This action research uses creative drama activities to develop speaking competence through picture books among preschoolers on online platforms. This study aims to determine the creative drama activities I implemented to achieve speaking outcomes in preschoolers.
The research group consisted of four preschool learners. The study's implementations began on October 30, 2022, lasted twelve weeks, and ended on December 25, 2022. Three picture books were used in the research: book 1, The Very Hungry Caterpillar by Eric Carle; book 2, The Colour Monster by Anne Llenas; and book 3, From Head to Toe by Eric Carle. Learners read the story and played games, sang songs, and did creative drama activities during the lessons. I emphasized creating a supportive and engaging learning environment that fosters learners' sense of comfort and ownership. I also emphasized the importance of creative drama techniques in encouraging learners to speak and the need to tailor teaching methods to the learner's needs, interests, and abilities. Learners spoke up and used props efficiently during target tasks. To provide evidence of the effectiveness of creative drama and storytelling in improving speaking skills in preschoolers, data collection methods, including video recordings, feedback and questionnaires from parents, the observation of a nonparticipant observer, and the
teacher's journal, were used in this study. The data collected using these methods was triangulated to ensure the findings' validity and reliability. Future research could focus on broadening the study's scope to include a larger sample size and a broader range of learner ages. It would be interesting to investigate the long-term effects of CD activities on speaking abilities and compare their efficiency to other language instruction techniques. It would also be helpful to study how learner activities are used and how well they work in online or hybrid learning environments.
Table of Contents
- 1. Introduction
- 1.1 Statement of the problem
- 1.2 Significance of the Study
- 1.3 Personal Motivation
- 1.4 Limitations
- 2. Literature Review
- 2.1 Teaching and Learning English as a Foreign Language
- 2.2 Communicative Language Teaching
- 2.3 Teaching approach: Task-Based Language Learning
- 2.3.1 Features of a Task
- 2.3.2 Task features that potentially support language learning
- 2.3.3 Task types in relation to creative drama
- 2.4 Definition and Importance of Speaking Skills and Sub-Skills in Communicative Language Teaching
- 2.4.1 Qualities of a Successful Speaking Classroom
- 2.4.2 Speaking proficiency challenges in English language classrooms
- 2.4.3 Use of creative drama to relieve speaking proficiency challenges in preschoolers
- 2.5 Introduction to Creative Drama in Education
- 2.5.1 The advantages of creative drama in developing preschoolers' speaking skills
- 2.5.2 Implementation of creative drama activities in the preschool context
- 2.5.3 Creative drama techniques that can be used to improve speaking skills
- 2.6 The importance of using picture books with young learners as a basis for creative drama
- 2.6.1 Criteria for selecting picture books to develop speaking skills
- 2.6.2 Language use in stories
- 3. Didactical and methodological considerations of task plans
- 3.1 Didactical and methodological considerations of the Circle Time Routine
- 3.2 Book One: The Very Hungry Caterpillar by Eric Carle
- 3.2.1 Didactical considerations
- 3.2.2 Task plan and methodology
- 3.3 Book two: The Colour Monster by Anna Llenas
- 3.3.1 Didactical considerations
- 3.3.2 Task plan and methodology
- 3.4 Book three: From Head to Toe by Eric Carle
- 3.4.1 Didactical considerations
- 3.4.2 Task plan and methodology
- 4. Methodology
- 4.1 Research Design
- 4.2 Learning Context and Participants
- 4.3 Data Collection Procedure
- 4.4 Data Collection Instruments
- 4.5 Data Analysis Procedure
- 4.6 Validity and Reliability of the Study
- 5. Findings
- 5.1 Creative drama in storytelling
- 5.2 Supporting preschoolers
- 5.3 Developing speaking skills
- 6. Discussion and Conclusion
- 7. Recommendations and Further Research
Objectives and Key Themes
This study aims to investigate the effectiveness of using picture books in preschool drama activities to develop English speaking competences in young learners. The research explores how specific task-based language learning approaches, implemented through creative drama techniques, can enhance speaking skills and address common challenges faced by preschoolers learning English as a foreign language.
- Task-Based Language Learning (TBLL) in the context of preschool English language acquisition.
- The role of creative drama in fostering communicative competence in young learners.
- The effectiveness of picture books as stimuli for language development through drama activities.
- Specific pedagogical approaches and methodologies for implementing picture book-based drama activities.
- Analysis of the impact of these activities on preschoolers' speaking proficiency.
Chapter Summaries
1. Introduction: This chapter sets the stage for the research by outlining the problem statement, which focuses on the challenges of developing English speaking skills in preschoolers. It highlights the significance of the study, emphasizing the need for effective methodologies in early language acquisition. The chapter also details the researcher's personal motivation and acknowledges any limitations of the study's scope and design. The introduction provides a concise overview of the research question and its intended contribution to the field of early childhood English language teaching.
2. Literature Review: This chapter provides a comprehensive overview of existing research on teaching and learning English as a foreign language (EFL), focusing on communicative language teaching (CLT) and task-based language learning (TBLL) approaches. It thoroughly explores the definition and importance of speaking skills and sub-skills within CLT, addressing common challenges in developing speaking proficiency among preschoolers. The chapter then introduces creative drama in education, discussing its advantages for enhancing preschoolers' speaking skills and providing examples of its implementation in preschool settings. Finally, it examines the crucial role of picture books as a basis for creative drama activities in early EFL classrooms, outlining criteria for selecting appropriate books and analyzing language use within storytelling contexts.
3. Didactical and methodological considerations of task plans: This chapter delves into the specific didactical and methodological considerations for designing and implementing task plans centered on three selected picture books: "The Very Hungry Caterpillar," "The Colour Monster," and "From Head to Toe." For each book, the chapter provides detailed didactical considerations, outlining language aims and pedagogical approaches. It presents comprehensive task plans and methodologies for integrating these books into creative drama activities, detailing the steps involved and justifications for the chosen techniques. This section offers a practical guide for educators looking to apply similar approaches in their own classrooms.
4. Methodology: This chapter meticulously outlines the research design, learning context, and participant selection for the study. It details the data collection procedures, outlining the specific instruments used to gather data, including the methods for data analysis, and discusses the validity and reliability of the research methods employed to ensure the robustness and trustworthiness of the findings.
5. Findings: This chapter presents the key findings of the research, focusing on the observed effects of the creative drama activities on preschoolers' speaking skills. It analyzes the data collected to show how the selected methods enhanced the children's ability to use English in a communicative context. This chapter also discusses the observed impact of these activities on children's storytelling and their overall engagement in the learning process. The findings are presented in a clear and concise manner, supported by relevant data and illustrations.
Keywords
Preschool, English language acquisition, speaking skills, communicative competence, task-based language learning, creative drama, picture books, early childhood education, EFL methodology, storytelling, language development.
Frequently asked questions
What is the purpose of this document?
This document provides a comprehensive preview of a study or research paper. It includes the table of contents, objectives and key themes, chapter summaries, and keywords, offering an overview of the study's scope and content.
What topics are covered in the table of contents?
The table of contents outlines the structure of the document, covering sections such as the introduction, literature review, didactical and methodological considerations of task plans, methodology, findings, discussion and conclusion, and recommendations for further research. Specific subsections address topics like statement of the problem, significance of the study, task-based language learning, communicative language teaching, creative drama in education, and the use of picture books.
What are the main objectives and key themes of the study?
The study aims to investigate the effectiveness of using picture books in preschool drama activities to develop English speaking competences in young learners. Key themes include task-based language learning in preschool, the role of creative drama in fostering communication, the effectiveness of picture books as stimuli, pedagogical approaches for implementing drama activities, and analysis of the impact on preschoolers' speaking proficiency.
Can you summarize each chapter?
Chapter 1 introduces the research, outlining the problem of developing English speaking skills in preschoolers and the significance of effective methodologies. Chapter 2 reviews existing research on teaching English as a foreign language, focusing on communicative language teaching and task-based language learning. Chapter 3 delves into didactical and methodological considerations for designing task plans centered on specific picture books. Chapter 4 outlines the research design, learning context, participant selection, data collection procedures, and analysis methods. Chapter 5 presents the key findings, focusing on the effects of creative drama activities on preschoolers' speaking skills.
Which picture books are specifically analyzed in the document?
Three picture books are specifically analyzed: "The Very Hungry Caterpillar" by Eric Carle, "The Colour Monster" by Anna Llenas, and "From Head to Toe" by Eric Carle. The document details didactical considerations, task plans, and methodologies for integrating these books into creative drama activities.
What are some of the keywords associated with this document?
Keywords include preschool, English language acquisition, speaking skills, communicative competence, task-based language learning, creative drama, picture books, early childhood education, EFL methodology, storytelling, and language development.
What is the research methodology used in the study?
The methodology chapter outlines the research design, learning context, and participant selection. It details the data collection procedures and instruments, as well as the data analysis procedure. The validity and reliability of the research methods are also discussed to ensure the robustness and trustworthiness of the findings.
What were the findings of the research?
The findings chapter presents the key results of the research, focusing on the observed effects of creative drama activities on preschoolers' speaking skills. It analyzes how the selected methods enhanced children's ability to use English in a communicative context, and discusses the impact of these activities on storytelling and overall engagement.
- Quote paper
- SEDA HAVA AK (Author), 2023, Developing English speaking competences by using picture books in preschool drama activities, Munich, GRIN Verlag, https://www.grin.com/document/1525386
