The Impact of Drama in Learning and Teaching Language/Integrating Drama in Language Education

This paper reasserts the significance and centrality of the body in experiences of learning and assessment in A-level drama. Drawing on data gathered from semi-structured interviews with A-level drama students and teachers, the findings highlight the importance of embodiment in ways of learning in drama education and problematises the impact of methods of assessment on the false dichotomisation of theory and practice. Using playwriting as a form of inquiry, the narrative accounts of the research participants are critically and creatively analysed and (re)presented in the form of a dramatic text which positions the body as a site of meaning-making and considers the generation of new knowledge as an iterative process of co-construction. In doing so, the teacher–researcher–playwright’s body is led by the ‘data wants’ to explore ways of knowing which are rooted in creative practice and provide space for the participants’ stories to speak back to the world through a medium fitting of their lived experience.

Teaching and learning drama in junior high schools is very important in increasing students' appreciation of literature and instilling character values. However, the Covid-19 pandemic has had an adverse impact on the implementation of drama learning in schools. This qualitative research describes teachers' learning tools during the Covid-19 pandemic, the implementation of drama learning, and the obstacles teachers face in implementing drama learning during the Covid-19 pandemic. The subjects of this research were junior high school Indonesian teachers in Singaraja City, Bali. Data was collected through documentation study techniques, interviews, and observation. The results showed that the drama learning tools made by Indonesian language teachers during the Covid-19 pandemic were complete and reflected the 21st-century learning tools. The implementation of drama learning was carried out online by utilizing the Google platform and other online media. The obstacle faced by teachers is the internet network which is often interrupted. The results of this study are very useful, especially as a learning strategy during times of crisis or implementing online language and literature learning.

Following the trend of computer assisted language learning (CALL), in Taiwan, most language classes now have equivalent media support for language teachers and learners. Implementing videos into classroom activities is one of the choices. The current study explores the process of implementing American TV drama in L2 vocabulary learning from learners’ perspectives. Twenty-eight Taiwanese EFL adult learners participate in the study. Authentic video clips from three different American dramas- “How I met your mother”, “The King of Queens”, and “Reba” are adopted. After three sessions of class activities including clip watching, class discussion, word listing, etc., students complete a 4-likert scale questionnaire and are individually interviewed by the researcher to give their opinions. The results reveal positive comments on the facilitative role of TV drama in learning new vocabulary as previous studies suggested, but learners’ comments point out some crucial factors while learning L2 vocabulary with TV drama. First of all, the interest level and the familiarity of the content is an important factor. In addition, the images, subtitles and repetition help participants to “remember” the target words. Other factors such as the authenticity of the language, the contextual meaning of the words, and the dramatic performances all contribute to the learning of the L2 vocabulary. In the end of the study, working memory system, the context, acquisition-learning hypothesis (Krashen, 1981), and noticing hypothesis (Schmidt, 1990) are further discussed.

Began with Computer-Assisted Language Learning (CALL) in the 1960s and extended to the widespread use of various Mobile-Assisted Language Learning (MALL) tools in education, language learning has embraced technology early on, achieved noticeable results, and found extensive practical use. However, due to the challenges in accessing user data from various language learning platforms, the measurement and assessment of language-related variables continue to rely on self-reporting and peer evaluations. This reliance hampers researchers to observe language learning from alternative perspectives, especially when it comes to analyzing raw behavioral data. To explore potential correlations between different learning modes, this study analyzed 2 million samples from Chinese students using an English language learning application. The study quantified the effectiveness of English vocabulary learning using the economic concept of return on investment (ROI) as an evaluation metric and identified four distinct learning strategies. It observed significant differences in learning ROI among learners who adopted different strategies. Based on this analysis, we recommend the following suggestions for improving language learning ROI: when memorizing new vocabulary, investing excessive amounts of time may be counterproductive; a more effective approach is to "eat less but more often," which means arranging review sessions at a reasonable pace and shortening the interval between each review.

This study aimed to analyse the effectiveness of using the computer tool Kahoot for foreign language learning in higher education, as well as to address the problem of students' lack of motivation in learning English. This study hypothesised that using the Kahoot app in foreign language classes would improve students' motivation through its engaging approach. To test this hypothesis, a survey was conducted among students who had studied English using this tool. The results showed that students who used the Kahoot app in the classroom were significantly more motivated to learn English. This was made possible by the app's ability to vary the learning tool depending on the needs of the students, which encouraged their active participation in the learning process. The effectiveness of Kahoot as a tool in higher education for learning foreign languages is promising. Its engaging and interactive format, instant feedback, and collaborative learning opportunities make it a valuable tool for enhancing language learning. However, it is important for teachers to be aware of its limitations and complement it with other activities to ensure comprehensive language development. Overall, Kahoot can be a valuable addition to the language learning toolkit in higher education.

The integration of Artificial Intelligence (AI) in education has rapidly transformed sectors including English as a Second Language (ESL) learning. However, there remains a significant gap in adapting these global AI innovations to local educational contexts, particularly in ESL classrooms. This paper proposes a conceptual framework linking global AI advancements with local ESL practices by focusing on the development of adaptive learning tools to meet the diverse needs of ESL learners. The study synthesizes existing literature on AI applications in language learning and adaptive learning models, addressing both global trends and local educational challenges. Through this literature review, the paper explores AI’s potential to personalize learning, enhance language acquisition, and overcome barriers like the digital divide. Expected outcomes suggest that while AI shows promise in fostering engagement and personalized learning, its effective implementation in local ESL classrooms requires attention to contextual factors such as internet access, teacher involvement, and cultural relevance. The proposed framework recommends a hybrid approach that integrates AI tools with traditional teaching practices, ensuring an effective, contextually relevant learning environment. In conclusion, the paper advocates for collaboration among AI developers, educators, and policymakers to adapt AI tools to local needs, offering a direction for future research and implementation of adaptive language learning tools in ESL education.

The argument here proceeds from an understanding that learning in drama is about participating in forms of cultural production whilst simultaneously engaging thought and feeling to make sense of aspects of contemporary life. In contemporary culture, acts of war and terror are mediated through television and digitised media and are thereby given immediate proximity to everyday life. As well as having real and terrible effects in real situations, acts of violence and terror appear to be constructed with the consciousness of their instantaneously mediated effects on audiences. How might learners, particularly in culturally diverse urban classrooms, understand the effects of televised violence? In what ways do they represent or reproduce violence, war and terror in the drama classroom? What does this tell teachers and researchers about learning in drama? How might drama educators describe, analyse and understand the effects on developing minds? An example taken from a drama lesson is described and analysed here in reference to a theoretical framework constructed from critical cultural theory, multimodal social semiotics and a cultural approach to the development of mind. This is by way of developing a way of understanding the practices, pedagogies and modes of production in drama education in an age of real and powerfully mediated acts of violence.

Wikis have originally emerged and are most commonly known as social software, but there is also a growing trend to use wikis as a learning and assessment tool in Higher Education. The latter is the focus of the present paper. The effects of task type and instructions on students' decisions about wiki structure and navigation are considered by examining group wikis created by students of two postgraduate courses as part of their assessed course work. More general issues with wiki-based learning are also considered. © 2007 Irina Elgort.

BackgroundThe rapid advancement of artificial intelligence (AI) has revolutionized both medical education and healthcare by delivering innovative tools that enhance learning and improve overall outcomes. The study aimed to assess students’ perceptions regarding the credibility and effectiveness of AI as a learning tool and to explore the dynamics of integrating AI in medical education.MethodologyA cross-sectional study was carried out across medical colleges in Pakistan. A 26-question survey was developed using Google Forms from previously validated studies. The survey assessed demographics of participants, basic understanding of AI, AI as a learning tool in medical education and socio-ethical impacts of the use of AI. The data was analyzed using SPSS (v 26.0) to derive descriptive and inferential statistics.ResultA total of 702 medical students aged 18 to 26 years (mean age 20.50 ± 1.6 years) participated in the study. The findings revealed a generally favorable attitude towards AI among medical students (80.3%), with the majority considering it an effective (60.8%) and credible (58.4%) learning tool in medical education. Students agreed that AI learning optimized their study time (60.3%) and provided up-to-date medical information (63.1%). Notably, 65.7% of students found AI more efficient in helping them grasp medical concepts compared to traditional tools like books and lectures, while 66.8% reported receiving more accurate answers to their medical inquiries through AI. The study highlighted that medical students view traditional tools as becoming increasingly outdated (59%), emphasizing the importance of integrating AI into medical education and creating dedicated AI tools (80%) for the medical education.ConclusionThis study demonstrated that AI is an effective and credible tool in medical education, offering personalized learning experiences and improved educational outcomes. AI tools are helping students learn medical concepts by cutting down on study-time, providing accurate answers, and ultimately improving study outcomes. We recommend developing dedicated AI tools for medical education and their formal integration into medical curricula, along with appropriate regulatory oversight to ensure AI can enhance human abilities rather than acting as a replacement for humans.

1. Drama education and second language learning: a growing field of practice and research Madonna Stinson and Joe Winston 2. Questioning techniques for promoting language learning with students of limited L2 oral proficiency in a drama-oriented language classroom Shin-Mei Kao, Gary Carkin and Liang-Fong Hsu 3. Reflections on a primary school teacher professional development programme on learning English through Process Drama Lai-wa Dora To, Yuk-lan Phoebe Chan, Yin Krissy Lam and Shuk-kuen Yvonne Tsang 4. Shakespeare as a second language: playfulness, power and pedagogy in the ESL classroom Astrid Yi-Mei Cheng and Joe Winston 5. Process drama: the use of affective space to reduce language anxiety in the additional language learning classroom Erika Piazzoli 6. Bodies and language: process drama and intercultural language learning in a beginner language classroom Julia Rothwell 7. 'But why do I have to take this class?' The mandatory drama-ESL class and multiliteracies pedagogy Burcu Yaman Ntelioglou 8. Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning Julie Dunn and Madonna Stinson Abstracts in Spanish and French

PurposeThe aim of this study is to investigate whether educational drama can be used as a tool to facilitate expert knowledge development and to help students prepare themselves for working life.Design/methodology/approachThe target group consisted of 41 students of Forest Sciences who had participated in a course of professional ethics taught through educational drama. Qualitative research data were collected from learning journals and quantitative data from questionnaires.FindingsThe results indicate that educational drama has a potential to foster expert knowledge development, because it can bring a sense of real life to classrooms and thus give experiences that resemble working‐life experiences. The course that was taught through educational drama gave students a sense of putting theory into practice and of solving working‐life problems. The students also felt that this course had made them more prepared for unforeseen situations in working life. Further, teaching professional ethics through educational drama may be a worthwhile tool to help students encounter the working‐life challenges of ethics and sustainability in particular.Research limitations/implicationsFurther studies are needed to determine the quality of the students’ professional learning in educational drama and the long‐term impacts of teaching through drama.Practical implicationsThe findings have practical implications for higher education related to the enhancement of expert knowledge development and preparing students for working life.Originality/valueThis paper introduces educational drama as an encouraging tool in higher education to simulate real‐life situations in the classrooms, and thus providing students with opportunities to practise for working life and grow as experts.

Funding Acknowledgements Type of funding sources: None. Introduction Directly observed supervision with video recording (DOSVR) is used as a learning method in several countries. This technique has proven itself, but remains little used in Tunisia. On the other hand, the use of DOSVR in surgery is rarely described. The objectives of our work were to describe the development and experimental implementation of DOSVR in surgery and to evaluate the feedback from residents and teachers. Methods This is a prospective, observational and descriptive study concerning the experimentation of DOSVR in five surgical procedures performed by residents of cardiovascular surgery department. These video recordings were followed by a backscatter with self and heteroevaluation. We based ourselves on the methodology of teaching by simulation for the design of the protocol: the Briefing, the scenario and then the debriefing. Results A total of ten took part in this experiment. The average age was 28.5 years [26 -33 years] with a sex ratio F/M of 4. All residents declared that the protocol provided was easy to understand and apply. After obtaining the consent of the patients, five interventions were filmed in whom three were in emergency. Seven residents said that using a smartphone to vdeo recording was not easy and 8 easily got rid of the presence of the camera. All the learners denied having to change their operating techniques because they were being filmed. All the residents agreed that a minimum number of six DOSVR sessions in each residency year is appropriate and praised the technique as a powerful tool for the development of their practical training. Conclusions Our study showed that the application of Directly observed supervision with video recording in vascular surgery is feasible. It is a promising educational tool for the practical learning of residents as well as a tool for the continuous formative evaluation of their progress.

Drama has been effectively used in many learning contexts including English as a second language classes. However, it has received less attention in foreign/second contexts. This article explores how drama for learning can impact upon the relationships among attitudes, motivation and learning in French second language (FSL) classrooms. The authors describe a second language research project done in grade 9 and 10 classrooms based on the principles of drama for learning including play and make believe, learning in context, and ownership of learning. Global simulation, the particular form of drama for learning used in the project, involves a voyage of discovery undertaken by a group involving a final destination and an itinerary. During this second language journey, students act, react and interact to create meaningful individual and group experiences and incorporate cooperative learning principles. The approach also allows the facilitators to draw on Gardner’s multiple intelligence theory in order to structure activities that maximize students’ individual strengths. The research project included development and piloting of the global simulation module, assessment of the pilot as well as assessment of implications for its future use. Data gathered for assessment included student questionnaires and teacher interviews. Results of the project indicated that there were improvements in the learning environments, including an increased level of motivation on the part of the learners involved. The teachers also expressed a high degree of satisfaction with the approach, especially because of their involvement in the development and implementation of the material from the beginning, which appeared to give them a sense of ownership and empowered them in their professional growth. Students also appeared to become more active and engaged in their learning as a result of a sense of ownership over their drama productions. In general, the results suggest that drama for learning and specifically global simulation are viable approaches for grade 9 and 10 FSL classes. This research lays the groundwork and provides direction and concrete resource materials for those who would like to experiment with global simulation in enhancing motivation among students in second language classrooms.

The potential use and effectiveness of simulation games for learning purposes have heavily drawn on human cognition or information processing theories. Lack of acceptance and study on simulation games as learning tool in higher education offer this opportunity to conduct a survey analysis on students’ perceptions on how to utilize simulation game as learning tool in higher education. This paper discusses the findings of the survey that was carried out with an objective to examine quality of simulation games meant for learning in higher education institutions. Respondents in the survey were students from a local university. Quantitative data was collected with the survey questionnaires. Finally, the analysis results uncovered to what extend students differ in their perception of participating simulation games and attitudes towards utilizing simulation games as learning tool. The survey results have shown most of the respondents agree and give positive responds on utilization simulation games as learning tool in higher education institution. Students’ perceptions (simulation as valid presentation, apply relevant theoretical knowledge to the game, and ease of use interface) also have shown their predictive effect in their learning from the participation of simulation game, with the variances 97.7%. Students also shown their strong confident that they satisfied the benefits and learning from participating in the simulation game. Simulation games are recommended as learning tool in higher education from the overall students’ perceptions in the survey.

This study introduces a pedagogical framework for playful entrepreneurial learning that can be utilized in Higher Education (HE) and, more broadly, innovative education and research. Through a multidisciplinary teaching innovation focusing on rapid prototyping and crafting of toys, an international group of teachers interested in the capacities of playful learning (PL) conducted a playful learning session first with entrepreneurship students and second with teaching education students in Finland. Building on previous theories of PL, the framework presented includes various learning tools, both tangible and technological. The playful pedagogy is grounded in sociocultural, socio-material, and enactivist approaches aimed to facilitate an entrepreneurial mindset as part of toy design assisted by everyday materials with the idea of constructing three-dimensional toy-like or playable objects as part of group work. The students were also allowed to use AI. The findings illustrate that in the emerging AI era, HE students benefit from engaging with simple materials to complement advanced technological tools such as generative AI. Our study shows that entrepreneurial learning can be enhanced through design-based learning challenges requiring a playful mindset.