The Impact of Readers Theatre on the Development of Preintermediate Iranian EFL Learners’ Oral Proficiency
Subject Areas : Research in English Language PedagogyMina Boroojerdi Moghadam 1 , Hamid Reza Haghverdi 2
1 - Islamic Azad University Khorasgan (Isfahan)Branch, Isfahan, Iran
2 - Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Keywords: Readers Theater, Oral Proficiency, Fluency, Complexity, Accuracy,
Abstract :
The significant effect of employing Readers Theater (RT) in reading comprehension, fluency, and motivation of English language students has already been established. However, this study was an attempt to investigate the effect of RT on the oral proficiency of Iranian learners of English as a foreign language. From among the learners studying English at a language school in Isfahan, Iran, a sample of 90 female intermediate EFL learners were asked to participate in this study. Having been taken Quick Placement Test to make sure they were all homogeneous regarding their level of proficiency in English, 75 learners were chosen. Afterwards, an interview served as one of the pretests of the study was run as the homogenizing test of oral ability and 60 homogenous preintermediate learners were ultimately selected as the participants of the study. They were then assigned to the two groups of control and experimental. During the treatment, the learners in the experimental group were exposed to RT, but the control group attended their regular classes. To gauge the oral proficiency development of the subjects, an interview was administered. The results of data analysis indicated improvements of fluency and complexity because of the learners’ exposure to the treatment. The results may provide further impetus for teachers to make attempts at extending the students’ active knowledge for real time communication as well as providing language which is both more complex and fluent.
Ahmadian, M.J. & Tavakoli, M. (2011).The effects of simultaneous use of careful online planning and task repetition on accuracy, fluency, and complexity of EFL learners’ oral production. Language Teaching Research, 15(1), 35–59.
Ashcraft, M. H. (1989). Human memory and cognition. Scott, Foresman & Co. NewYork: Harper Collins.
Bygate, M. (1996). Effect of task repetition: Appraising the development of second language learners. In J. Willis & D. Willis (Eds.), Challenge and change inlanguage teaching (pp. 136–46). Oxford: Heinemann.
Bygate, M. 1999. Task as the context for the framing, re-framing and unframing of language. System, 27, 33–48.
Bygate, M. (2001).Effects of task repetition on the structure and control of oral language. In
M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 23–48). Harlow, UK: Longman.
Bygate, M. (2006).Areas of research that influence L2 speaking instruction. InE. Uso´
- Juan and A. Martinez-Flor (Eds.),Current trends in the development and teaching ofthe four language skills (pp. 159-86). Berlin: Mouton de Gruyter.
Bygate, M., & Samuda, V. (2005).Integrative planning through the use of task repetition. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 37-
74).Amsterdam: John Benjamins.
D'Ely, R. C. S. F. (2004). A focus on learners' metacognitive processes: strategic planning, repetition and planning for repetition as catalysts of interlanguage development. Trabalho de pesquisa não publicado. Universidade Federal de Santa Catarina.
D'Ely, R. C. S. F. (2006). A focus on learners' metacognitive processes: strategic planning, repetition and planning for repetition as catalysts of interlanguage development. Trabalho de pesquisa não publicado. Universidade Federal de Santa Catarina.
Doff, A. (1990). Teach English. Cambridge,
England: Cambridge University Press. Dornyei, Z. (1995). On the teach ability of
communication strategies, TESOL Quarterly, 29(7), 55-85.
Dornyei, Z., & Thurrell, S. (1991). Strategic competence and how to teach it. ELT Journal, 45, 16-23.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Ellis, R. (2005). Planning and task-based performance: Theory and research. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 3–34). Amsterdam: John Benjamins.
Ellis, R. (2009a). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474–509.
Ellis, R. (2009b). Task‐based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.
Ellis, R., & Barkhuizen, G. P. (2005).Analysing learner language. Oxford: Oxford University Press.
Fortkamp, M.B.M. (1999). Working memory capacity and L2 speech production: An exploratory study. Tese de doutorado. Florianópolis: Pós-graduação em Inglês Literatura Correspondente, UFSC.
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18(3), 299-323.
Foster, P., &Skehan, P. (1999). The influence of source of planning and focus of planning on task-based performance. Language Teaching Research, 3(3), 215–247.
Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons.Applied Linguistics, 21, 354–75.
Harmer, J. (1991).The practice of English language teaching. London: Longman.
Housen, A., & Kuiken, F. (2009).Complexity, accuracy, and fluency in second language acquisition.Applied Linguistics, 30(4), 461–73.
Keehn, S. (2003).The effect of instruction and practice through Readers Theatre on young readers’ oral reading fluency. Literacy Research and Instruction, 42(4), 40-61.
Keehn, S., Harmon, J., & Shoho, A. (2008). A study of readers theater in eighth grade: Reading and Writing Quarterly, 24, 335-362.
Levelt, W.J.M. (1989). Speaking: From intention to articulation. Cambridge, MA: Bradford/ MIT Press.
Kozub, R. (2000). Reader’s theater and its affect on oral language fluency. Retrieved August 27, 2005, from http://www/readingonline.org /editorial/august2000/rkrt.htm
Martinez, M., Roser, N. L., &Strecker, S. (1998). "I never thought I could be a star": A Readers Theatre ticket to fluency. The Reading Teacher, 52, 326-334.
Martinez, M. G., Roser, N. L., & Strecker, S. K. (1999). ‘‘I never thought Icould be a star’’: A readers theater ticket to fluency. The Reading Teacher, 52, 326–344.
McLaughlin, B. (1987). Theories of second language acquisition. London: Arnold.
Millin, S. K., & Rinehart, S. D. (1999). Some of the benefits of readers theater participation for second‐grade title I students. Literacy Research and Instruction, 39(1), 71-88.
Ng, P. & Boucher-Yip, E. (2013). Readers Theater: Improving oral proficiency in Japanese
University EFL course. ELTWorldOnline.com,
3.Retrieved from http://blog.nus.edu.sg /eltwo/in-a-japanese-university-efl-course/
Norris, J.M., & Ortega, L. (2009). Towards an organic approach to investigating CAF ininstructed SLA: The case of complexity. Applied Linguistics, 30(4), 555-578.
Pallotti, G. 2009. CAF: Defining, redefining, and differentiating constructs. Applied Linguistics, 30(4), 590–601.
Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic frame work for examining task influences on SLA. In P. Robinson (Ed.), Cognitionand second language instruction (pp. 287-318). Cambridge: Cambridge University Press.
Roser, N. L., May, L., Martinez, M. G., Keehn,
S., Harmon, J., & O’Neal, S. (2003). Stepping into character(s) with culturally relevant texts: Using Readers Theaterwith bilingual fourth graders. In J. Paratore & R. McCormack (Eds.), After earlyintervention, then what? Teaching struggling readers in the middle grades (pp. 40–60). Newark, Del.: International Reading Association.
Skehan, P. (1996). A framework for the implementation of task based instruction. Applied Linguistics, 17, 38–62.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Skehan, P. (2007). Task research and language teaching: reciprocal relationships. In
S.Fotos, & H. Nassaji (Eds.), Form-focused instruction and teacher education: Studiesin honour of Rod Ellis (pp. 55– 69). Oxford: Oxford University Press.
Skehan, P. (2009a). Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510-532.
Skehan, P. (2009b). Models of speaking and the assessment of second language proficiency.
In A.G. Benati(Ed.), Issues in second language proficiency, London: Continuum.
Skehan, P. & Foster, P. (2001).Cognition and tasks. In P. Robinson (Ed.), Cognition and second language instruction (pp. 183–205). New York: Cambridge University Press.
Ulaş, A.H. (2008). Effects of creative, educational drama activities on developing oralskills in primary school children. American Journal of Applied Sciences, 5(7), 876.
Walker, L. (1996). Readers theatre in the middle school and junior high classroom. Colorado Springs, Colo.: Meriwether Publishing Ltd.
Wigglesworth, G., & Elder, C. (2010).An investigation of the effectiveness and validity of planning time in speaking test tasks. Language Assessment Quarterly, 7(1), 1-24.
Willems, G. (1987). Communication strategies and their significance in foreign language teaching. System, 15(3), 351-364.
Wolfe-Quintero, K., S. Inagaki and H.-Y. Kim. 1998. Second language development in writing: Measures of fluency, accuracy, and
complexity. Hawaii: University of Hawaii, Second Language Teaching and Curriculum Center.
Yuan, F., & Ellis, R. (2003).The effect of pre-task planning and on-line planning on fluency, complexity, accuracy in L2 monologic oral production. Applied Linguistics,23(1), 1–27.