Abstract
This paper reports the results of a study which investigates Taiwanese EFL students' interaction in Readers Theater (RT) activities and their perception of using RT in English learning. Thirty-five junior high school students from one class participated in the study in which RT was implemented for 15 weeks. The instructor observed the students' interaction, videotaped students practicing, and interviewed eight selected students for four times each during the semester. Results show that through RT activities, students developed a more positive outlook on English learning, perceived themselves to improve in pronunciation and reading fluency, and developed better relationship with peers. Two special cases are described to highlight RT's effect on students with poor proficiency and low motivation. With regard to future implementation of RT in junior high school classrooms, the study found that more attention to vocabulary in script, skillful grouping, and appropriate instructor intervention are crucial for successful implementation of RT.
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