Exploring learners’ perceptions towards collaborative work through drama in foreign language learning: A view from a mandatory Italian high-school curriculum

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dc.contributor.authorBora, Simona Floare
dc.date.accessioned2019-12-12T09:21:28Z
dc.date.available2019-12-12T09:21:28Z
dc.date.issued2019
dc.description.abstractThis article focuses on learners’ perceptions related to the collaborative work through a drama project undertaken as part of a rather rigid high-school mandatory curriculum. The project aimed to offer a dynamic and safe learning environment in which learners could acquire language in an interactive and collaborative way and to help the learners to develop their oral skills and increase their motivation towards learning a foreign language. A class of final year Italian students (n=10) with a level of language ranging from low intermediate to upper intermediate took part in the drama classes which were implemented longitudinally over two academic terms (20 weeks): self-standing play excerpts combined with drama games in the second term followed by a full-scale performance of a single play in the third term. Data were collected through a semi-structured questionnaire, follow-up interviews and researcher’s field notes. Findings revealed that learners perceived that collaboration and interaction through drama were important elements for promoting a positive attitude towards learning a foreign language and their oral production despite the challenges that a full-scale production may pose when subjected to the various constraints of time and the syllabus requirements of a compulsory curriculum.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationBora, S. F. (2019) 'Exploring learners’ perceptions towards collaborative work through drama in foreign language learning: A view from a mandatory Italian high-school curriculum', Scenario: A Journal for Performative Teaching, Learning, Research, XIII(2), pp. 171-186. https://doi.org/10.33178/scenario.13.2.11en
dc.identifier.doihttps://doi.org/10.33178/scenario.13.2.11
dc.identifier.endpage186
dc.identifier.issn1649-8526
dc.identifier.issued2
dc.identifier.journalabbrevScenario
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage171
dc.identifier.urihttps://hdl.handle.net/10468/9421
dc.identifier.volumeXIII
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttp://research.ucc.ie/journals/scenario/2019/02/Bora/11/en
dc.rights© 2019, The Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectLearners' perceptionsen
dc.subjectOral skillsen
dc.subjectCollaborationen
dc.subjectMotivationen
dc.titleExploring learners’ perceptions towards collaborative work through drama in foreign language learning: A view from a mandatory Italian high-school curriculumen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. XIII Issue 02