Multimodal scaffolding teaching: Role-taking or role-creating in an English as a Foreign Language (EFL) oral communication class in Japan
Department of German, University College Cork
This study is an investigation of the impact of multimodal scaffolding teaching through in-class drama workshop tasks among a group of first-year English education major students studying English in an EFL oral communication class at a national university in Japan. Students’ role-play dialogues were video-recorded and transcribed to identify oral communication challenges so as to make informed interventions in a series of drama workshops that were again video-recorded and transcribed after the intervention to assess progress made in addressing the original communication problems. Questionnaires and interviews at the start and end of the study were used to measure students’ enthusiasm and analyse their self-assessment. The findings indicate that scaffolding drama workshops in which students create role-play dialogues engages them in the subject, facilitates their learning, and brings out multimodal features that are necessary for effective oral communication.
Multimodal scaffolding teaching , Drama workshop , Role play , Video recording , Multimodality , Performative teaching and learning
Nfor, S. (2020) 'Multimodal scaffolding teaching: Role-taking or role-creating in an English as a Foreign Language (EFL) oral communication class in Japan', Scenario: A Journal for Performative Teaching, Learning, Research, XIV(1), pp. 24-43. https://doi.org/10.33178/scenario.14.1.3