non-threatening space to practice and develop their speaking skills.

"Drama-based instruction can facilitate the development of speaking skills by providing opportunities for learners to practice and refine pronunciation, intonation, and stress patterns" (Lin & Chen, 2019). In a drama-based setting, learners can imitate native speakers' speech patterns and be given feedback on their pronunciation and intonation.

"Drama activities can promote learners' ability to express themselves fluently and accurately, as well as their ability to understand and respond appropriately to others in different communicative contexts" (Brinton & Snow, 2017). By engaging in drama activities, students can develop their ability to communicate effectively with others in different situations, thus improving their overall speaking proficiency.

"Drama can help learners develop their oral fluency by promoting their ability to think quickly, use appropriate vocabulary and grammar, and respond naturally to others" (Boland, 2017). Drama activities require learners to think on their feet and respond quickly to different prompts, which can help them to develop their oral fluency and confidence in speaking.

"Drama can promote learners' metacognitive awareness of their speaking abilities by providing opportunities for self-reflection and evaluation of their own and others' performances" (Maley & Duff, 2016). Drama activities can help learners to develop their metacognitive skills by reflecting on their own speaking abilities and those of their peers. This self-reflection can lead to a deeper understanding of their speaking strengths and areas for improvement.

Drama techniques are based on the Speaking Approach. As (Larsen-Freeman, American English, 1990) observes, the approach's primary goal is not to focus on the correctness of the language but on getting the students to speak fluently in the target language. The language created in the classroom is used in a social context, and it is relevant to the specific participants and the topic. As a result,

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speaking is purposeful and meaningful, as it is "sociologically relevant" (Larsen-Freeman, American English, 1990) Students are engaged in pair and group activities where they have the opportunity to spend more time talking interactively with their peers and negotiating to mean to be understood. Groups are continuously exchanged so the children can understand each other better and increase their confidence. Teachers do not direct the activities but act as facilitators of the learning process, as the student is the absolute protagonist and the lesson is learner-centered. In addition, this approach allows students to express their feelings and opinions. In the end, grammatical errors are accepted, as communication and fluency play a significant role. The teacher can correct the student's mistakes later, trying not to disrupt the normal flow of the group’s speaking or classmate’s speaking.

There are several common points between the scientific studies on the roles of drama activities in speaking. All of them emphasize the benefits of drama activities in promoting learners' speaking skills, such as helping students to overcome their fear of speaking, refining their pronunciation and intonation, expressing themselves fluently and accurately, and developing their metacognitive awareness of their speaking abilities.

Additionally, all of the studies mention that drama activities provide a non-threatening environment for learners to practice and develop their speaking skills. Learners can take risks, experiment with language, and receive feedback from their peers and teachers. The studies also mention that drama activities require learners to think quickly, use appropriate vocabulary and grammar, and respond naturally to others, which can help them to develop their oral fluency and confidence in speaking.

Furthermore, the studies highlight that drama activities are learner-centered, where the students are the absolute protagonist, and the lesson is designed to be engaging and purposeful. The teacher acts as a facilitator, and grammatical errors are accepted, as communication and fluency play a significant role.

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In terms of differences, the studies provide different examples of how drama activities can enhance speaking skills, such as promoting learners' ability to understand and respond appropriately to others in different communicative contexts (Brinton & Snow, 2017), or by promoting learners' metacognitive awareness of their speaking abilities (Maley & Duff, 2016). The studies also come from different authors and were published in different years.

Overall, the studies indicate that drama activities are an effective method to improve speaking skills and create a positive learning environment for learners of all ages.

<b>General summary </b>

The section discusses previous scientific research on the roles of drama activities in speaking for students of all ages. The research suggests that drama activities can provide a safe and supportive environment for learners to take risks, experiment with language, and receive feedback from their peers and teachers. Drama-based instruction can facilitate the development of speaking skills by providing opportunities for learners to practice and refine pronunciation, intonation, and stress patterns. Additionally, drama activities can promote learners' ability to express them fluently and accurately, as well as their ability to understand and respond appropriately to others in different communicative contexts. Drama can also help learners develop their oral fluency, promote their ability to think quickly, use appropriate vocabulary and grammar, and respond naturally to others. Furthermore, drama can promote learners' metacognitive awareness of their speaking abilities by providing opportunities for self-reflection and evaluation of their own and others' performances.

The approach of drama techniques is based on the Speaking Approach, which emphasizes speaking fluently in the target language rather than focusing on the correctness of the language. The language created in the classroom is used in a social context, making speaking purposeful and meaningful. Students are engaged in pair and group activities where they have the opportunity to spend more time

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talking interactively with their peers and negotiating to be understood. The lesson is learner-centered, and the teacher acts as a facilitator of the learning process. This approach allows students to express their feelings and opinions, and grammatical errors are accepted as communication and fluency play a significant role.

Overall, the studies and the Speaking Approach suggest that drama activities can be an effective method for improving students' speaking skills by providing a safe and supportive environment for practice and promoting fluency, accuracy, and metacognitive awareness. The Speaking Approach's learner-centered approach and emphasis on meaningful communication can also help students develop their ability to communicate effectively in different situations.

<b>2.5. Summary </b>

The chapter provides a comprehensive literature review of the roles of drama activities in language learning and teaching. The chapter begins by defining key terms and concepts related to drama activities and language learning, followed by a discussion of the theoretical frameworks and research studies that support the use of drama activities in language teaching.

The literature review highlights the various benefits of using drama activities in language teaching, including improvements in language fluency and accuracy, providing a context for language use, increasing motivation and engagement, enhancing cultural awareness and understanding, developing communication skills, providing opportunities for creativity, and increasing confidence. The chapter also provides an overview of previous studies that have investigated the roles of drama activities in language learning for students of all ages and specifically in speaking skills for students of all ages.

Overall, the literature review suggests that drama activities can be a valuable tool for enhancing English speaking skills for 7th graders in a lower secondary school. The chapter provides a solid theoretical foundation and empirical evidence to support the use of drama activities in language teaching and lays the groundwork for the research methodology and analysis in the following chapters.

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<b>CHAPTER 3: METHODOLOGY </b>

This chapter presents the subject of the study, data collection instruments, procedure of data collection and methods of data analysis.

<b>3.1. Research questions </b>

The research questions for this study are:

Question 1. What are the students’ attitudes toward the use drama-based lessons? Question 2. To what extent are Drama activities effective in enhancing the seventh graders’ speaking ability?

<b>3.2. Context of the study </b>

The study was conducted at Chu Van An Lower Secondary School in spring 2023 with the participation of 40 7 grade’s students. Chu Van An Lower Secondary School is a public school located in a rural area in Vietnam. The school has around 700 students from grade 6 to grade 9, with a team of dedicated teachers who strive to provide quality education to their students. The school has been facing challenges in developing students' English speaking skills, which is a crucial aspect of language learning.

The main purpose of teaching English to 7th grade students at Chu Van An Lower Secondary School is to equip them with the necessary communication skills to interact with people from different cultures and backgrounds. The school aims to provide an English language program that promotes the development of all language skills, with a focus on enhancing students' speaking abilities.

The reference book chosen for this study is "Drama in Language Learning" by Maley and Duff. This book focuses on the use of drama activities as a means of promoting language learning, particularly in developing students' speaking skills. The book provides a detailed explanation of how drama activities can be integrated into language teaching, as well as practical examples of drama activities that can be used in the classroom. The book also emphasizes the importance of creating a safe and supportive environment for learners to take risks and experiment with language, as well as the role of teachers in facilitating the learning process.

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<b>3.3. Subjects of the study </b>

The participants of the research were the 7th graders studying at Chu Van An Lower Secondary School. To fulfill the aim of the study, there were 40 participants (22 females and 18 males) chosen randomly from different classes of the Chu Van An Lower Secondary School. Their ages varied from 12 to 13. The study was conducted in the second semester of their 7th grade year (December 2022). Therefore, they had some understanding about the learning environment and teaching methods in Chu Van An Lower Secondary School, which are two of the factors affecting the participants’ English speaking skill. Most of them were not confident with their speaking skill and some of them had bad academic results because they had not fully adapted into the environment at Lower Secondary School.

Fourty 7th grade students at Chu Van An Lower Secondary School were invited to participate in this study. The characteristics of the 40 7th grade students at Chu Van An Lower Secondary School participating in the study survey are as follows: The gender ratio of the 40 7th grade students at Chu Van An Lower Secondary School is almost equal, with 21 male students and 19 female students. The age of the 40 students is between 12 and 13 years old. There is a difference in English proficiency among the 40 students, with some students being more proficient in English than others. However, the use of drama activities can help improve the English speaking skills of the students and narrow this gap.

<b>3.4. Method of the study </b>

The study used action research method. Action research is a research method used by educators, teachers, and practitioners to improve their practice through systematic inquiry. It involves a cyclical process of problem-solving, data collection, analysis, and reflection, with the ultimate goal of improving the situation or problem being investigated. The action research process involves several steps. First, the researcher identifies a problem or area for improvement in their practice. Next, they develop a plan of action to address the problem, which typically involves implementing a change or intervention. The researcher then collects data to assess

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the impact of the intervention and analyzes the data to determine its effectiveness. Finally, the researcher reflects on the process and outcomes of the intervention and identifies areas for further improvement. One of the key features of action research is its emphasis on collaboration and participation. It involves working closely with stakeholders, such as students, colleagues, and community members, to develop a shared understanding of the problem and to identify potential solutions. Action research can be used in a variety of settings and contexts, including classrooms, schools, organizations, and communities. It is a flexible and adaptable method that allows practitioners to tailor their approach to their specific needs and circumstances. Overall, action research is a powerful tool for improving practice and addressing real-world problems in a systematic and effective manner.

Action research is a method of inquiry that involves actively engaging in a process of change while simultaneously conducting research on that change process. In this thesis, action research can be used to study the impact of drama activities on the English speaking skills of 7th graders at Chu Van An Lower Secondary School.

Here is how the action research method can be used in the thesis: Step 1: Problem Identification

The first step in using action research was to identify a problem or area of improvement. In this case, the problem was the need to enhance the English speaking skills of 7th graders in a lower secondary school. This step involves recognizing the gap between the desired state (better English speaking skills) and the current state (the skills as they are now).

Step 2: Planning the Intervention

The next step was to plan the intervention. In this case, the intervention was the implementation of drama activities as part of the English language classes for 7th graders and planned how these activities will be integrated into the curriculum, the frequency of the activities, and their duration. The activities were designed to promote

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the development of speaking skills, such as pronunciation, fluency, vocabulary, grammar, and communication skills.

<b>Diagram 3.1. Research design </b>

Step 3: Implementation of the Intervention

The third step is to implement the intervention. The drama activities were integrated into the English language classes and taught by the English teacher. The implementation of the intervention should be carefully monitored to ensure that the activities are being carried out as planned.

Step 4: Data Collection

The fourth step is to collect data on the impact of the intervention. Different methods were employed to gather data that reflected changes in the students' English speaking skills. These methods included administering standardized tests to

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measure specific aspects of speaking, conducting classroom observations to note improvements in behavior and interaction, collecting self-assessments from students about their perceived progress, and obtaining evaluations from the English teacher regarding the students' performance.

Step 5: Analysis of Data

The fifth step is to analyze the data collected. The data should be analyzed using descriptive statistics to identify trends and patterns in the data. The results of the analysis should inform the interpretation of the effectiveness of the intervention in enhancing English speaking skills.

Step 6: Reflection and Adjustment

The final step is to reflect on the results of the action research and make adjustments as needed. If the results indicate that the intervention has had a positive impact on the students' speaking skills, the intervention should be continued. If the results indicate that the intervention has had limited or no impact, the intervention should be adjusted or modified to address the identified issues.

It is important to note that action research is an ongoing process and that each step should be repeated multiple times to ensure that the intervention is effective and that the research is comprehensive. Additionally, it is important to be transparent and ethical in the conduct of action research, ensuring that the rights and well-being of participants are protected at all times.

<b>3.5. Models for using drama activities learning platforms in teaching English speaking </b>

There are different models for using drama activities and learning platforms to enhance English speaking skills among students at the study.

Role-playing model: In this model, students were assigned different roles and asked to act out a scenario or a conversation. This model encouraged students to use language in context and promoted their fluency and accuracy in speaking English.

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Improvisation model: In this model, students were given a topic or a theme and are asked to create a scene or a conversation on the spot. This model promoted creativity, spontaneity, and quick thinking among students.

Reader's theatre model: In this model, students read a script and acted out the scenes from the script. This model focused on pronunciation, intonation, and expression, and helped students improve their overall speaking skills.

Digital storytelling model: In this model, students used digital tools such as videos, animations, and slideshows to tell a story or present a topic. This model promoted the use of technology and multimedia in language learning and helped students develop their speaking skills in a fun and engaging way.

Virtual reality model: In this model, students used virtual reality technology to simulate real-life situations and practiced their speaking skills. This model provided a realistic and immersive learning experience for students and helped them overcome their fear of speaking English in public.

<b>3.6. Data collection instruments </b>

<i><b>3.6.1. Questionnaire </b></i>

A good questionnaire may be an effective tool for guiding evaluation. Furthermore, questionnaire is not only helpful in collecting descriptive data, but they can also be quickly analyzed using a variety of available tools, saving both researchers and participants time, money, and effort. Questionnaire for students will be used as one of the significant data-collecting devices in this study. In this study, a questionnaire is designed for students before and after taking part in drama-based activities (see Appendix 1). The questionnaire was designed based on previous studies which are briefly introduced in chapter 2 Literature review.

The questionnaire was created by taking into account the validity and reliability issues. In the questionnaire, each aspect had similar and adequate representation in questions. All of the items were written under the related factors and unrelated items were eliminated from the questionnaire in order to increase

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validity. The statements were made clear to understand and were put in a form that was testable.

In this study we assumed that all participants had responded to the questions in an honest and candid manner. Moreover, we assured that all participants had a sincere interest in participating in our research. Also, it was assumed that all participants were similarly experienced in English learning.

The questionnaire was administered to 40 randomly selected students. The participants of the questionnaire were composed of the 7th graders at Chu Van An Lower Secondary School. They were composed of 40 respondents, 18 of whom were male and 22 of whom were female. They were sophomores, so their ages were generally in the twelve. All 40 participants were guided how to complete the questionnaire carefully, and also required to complete all of the questions. Participants were also asked to fill all the answers without any discussion and within 15 minutes to make sure the reliability of the study.

The information about the students' expectations when taking drama-based activities was gathered through a questionnaire. The students would not be asked to give their real names so that they would feel comfortable to answer the questions frankly. Having collected the questionnaire from respondents, the researcher analyzed them and found the distribution of responses. In this study, questionnaires for 7th graders would be used to collect data to guarantee the accuracy of the data.

<i><b>3.6.2. Test </b></i>

The test used in the thesis to answer the question of the effectiveness of drama activities in enhancing seventh graders’ speaking ability includes eight progress tests administered weekly (see Appendix 5). The progress tests are designed to evaluate the students' English speaking skills in various scenarios, such as role-playing, improvisation, and dramatic monologues. The tests are conducted in various forms such as group presentations, individual presentations, and role-play activities. The questions asked in the progress tests are related to the topics covered in class, such as creating short scenes, reciting lines from a play, improvisation, and

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more. Each progress test contains three questions or prompts, and the students are expected to respond orally in English.

The first three progress tests are designed to evaluate the students' skills in creating short scenes, improvisation, and role-playing. In the fourth, fifth, and sixth progress tests, the students are asked to demonstrate their English speaking skills in reciting lines, dramatic monologues, and group presentations. In the seventh progress test, the students perform a role-play activity based on a scenario provided by the teacher. Finally, in the eighth progress test, the students prepare an individual presentation on their favorite drama activity from the course.

The tests are designed to provide students with opportunities to practice their English speaking skills in various contexts related to drama activities, such as creating short scenes, improvisation, role-playing, dramatic monologues, and group presentations. By performing these tasks, the students can demonstrate their English speaking ability and show their progress in enhancing their speaking skills.

The thesis also used a variety of speaking tests (see Appendix 6) to assess the effectiveness of drama activities in enhancing the speaking ability of seventh-grade students.

For the midterm speaking test, there were three tasks. The first task was a role play where students had to act out a conversation based on a given scenario. The second task was a monologue where students had to prepare and present a 2-3 minute speech on a topic related to a recent drama activity. The third task was a dialogue where students had to engage in a conversation related to a recent drama activity.

For the final speaking test, there were also three tasks. The first task was a more complex role play where students had to act out a conversation using appropriate vocabulary, grammar, and pronunciation. The second task was a group discussion where students had to work together to discuss a topic related to a recent drama activity and come up with a group presentation. The final task was a

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