Pre-service TESL teachers’ beliefs and practices on the use of drama activities as student-centred approach teaching strategies
Faizah Jaafar1.
This research investigated the beliefs and practices of pre-service TESL teachers on the use of drama activities as student-centred approach. There were four pre-service TESL teachers involved in this study. They took Plays and Drama for Young Learners course before. This qualitative study analysed the data gathered through observation, interview, lesson plans as well as survey form. The results of the study reveal that the participants believed drama activities are fun activities and allow students to learn in an effective ways. Drama activities could also enhance students’ creativity and help the students develop interpersonal skills. However, it was found out that only one participant conducted role play and another three did not employ any drama activities at all during practicum. They claimed that students’ low proficiency level, classroom management, students age and time-constraint were the reasons they did not carry out the activities. In addition, they were not confident of conducting the activities as they did not really know their students. Teacher-centred approach was employed in conducting drama activities and other activities in teaching English to primary ESL students.
Affiliation:
- IPG Kampus Dato' Razali Ismail, Malaysia
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