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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&#8217,s &#8216,Teach Less, Learn More&#8217, movement, investigated the impact of the school&#8217,s Drama-in-Curriculum Programme on students&#8217, 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&#8217, 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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