TY - JOUR
T1 - Using creative drama in teaching English to young learners
T2 - Effectiveness on vocabulary development and creative thinking
AU - Yumurtacı, Nergis
AU - Mede, Enisa
N1 - Publisher Copyright:
© 2021, Ankara University. All rights reserved.
PY - 2021
Y1 - 2021
N2 - The purpose of this study is to investigate and compare the effectiveness of creative drama and traditional instruction on the vocabulary development and creative thinking skills of young learners of English. The participants were 45 young learners (grade 2, age 7-8) and 2 teachers engaged in the primary English program in a private k-12 school in Istanbul, Turkey. In this quasi-experimental study, data were collected from the experimental group (N=23) engaged in creative drama-based lessons and control group (N=22) exposed to traditional instruction. Data were gathered quantitatively from pre- and post- vocabulary tests, pre- and post- creative thinking skills tests and, qualitatively from teachers’ reflective journals. The findings revealed that creative drama-integrated instruction had a positive effect on the vocabulary development and creative thinking skills of young learners. Finally, the study provides pedagogical implications and recommendations on how to incorporate creative drama in elementary level English classrooms.
AB - The purpose of this study is to investigate and compare the effectiveness of creative drama and traditional instruction on the vocabulary development and creative thinking skills of young learners of English. The participants were 45 young learners (grade 2, age 7-8) and 2 teachers engaged in the primary English program in a private k-12 school in Istanbul, Turkey. In this quasi-experimental study, data were collected from the experimental group (N=23) engaged in creative drama-based lessons and control group (N=22) exposed to traditional instruction. Data were gathered quantitatively from pre- and post- vocabulary tests, pre- and post- creative thinking skills tests and, qualitatively from teachers’ reflective journals. The findings revealed that creative drama-integrated instruction had a positive effect on the vocabulary development and creative thinking skills of young learners. Finally, the study provides pedagogical implications and recommendations on how to incorporate creative drama in elementary level English classrooms.
KW - Creative drama
KW - Creative thinking skills
KW - Teacher reflection
KW - Traditional instruction
KW - Vocabulary development
UR - http://www.scopus.com/inward/record.url?scp=85098778426&partnerID=8YFLogxK
U2 - 10.17051/ilkonline.2021.01.017
DO - 10.17051/ilkonline.2021.01.017
M3 - Article
AN - SCOPUS:85098778426
SN - 1305-3515
VL - 20
SP - 115
EP - 128
JO - Elementary Education Online
JF - Elementary Education Online
IS - 1
ER -