Abstract
Having the ability to make an effective presentation in English is becoming more essential in the modern, global economy. In response to this need, many Japanese universities are introducing presentation skills-type courses into the English curriculum. However, shy students can be a challenge for EFL teachers who must teach courses that emphasize public speaking, resulting in students reading directly from their script, failing to make eye contact with the audience, and speaking in a barely audible, monotone voice. Apprehensive students often fail to engage the audience and their speeches are uninteresting and lack energy. This paper introduces Reader’s Theatre, a collaborative group drama activity, and discusses how the author implemented it into large English communication classes in an attempt to build student confidence, teach basic presentation skills, and encourage students to speak and read English with more expression.
Published Version
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