A Study on the Impact of a Drama-in-Curriculum Programme on Students’ Oral Competence and Confidence

A Study on the Impact of a Drama-in-Curriculum Programme on Students’ Oral Competence and Confidence

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A Study on the Impact of a Drama-in-Curriculum Programme on Students’ Oral Competence and Confidence

This study, undertaken under the auspices of the Singapore Education Ministry’,s ‘,Teach Less, Learn More’, movement, investigated the impact of the school’,s Drama-in-Curriculum Programme on students’, oral competence and confidence. The Drama-in-Curriculum Programme for Secondary 1 (Grade 7) students in the Express course aimed to provide them with a consistent platform to use English Language. Teachers designed a series of performance tasks that incorporated drama strategies including role play, improvisation, and freeze frame and playing in-role that provided opportunities for students to communicate in English Language in authentic settings in a non-threatening way. Students were given regular feedback on their oral performance through teacher observation checklists, peer evaluations and oral rubrics. The project was held over ten weeks and a class was chosen for study. A large effect was observed between the comparison and the project groups in the students’, oral competence and confidence levels. For the class which had undergone the intervention, a comparison of the instructional practices mapped along the dimensions of PETALSTM Framework was conducted before and after the project. PETALSTM dimensions were measured using the PETALSTM Engagement Indicator (PEI) questionnaire. A moderate effect was observed in the Pedagogy, Experience of Learning and Learning Content scales and a small effect in the Assessment scale. The implications of the findings will be discussed in this paper.

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