2022 Fiscal Year Research-status Report
On the Efficacy of Process Drama as a Method of Teaching Collocations to Japanese University Students
| Project/Area Number |
22K00831
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| Research Institution | Meijo University |
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Principal Investigator |
川上 綾 名城大学, 外国語学部, 准教授 (60805076)
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| Co-Investigator(Kenkyū-buntansha) |
Rogers James 名城大学, 外国語学部, 准教授 (50533527)
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| Project Period (FY) |
2022-04-01 – 2025-03-31
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| Keywords | process drama / drama in education / new language acquisition / language correction / TESOL / collocations |
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| Outline of Annual Research Achievements |
The focus was to first collect data through interviews of Process Drama practitioners about their practical, real-world classroom practices and methods related to aiding student acquisition and retention of new language and language correction. In total, 12 participants were recruited using snowball sampling. Each 90-minute to 2-hour interview was analyzed using thematic analysis, and a basic model of common practices was created. The results found that unanimously, process drama practitioners avoided language correction and the introduction of new language in the experiential phase. Predominantly, new language was introduced in the preparation phase. While language correction was often in the reflection phase, the focus was on correction for meaning-making and intention as opposed to accuracy. A modified approach to Process Drama was developed from this analysis, and two potential models were put forth for feedback from Process Drama practitioners and other language teachers. Preparation has begun for the second phase of the student- testing of equipment, development of lesson plans, collocation lists, pretext, and dramatic elements.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
Generally speaking, we are on schedule with our original proposal, with a slight delay in the development of lesson plans, as we have been in discussions and have made some modifications. The number of participants was not as high as hoped for the phase one study, but still adequate considering how niche process drama is as a language teaching approach.
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| Strategy for Future Research Activity |
Potentially, we plan to do a pilot test of the lesson plans developed and the tests to be given prior to and after the lessons as part of developing the second phase study. We will recruit 75-100 participants from universities. Data will be collected in the form of test scores, recordings of utterances, and surveys. The result of the pre-lesson and post-lesson tests will be used to determine if the use of PD aids in the acquisition, retention, and use of collocations in comparison to more traditional teaching approaches. Analysis of the survey results will be used to examine perceptions of PD and determine if PD promotes student engagement and motivation. Based on the results, assess the viability of the PD approach or potentially modify it. We will then present our findings.
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| Causes of Carryover |
The remaining money will be used to buy some additional recording equipment.
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Research Products
(1 results)
