The effects of integrated drama-based role play and Student Teams Achievement Division (STAD) on students’ speaking skills and affective involvement

Simple item page
dc.contributor.authorSirisrimangkorn, Lawarn
dc.contributor.authorSuwanthep, Jitpanat
dc.contributor.editorSchewe, Manfreden
dc.contributor.editorEven, Susanneen
dc.date.accessioned2022-03-07T12:11:32Z
dc.date.available2022-03-07T12:11:32Z
dc.date.issued2013
dc.description.abstractThe study investigates the pedagogical use of integrated drama-based role play and Student Teams Achievement Division (STAD) cooperative learning, and its effects on the first year non-English majors’ speaking skills, motivation, and self-esteem. The study was conducted over an academic semester in a basic English class in a northeastern university in Thailand with two separate groups, with a quasi-experimental design. The participants in this study were 80 non-native undergraduate students whose major was not English. Over the 16 weeks of the study, both groups of students studied English with the same learning content; however, only the experimental group was introduced to drama-based role play and STAD, with blended-learning instruction, while the control group continued using the course book role plays with regular group work activities and classroom instruction. Both quantitative (t-test) and qualitative (content analysis) methods were used to analyze the results of the study. The results of the quantitative and qualitative analysis showed the effectiveness of drama-based role play combined with STAD on students’ speaking skills, motivation, and self-esteem in the experimental group. The study concludes with recommendations for the integration of the blended drama-based and cooperative learning to improve students’ English speaking skills and affective involvement.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationSirisrimangkorn, L. and Suwanthep, J. (2013) 'The effects of integrated drama-based role play and Student Teams Achievement Division (STAD) on students’ speaking skills and affective involvement', Scenario: A Journal of Performative Teaching, Learning, Research, VII(2), pp. 64-78. https://doi.org/10.33178/scenario.7.2.5en
dc.identifier.doihttps://doi.org/10.33178/scenario.7.2.5
dc.identifier.endpage78
dc.identifier.issn1649-8526
dc.identifier.issued2
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal of Performative Teaching, Learning, Researchen
dc.identifier.startpage64
dc.identifier.urihttps://hdl.handle.net/10468/12783
dc.identifier.volumeVII
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-7-2-5
dc.rights© 2013, 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.titleThe effects of integrated drama-based role play and Student Teams Achievement Division (STAD) on students’ speaking skills and affective involvementen
dc.typeArticle (peer-reviewed)en
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
3260-Article Text-6456-1-11-20201231.pdf
Size:
275.97 KB
Format:
Adobe Portable Document Format
Description:
Published Version
Download
Collections
Scenario: A Journal for Performative Teaching, Learning, Research. Vol. VII Issue 02