台东大学教育学报.pdf

台東大學教育學報，民 93 ，15(2) ，275~304 頁 NTTU EDUCATIONAL RESEARCH JOURNAL, 2004, 15(2), 275∼304 Learning EFL through dramatic curricula ∗ Chien-Chao Tseng Abstract This is a comparative study on the pedagogical effectiveness of different EFL dramatic curricula at the college level. Sixty-two freshmen participated in this study, which aimed at investigating (1) whether both impromptu groups (IG) and prepared groups (PG) would make significant progress in three assessments: English listening comprehension, English speech, and English role play skills; (2) whether IG and PG would significantly outperform each other in any or some subtests or elements of the three assessments conducted. The findings were as follows: (1) Both IG and PG made significant progress (p .01) in the total scores of all three assessments. (2) IG outperformed PG in the English Listening Comprehension Test; however, no significant differences were observed. (3) PG excelled IG in the Speech and Role Play Assessments; the difference in the element of Wording and Expression of the Speech Assessment was significant (F = 5.449, p .05). Despite the disadvantage of previous dramatic EFL experience revealed in a questionnaire, PG significantly outperformed IG in wording and expression in the Speech Assessment. This seemed to suggest that, in the present study, the curricular models had played a more crucial role than the subjects’ previous dramatic EFL learning experience in determining the subjects’ learning outcomes. Keywords ：Educational Drama, Cooperative Learning, Speech, Role Play, Listening Comprehension ∗ National University of Tainan ；tseng@ipx.ntn