The Impact of Drama on the Speaking and Self-Confidence of EFL Undergraduate Students at a Public University

dc.contributorGallego Castaño, Liliana del Pilar
dc.contributorGallego Castaño Liliana Del Pilar
dc.contributorREDI: Researchers in English Didactics (Categoría C)
dc.creatorOrtiz Cifuentes, Luis Miguel
dc.date2022-12-15T18:12:33Z
dc.date2022-12-15T18:12:33Z
dc.date2022-12-15
dc.date.accessioned2023-09-06T18:26:29Z
dc.date.available2023-09-06T18:26:29Z
dc.identifierhttps://repositorio.ucaldas.edu.co/handle/ucaldas/18218
dc.identifierUniversidad de Caldas
dc.identifierRepositorio Universidad de Caldas
dc.identifierhttps://repositorio.ucaldas.edu.co/mydspace
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8697395
dc.descriptionIlustraciones, gráficas
dc.descriptionspa: Esta investigación acción cualitativa tiene como objetivo determinar el impacto del drama en las habilidades de producción oral y la confianza en sí mismos de los estudiantes de pregrado de inglés como lengua extranjera en una universidad pública en Colombia. Los participantes de este estudio fueron trece estudiantes. El problema principal me llevó a planificar e implementar seis talleres sobre teatro que constaban de tres etapas, discusión, adaptación y actuación, para ayudar a los estudiantes a mejorar sus habilidades orales y confianza en sí mismos. Los instrumentos seleccionados para la recopilación, triangulación y análisis de datos a lo largo de las intervenciones pedagógicas fueron un portafolio, una lista de verificación de observación no participante, una rúbrica de habilidades para hablar y un grupo focal semiestructurado en los talleres 1-2, 3-4, 5-6. Los hallazgos demostraron que los estudiantes redujeron los factores negativos que afectaban su aprendizaje del idioma. Los estudiantes mejoraron su fluidez al producir información, construyeron mejores expresiones orales gramaticalmente y mejoraron su pronunciación. La audiencia entendió mejor las representaciones y los estudiantes ganaron más confianza en sí mismos cuando usaban la lengua meta. Otros beneficios surgieron de los datos: imaginación, creatividad, trabajo en equipo, interés por la lectura y mejora del currículo oral. Como se mostró anteriormente, la combinación de teatro y literatura fomentó las habilidades orales de los estudiantes, ganaron más confianza, mejoraron su memoria y brindó herramientas didácticas para fortalecer planes de estudio basados en expresión oral en diferentes contextos.
dc.descriptioneng:Ing: This qualitative action research aims to determine the impact of drama on the speaking skills and self-confidence of EFL undergraduate students at a public university in Colombia. The participants of this study were thirteen students. The main problem led me to plan and implement six workshops about drama which consisted of three stages, discussion, adaptation, and performance, to help the students to improve their oral skills and self–confidence. The instruments selected for data collection, triangulation, and analysis throughout the pedagogical interventions were a portfolio, non-participant observation checklist, speaking skills rubric, and semi-structured focus group in Workshop 1-2, 3-4, 5-6. The findings demonstrated that the students reduced the negative factors that affected their language learning. The students improved their fluency when producing the output of information, constructed better oral utterances grammarly, and enhanced their pronunciation. The audience understood the performances better, and the students gained more self-confidence when using the target language. Other benefits emerged from the data: imagination, creativity, teamwork, reading interest, and speaking curriculum improvement. As has been shown above, the combination of drama and literature fostered students’ speaking skills, gained more confidence, boosted their memory, and provided teaching tools to strengthen speaking curricula in different contexts.
dc.descriptionThe Impact of Drama on the Speaking and Self-Confidence of EFL Udergraduate Students at a Public University / Abstract / Introduction / Purpose of the research / Description of the context and setting/ Description of the problema/ Research question and objectives / General objective/ Specific Objectives/ Theoretical framework / Drama in English Language Teaching / Role Play / Readers' theatre/ Skits/ Self–Confidence in English Language Learning / Speaking Skills/ Speaking strategies/ Assessing Speaking / Fluency/ Accuracy/ Pronunciation/ Comprehensibility/ Previous related studies / Research methodology/Type of study/ Participants/ Instruments/ Research stages / Phases of the study/ Diagnostic stage/ Action stage / Evaluation stage/ Findings/ Conclusion, Pedagogical Implication, and Limitations / References / Appendices / Diagnostic Stage/ Teaching Journal/ Semi – structured focus group/ Semi – structured interview/ Entry speaking test/ Evaluation Stage/ Portfolio/ Non – Participant observation checklist/ Semi – structured focus group in WP # 3 – 4/ 5 Speaking skills Rubric/ Drama sessions / SCRIPTS / The Tell-Tale Heart / Annabel Lee / Berenice / The Black Cat/ The Fall of the House of Usher / Hop – Frog / Lesson planning format/ Lesson plan .
dc.descriptionMaestría
dc.descriptionMagister en Didáctica del Inglés - Manizales
dc.descriptionDesarrollo de las habilidades de la lengua: escritura, lectura, comunicación oral y escucha
dc.formatapplication/pdf
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dc.languageeng
dc.languagespa
dc.publisherFacultad de Artes y Humanidades
dc.publisherManizales
dc.publisherMaestría en Didáctica del Inglés - Manizales
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dc.rightsinfo:eu-repo/semantics/closedAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
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dc.rightshttp://purl.org/coar/access_right/c_14cb
dc.subjectAprendizaje
dc.subjectLenguajes
dc.subjectDrama techniques
dc.subjectSpeaking skills
dc.subjectSelf - confidence
dc.titleThe Impact of Drama on the Speaking and Self-Confidence of EFL Undergraduate Students at a Public University
dc.typeTrabajo de grado - Maestría
dc.typehttp://purl.org/coar/resource_type/c_bdcc
dc.typeText
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typehttps://purl.org/redcol/resource_type/TM
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