Attitudes of Turkish L Learners Towards the Use of Drama Activities in nglish

Abstract

<p style="text-align:justify"><span style="font-size:12.6px">The purpose of this study is to examine 9th grade students and L professionals? attitudes towards the use of drama in nglish classes. This study can be a fundamental key for representing the value of using drama in improving the language skills of the learners as a tool to promote reflective and emancipative language learning. Moreover, drama may enhance students? oral language proficiency and their attitude in a positive way by implementing drama techniques within an accelerated framework at a foundation (private) K-12 School in Istanbul, Turkey. This qualitative study is intended to familiarize students with a number of drama techniques, such as hot-seating, frozen frames, verbal games, strategic interaction and role play through drama for cultivating language competence process as a supplementary teaching methodology. The findings of the study indicated that B1 and A2 Turkish L students have gained the ability to explore new alternative learning techniques such as drama and positive attitude in nglish classrooms.</span></p>