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      The Effects of Integrated Drama-Based Role Play and Student Teams Achievement Division (STAD) on Students’ Speaking Skills and Affective Involvement

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      1 , 2
      Scenario: A Journal of Performative Teaching, Learning, Research
      University College Cork

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          Abstract

          The 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.

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          Most cited references8

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          Second Language Play as a Representation of the Multicompetent Self in Foreign Language Study

          Julie Belz (2002)
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            English through drama for oral skills development

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              Effects of the learning together model of cooperative learning on English as a foreign language reading achievement, academic self-esteem, and feelings of school alienation

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                Author and article information

                Contributors
                (View ORCID Profile)
                Journal
                Scenario: A Journal of Performative Teaching, Learning, Research
                Scenario
                University College Cork
                1649-8526
                July 01 2013
                July 01 2013
                : VII
                : 2
                : 64-78
                Affiliations
                [1 ]University College Cork
                [2 ]Indiana University
                Article
                10.33178/scenario.7.2.5
                092478ba-f98c-4e14-b776-f979dbe42eea
                © 2013

                https://creativecommons.org/licenses/by-nc-nd/4.0/

                https://creativecommons.org/licenses/by-nc-nd/4.0/

                https://creativecommons.org/licenses/by-nc-nd/4.0/

                History

                Cell biology,Molecular biology
                Cell biology, Molecular biology

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