Investigation on promoting learner’s autonomy through drama project for third year English major student.doc

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HO CHI MINH CITY OPEN UNIVERSITY
GRADUATE SCHOOL
THESIS PROPOSAL
Master of TESOL
Supervisor : Dr. Nguyen Thuy Nga
Name of candidate : Ngo Duy Thuan
Student No : 1581401110037
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Ho Chi Minh City Open University
Graduate School
97 Vo Van Tan. Dist.3, HCMC, Vietnam
ASSIGNMENT COVER SHEET AND REPORT
TESOL 10
Name of candidate: Ngo Duy Thuan
Student No: 1581401110037
Email address: thuannd.158t@ou.edu.vn
Name of coursework subject: Thesis proposal
Title of this item of work: Investigation on promoting learner’s autonomy through
drama project for third year English major student at Ho Chi Minh city Open
University
Supervisor: Dr. Nguyen Thuy Nga
Due date: April 5
th
, 2017
STATEMENT OF AUTHORSHIP:
I certify that the above assignment is my original work; it is based on my own research. All
sources used by me have been documented. No other person‟s work has been used without
due acknowledgement. This piece of work has not previously been submitted for
assessment in this or any other subject or course at this University or elsewhere.
Student‟s Signature…………………………………………Date…………………………...
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INVESTIGATION ON PROMOTING LEARNERS AUTONOMY IN
DRAMA PROJECT FOR ENGLISH MAJOR STUDENT AT HO CHI MINH CITY
OPEN UNIVERSITY
1. INTRODUCTION
In recent years, the concept of learner autonomy has become an important factor in
of researching in English teaching .Fostering students autonomy, which is a key area in
teaching English, has been widely studied. Bension (2001) and Smith (2001) pointed out
the fact that developing has been a major goal in language teaching. Some other scholars
like Palfreyman (2003) and Camilleri Grima (2007) emphasized the role of learner
autonomy in improving language learning quality and helping individuals ready for
learning during their life. With the development of learner centeredness approach, students
are maximized to participate in their learning actively and autonomously. Therefore, the
way of modern students is to become independent and autonomous learners for long-life
learning process.
Abundance of researches has been done the concept " autonomy " relevant to
perspectives of language learning such as in learning strategies (Cohen ,1998), learning
resources( Nunan1997), learning curriculum Crabbe ,1993)and so on.The studies
mentioned all above emphasized the significant importance of making choice in autonomy
promotion. Also, Dam ( 1995) and Assinder (1991) showed the developing of autonomy
when they are given opportunity to take responsibility for their own learning in self -
directed group .
1.1 Rationale of the study
The development of learner autonomy has been a mission in modern teaching
.Studies declares the fact that autonomy can be promoted in various ways. Through a
classroom project by Dam(1995) pointed out that young learners can take responsibility for
their learning through making decisions that can meet the requirements of national
curriculum and examinations. Assinder (1991) fostered learners to be responsible for their
learning through peer working. Cotterall (2000) and Marshall & Torpey (1997) carried out
researches with the similar results that learners become more autonomous when they are
allowed to participate in the curriculum design. These projects show that most learners
take part in leaning actively and autonomously. As can be seen
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from the projects all above that permitting learners to have more choices to decide their
own leaning process through group working plays a vitally important role in the
development of learner autonomy.
Drama project can be effective method to encourage students to learn with
responsibility. In a play, students have opportunity to actively participate in developing
plots, characters, costumes and scripts to have a performance not only their role but also
work with their group mates. As a result, cooperative learning and self-making choices
provide participants valuable opportunities to develop autonomy.
1.2 Personal inspiration
I myself used to participate in the drama „Romeo and Juliet‟ in 2012 and this was a
remarkable memory in my students‟ life. With the supporting of my respect teacher, we
did attempt to show our best performance to the audience and received positive feedback
form our teacher and spectators.
Through drama activity, I acquired and studied a large amount of interesting things.
Actually, we were given a valuable opportunity not only understanding the literature work
but also apparently to be exposed to it to develop long-life learning skills. As a
consequence, the studying a subject with academic words in abundance becomes more
comfortable and relaxing with full of joyfulness and this feeling is still in my mind. Having
attended to the drama project, I obviously that different aspects such as confidence,
motivation, group working, critical thinking, and autonomy can be fostered through this
kind of activity. However, my philosophy of teaching is promoting autonomy learning;
therefore, in this research, I totally focus on this aspect.
In short, it is the fact that lecturing is still the essential methods in most of literature
classes, even though in some ways it causes boredom to students. With the hope of widely
generalizing this activity in most of the literature classes, I research students‟ attitude
toward the development of learner autonomy through drama project.
1.3 Research purpose
This study is aim at:
 Explore the level that drama project can encourage learner autonomy
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 Investigate students‟ attitude towards promoting autonomy through drama
project
1.4 Research question
1) To what levels do learners display autonomous learning behavior through drama
project?
2) What is learner‟s attitude toward promoting autonomy through drama project?
2. LITERATURE REVIEW
2.1 Theory of autonomy
2.1.1 Definition of autonomy
Autonomy has its root in the concept of autonomy and freedom in philosophy and
was originally developed by the Council of Europe‟s Modern Languages Project in the
early 1980s. In language education, learner autonomy was defined as an “ability to take
charge of one‟s own learning ‟‟ ( Holec, 1981, p.3) and this ability was described to be not
inborn but must be acquired by formal education practices. Although this definition is
widely used, an accurate and persuasive definition of it has not been found owning to
different backgrounds, learning experiences, and different views on the process of learning
from students, teachers to scholars with differences in beliefs.
Holec (1981, as cited in Benson and Voller, 1997, p1) pointed out aspects mainly
relevant to decision making include: determining the objectives; defining the contents and
progressions; selecting methods and techniques to be used; monitoring the procedure of
acquisition properly speaking (rhythm, time, place, etc.) and evaluating what has been
acquired ”.
Little (1991, p4) emphasized at cognitive factors as the definition as below:
Autonomy is a capacity – for detachment, critical reflection, decision-making, and independent
action. It presupposes, but also entails, that the learner will develop a particular kind of
psychological relation to the process and content of his learning. The capacity of autonomy will be
displayed both in the way the learner learns and in the way he or she transfers what has been learned
to a wider context.
Kenny (1993, p.436) gives a broader definition and sees it as the“opportunity to
become a person”, not only the freedom to learn. It refers to all the decisions and activities
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of independent learning, while Hedge (2000, p. 410) believed that it is “the ability of the
learner to take responsibility for his or her own learning and to plan, organize, and monitor
the learning process independently of the teacher”
Frieire (1996) takes autonomy as the learners‟ capacity and freedom to construct
and reconstruct the taught knowledge. That is, it is the ability to create the learning
situations and recreate what they have already got of the situations and the knowledge
As Benson and Voller (1997) emphasize, the term LA comes to be used at least in
the following five ways: situations in which learners entirely study on their own; a set of
skills which can be learned and applied in the self-directed learning; an inborn capacity
which is suppressed by institutional education; the exercise of learners‟ responsibility for
their own learning; and the right of learners to determine the direction of their own
learning.
Cotterall (1995, p195), on the other belief, defines it as “the extent to which
learners demonstrate the ability to use a set of tactics for taking control of their learning”
.She describes it as the behaviors that the learners use to establish independence.
Bergen (1990, p102, as cited from Dam 1995, p1-2) that learner autonomy is
characterized by a readiness to take charge of one‟s own learning in the service of one‟s
needs and purposes. This entails a capacity and willingness to act independently and in co-
operation with others, as a socially responsible person
As can be seen from all above examples, covering in different aspects, there is an
abundance of definitions related to A; therefore, it is significantly important to localize this
multifaceted capacity in every specific context to have an accurate understanding. In this
study, the term “autonomy‟‟ is specially focused on the ability of self-making decision in
learning process and responsibly participating in cooperative learning .
2.1.2 Autonomous learner
As discussed above, learner autonomy involves abilities and willingness to take
charge of one‟s learning. Autonomous learners are then expected to be:
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An active participant in the social processes of learning, but also an active interpreter of new
information in terms of what she/he already and uniquely knows. It is essential that an autonomous
learner is stimulated to evolve an awareness of the aims and processes of learning and is capable of
the critical reflection which syllabuses and curricula frequently require but traditional pedagogical
measures rarely achieve. An autonomous learner knows how to learn and can use this knowledge in
any learning situation she/he may encounter at any stage at her/his life.” (Bergen, 1990: 102, cited
from Dam 1995: 1-2)
With regard to the above definition, autonomous learners engage in learning
actively and cooperate with others well. They can use effective learning strategies
regarding their learning needs and manage their learning through critical reflection.
Scharle & Szabó (2000, 3) further suggest that autonomous learners are responsible
learners who “accept the idea that their own efforts are crucial to progress in learning, and
behave accordingly” and “consciously monitor their own progress, and make an effort to
use available opportunities to their benefit, including classroom activities and homework”.
Autonomous learners have the ability and willingness to learn on their own.
Learners become successful if they take responsibility for their own learning. It is up to
learners if they want to learn (Lowes & Target, 1999). Additionally, autonomous learners
are those who understand why they are learning specific topics, accept responsibility for
their learning, take the initiative in planning and executing learning activities and are
willing to assess their own learning (Little, 2002). Learners‟ active participation in and
responsibility for their own learning process are essential in the field of foreign language
learning (Dam, 1995).
Dam, 1995 emphasize that the learner needs to be willing to act independently and
in co-operation with others, as a socially responsible person. Also, in a learner autonomous
classroom, the learners “have to construct their grammatical knowledge themselves”
(Legenhausen, 2000, p. 45).
Deci (1995) demonstrated that when autonomous learners accept responsibility for
their own learning and try to develop the skills of reflective self-management in learning,
they are intrinsically motivated.
Dam (1995) further explained that a learner is considered to be an autonomous
learner when he independently chooses aims and purposes and sets goals; chooses
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materials, methods and tasks; exercises choice and purpose in organizing and carrying out
the chosen tasks; and chooses criteria for evaluation.
2.1.3 Autonomy measurement and autonomous learning behavior
Attempting to measure the development of autonomous learning in terms of
product is extremely difficult and studies due to the complicated nature of autonomy,
which is not a single behavior but a steady process achieved by learners.
Sinclair (2000, 8) explains that learners can behave in different levels of autonomy
along the continuum when they engage in different tasks. There are three major obstacles
we have to face when measuring the learner autonomy behavior.
Initially, autonomy is a continuously developmental process in a particular situation
with a particular learner or a group of learners. Benson (2001, 53) believed that to develop
autonomy, it appears that learners have to alter their concepts of their role in the learning
process, so “the process is highly variable and uneven”; whilst Little (1991, 5) suggests that
“autonomy is likely to be hard-won and its permanence cannot be guaranteed” and in page
21 also observes that learners feel frustrated and confused when they develop their
autonomy in the beginning, but they reap rich rewards when they make progress. As a
result, the idea of autonomy measurement appears to be dull to carry out and unreliable in
the case that we only evaluate it in a particular time of a whole process.
Secondly, autonomy is a multifactorial term or as Benson (2001, 51) mentioned
that autonomy is “a multidimensional construct”, which can be manifested in many forms.
Little (1991, 4) believes that there are many factors influencing autonomous learning
behavior, for example, the age of learners, learners‟ learning progress and perceptions of
their immediate learning needs . Resulting from this, the autonomy demonstration varies
based on particular individuals.
Finally, the capacity of taking responsible for their own learning and willingness to
show autonomous behavior are influenced by a variety of elements primarily willingness,
individual ability and chances .If learners do not behave autonomously, it is not exact that
they do not have such capacities . Whether they are ready to show their autonomy or and
whether the convenient learning environment is provided should be taken into
consideration. As Holec (1998, 8) mentioned “they will make use of their abilities to do
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this only if they so wishes and if they are permitted to do so by the material, social and
psychological constraints to which they are subjected”
With regards to the above challenges of measuring autonomy, it is a fact
autonomous learning behavior can only be investigated in a particular learning context in
which learners are given opportunities to take control of their own learning. From the
definition and nature of autonomy as well as the description of autonomous learners, this
research is going to explore learner autonomy behavior in drama project, which is related
to students‟ enthusiasm to perform as well as their capacity. Particularly, based on the
above studies, the autonomous learning behavior in this study primarily focuses on 4
aspects: self-managing in the whole project, self-making decisions, making use of
materials to foster their learning and ability of working effectively in group.
2.1.4 Promoting autonomy in the classroom
Little (1990:7) states that it is neither a teaching method that teachers do something
to learners, nor “a matter of letting the learners get on with things as best they can”.
Benson (2001) also added that autonomy is not the knowledge that can be
“transferred” but is developed from the capacity belonging to learners. In other words, it is
not a single skill or information we can “give and “take “ .
In accordance with autonomy development, Esch (1996, 37) proposes that it is
necessary to provide “circumstances and contexts for language learners that will make it
more likely that they take charge”. As it is necessary to allow learners being able and
willing to make choices and to have control in the learning context, Ryan (1991, cited from
Littlewood, 2002, 31) states that autonomy can be effectively fostered in the “facilitating
environment, which consists concrete support through the provision of help and resources,
personal concern and involvement from significant others, opportunities for making
choices, and freedom from a sense of being controlled by external agents.
Esch (1996: 38-39) also proposes five criteria for evaluating whether the
environment is supportive for developing learner autonomy: choice or the provision of
genuine alternatives; flexibility; adaptability/modifiability, reflectivity and shareability.
These criteria are closely related to creating an ideal environment for learners to work
cooperatively, reflectively, which focus on self-decision, self- directed learning.
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Taking consideration to the studies all above, this study will primarily concentrate
on three aspects of a learning environment that promote autonomy as following:
cooperative learning, self-making choices and reflection capacity.
2.1.4.1 Self-making choices
Related to making choices, Cotterall (2000, 111) points out that “learners can only
be autonomous if they are aware of a range of learning options, and understand the
consequences of choices they make”. Because learner autonomy can be fostered by
providing opportunities for to make choices in the learning context, the meaning of choice
plays a significantly important role. In relevant to quality of choices, Benson (2003, 295)
suggests that choices “should be significant from the students‟ point of view” and if they
do not think the choices are “authentic”, they will not value the choices they have that may
impede their control of their learning. Additionally, in term of choice quantity, Esch (1996)
and Benson (2003) believe that there should be a wide range of choices for satisfying
various learners‟ needs. Provided with plenty of “genuine” choices, it is also necessary to
ensure that learners understand the choices well for decision making.
2.1.4.2 Autonomous learning in group
Little (1991, 5) points out that “our capacity for self-instruction probably develops
out of our experience of learning in interaction with others. He also discussed three major
reasons related to the importance of learner-directed group work in the development of
learner autonomy. Little (2000, 36) emphasized that first, learners can support each other
as they have different abilities, experience and skills. Second, learners can have a better
understanding of the learning task through discussion. When learners discuss and explain
their ideas with their group, it is unavoidable that learners have to first reflect on the
learning process and be aware of the contribution they can make to the task; third,
“learners can share by negotiation the discourse roles they need to occupy in order to
learn”. With regard to the survey of 2,656 students in 11 countries (Littlewood, 2002, 38),
the results show that most learners favor “learning contexts in which they work together
with others towards common goals and in which their success also benefits others”. In
addition, Scharle & Szabó (2000,8) believe that learner autonomy can be enhanced through
group work as it “encourages the learners to rely on each other (and consequently
themselves as well) and not only on the teacher.” When learners engage in group work,
they can learn by exchanging information with other group mates in a socially structured
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way. Learners will be not only responsible for their own learning but also able to learn
from each other (Olsen & Kagan 1992, Breen & Littlejohn 2000).
2.1.4.3 Critical reflection
According to Boud et al (1985,19), reflection, which is “a generic term for those
intellectual and affective activities in which individuals engage to explore their experiences
in order to lead to a new understanding and appreciation” . Candy (1991) also emphasizes
that reflection helps learners “to recognize a contingent relationship between the strategies
they use and their learning outcomes”. Raya (1998, 16) added that reflection can encourage
learners to have critical reflection on their learning process. Critical reflection also enables
learners to make further decisions when they evaluate the effectiveness of the learning
strategies they have adopted. Learners can have a better understanding of various factors
and aspects in their learning process. Holec (1985) argues that it is necessary for learners
to know at all the times if they have performed according to their aims and how far they
have progressed towards their selected goals. Benson (2003, 296) agrees that reflection is
vital in fostering learner autonomy as “learner‟s choices and decisions ultimately become
meaningful to them through their consequences”
In this area, some major elements in the promotion of learner autonomy in the
classroom have been discussed. Learners can possibly enhance the development of learner
autonomy in a learning context which maximizes them to make their own choices as well
as critical reflection. and allows learners to rely on each other and share their responsibility
through learner-directed group work.
2.2 Types of drama activities
2.2.1 Mime
Dougill (1987) defines the mime as “a non-verbal representation of an idea or story
through gesture, bodily movement and expression” (p. 13). It is a very useful, powerful
and undemanding activity, which underlines the importance of non-verbal communication,
especially through facial expressions and gestures (Klippel, 1987). Mime facilitates
students to become comfortable with the idea of performing in front of their classmates
without worrying for language. It is fun and it can be easily employed as a warm-up
exercise.
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2.2.2 Role play
As Livingstone (1985, 6) claims, role play is “a classroom activity which gives the
student the opportunity to practise the language, the aspects of role behavior, and the actual
roles he may need outside the classroom” .According to Blatner (2009), role plays help
students to become more interested and involved, especially by applying knowledge to
action, by solving problems, valuating alternatives and looking for original solutions.
Pupils manage to develop a wide range of abilities, such as initiative, self-confidence,
group work and communication in general. Role plays prepare students not only for
communicating in a foreign language, but also in another cultural and social context
(Kodotchigova, 2002).
2.2.3 Simulation
According to Buckner (1999, 1), “a simulation is an intensive, interactive experience in
which the content and roles assumed by participants are designed to reflect what people
encounter in specific environments” .Therefore, simulations create an ambience in which
the participants are involved in a personally meaningful activity. Sturtridge (1984,128)
remarks that “in a simulation the learner is given a task to perform or a problem to solve;
the background information and the environment of the problem is simulated”. She also
claims that such activities were originally employed in business and military training,
where the result was extremely important (Sturtridge, 1984). On the contrary, nowadays in
language learning the outcome of a simulation is not relevant, since the language used
during the whole activity is what really counts. Dougill (1987) explains that simulations
are better known for being used in general education and training, rather than drama
workshops. A typical example of simulation could be used in Business English, where an
employee and an employer discuss about their company crisis (Dougill, 1987).
2.2.4 Improvisation
Used as a language classroom dramatic activity, the “ability to improvise is a necessary
ingredient of language use” (Dougill, 1987, p. 19). This kind of exercise is based
completely on students‟ creativity, because no one knows what will happen. The language
employed during the improvisation can be analysed and discussed afterwards, by giving
ideas and suggestions about how to improve it (Dougill, 1987). Trivedi (2013) explains
that improvisation not only provides students with possibilities of improving their
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linguistic communication skills, but also and especially their self-confidence. In fact, since
this task does not rely on rehearsing or a script, the learners can express their spontaneity
freely. They can develop their own characters as they prefer and speak as much as they feel
like (Trivedi, 2013). Therefore, the main advantage of improvisation is undoubtedly the
level of freedom that students are given during the whole performance.
2.2.5 Scripts
Scripts are mainly used for being performed by theatre groups. However, before
being performed the script is used for several purposes (Dougill, 1985). First, it is read, in
group or individually at home. Then it is analysed and discussed. After having worked
specifically on one or two particular extracts, students can focus on the whole play. Later
on, they have to memorize the script and interpret it following the director‟s guidance. In
the end, the script is transformed in a dramatic performance (Dougill, 1985).
From a linguistic point of view, scripts offer authentic samples of language, which
is natural and oral. They could be compared to the dialogues in language textbooks, but
these are usually broken in sentences or little units, so there is no continuity in the speech,
which is offered by scripts. In addition, Dougill (1987) comments that they “offer
psychological security to the student” (p. 23), they are “less threatening and less
demanding than many other drama activities because the content is provided rather than
created” (p. 24).
In language classroom, scripts do not have to be aimed necessarily to a final
performance. However, Dougill (1987) believes that the performance of the script helps
students to develop their self-confidence, self-discipline and collaborative work. Scripts
can be used in a lot of ways, such as reading comprehension, fluency practice,
pronunciation, style and language analysis and vocabulary work. Participants are directly
and physically involved in the activity, not only with the verbal language contained in the
script itself, but also with the paralinguistic features that the text may suggest.
In order to be used properly, scripts need to be carefully selected. First, Dougill
(1987, 84) states that “whatever the purpose, the language involved must be accessible to
the students and relevant to their needs” .Then, the teacher has to consider the number and
type of roles. A solution for scripts with not many characters is to divide the class into
groups, or a role may be split between two students, and so on. Also, the length is relevant,
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since it is advisable not to choose a very long script (Dougill, 1985). Sometimes it is better
to concentrate on a passage rather than a whole long play. Finally, the dramatic demand
has to be reasonable, since students are not real actors.
In this study, drama which is developed from the script is considered to be different
from the types all above due to the fact that students have more opportunity to for choices.
They will be encouraged to choose their group mate, literature work, roles, and costumes.
Especially, learners can even edit the script of their play to be suitable for their style, their
creativity and messages they concentrate on. Specifically, learners will read the original
text or the modern text of the literature work, and then in group, they will together adapt
these scripts from each sentence to each scene to be suitable for their final performances on
the stage. The poster will be designed as a part of the project and consecutively they will
rehearse the play for the best performance in front of hundreds of audience.
2.3 Drama and promoting learner autonomy
2.3.1 Condition to learn autonomously
Learner autonomy can be well developed in the classroom where learners engage actively
in the learning activities. Dam (1995: 46-7) suggests that one of the elements of fostering
learner autonomy in language learning is activities. She believes that the activities should
be able to activate and develop the learner‟s existing knowledge and communicative
abilities; take account of individual needs, interests, and values; give scope for personal
development via peer-tutoring and social cooperation; focus on process, but respect the
product.
Learners can behave more autonomously when they engage in activities in which they are
interested. It is crucial that the activities can provide learners plenty of opportunities to
interact with and learn from each other as well as practice what they have learnt.
The level of autonomous learning environment is based on the table as follow:
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2.3.2 Role of drama in promoting learners’ autonomy
Mok (2001,26) believes that drama, which “integrates language use in a meaningful
way”, can give “students the opportunity to use the language to perform tasks and to
integrate their knowledge of form and function, as well as their ability to express
themselves using appropriate stress, intonation and pronunciation”. By playing different
roles, learners can take charge of different parts in a play while develop their knowledge
and language competence. When they take up responsibilities in the play, they will learn
more actively.
Wheeler (2001, 24) also suggests that drama is an effective tool to help teachers
create more experiential learning tasks and offer “purposeful and contextualized activities”.
In traditional classroom teaching, learners are only exposed to limited types of language
use. Drama, on the other hand, enables learners to experience the different uses of language
in different contexts. Not only their oral English can be improved, but also their awareness
of different linguistic features can be raised.
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Scharenguival (1990, 715-6) points out three important values of drama for
language teachers:
Drama is „an excellent technique for eliciting autonomous interaction in speech‟. It kindles
and arouses in the pupils a sense of awareness and interest, and provides the most effective incentive
and motivation to learn. Drama by its very nature is not a matter of knowing about, but of doing,
and can help pupils to learn to use language in situations where they have to communicate by using
the whole self and not just the voice”
He believes that the students can become more aware of the different linguistic
demands with reference to various social roles since they have to communicate with others
in different situations when they act out the play (Scharenguival, 1990: 717).
Drama not only creates “a positive classroom environment” Cox( 1999, 188) that
can encourage learners to be motivated in learning, but also “stimulates both creative and
critical thinking and add enjoyment to learning in school” (Cox, 1999, 188). When learners
become more interested in learning and have a favorable view of learning environment,
learner autonomy seems to be likely promoted in a drama project. Siks (1983: 3) further
argues that drama is important in language teaching as it can “satisfy human needs” and
“foster the development and learning of children”.
As learners become more actively involved in their learning, Mok (2001,4) believes
that learner autonomy can also be promoted. “Learner autonomy and learning how to learn
are indeed additional incentive of the approach [drama], apart from the ultimate goal of
language learning and improvement” Mok( 2001, 4).
In this part, I have attempted to review and discuss the research regarding learner
autonomy and the essential elements of promoting learner autonomy in the classroom. The
use of drama in language learning as a tool of promoting learner autonomy has also been
examined. According to the studies, learners will probably be able and willing to learn
autonomously if they have choices and control in a learning context, specifically, drama
context.
2.4 Previous studies
Barreto (2014) studied language acquisition through the use of educational drama is
explored. Research has demonstrated that using drama in the classroom can help language
development of all students in order to achieve English proficiency. Engaging in a learning
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experience through drama activities without stress increases motivation for participation in
the classroom, especially for English language learners. The drama experience is made
more meaningful by emphasizing a purpose, which requires problem-solving skills, along
with various modes of language use. Moreover, evidence of language development can be
assessed through various modes. Within the context of drama, speaking and listening skills
are fostered in peer-peer, group, and student-teacher interactions, which are beneficial for
reading and writing.
Cushman (2011) documented the use of a pedagogy called dramatic inquiry
(Edmiston, 2011) and active, rehearsal room approaches to reading Shakespeare (Royal
Shakespeare Company Toolkit, 2010) in one third grade classroom during the 2010-2011
school year. Simultaneously, this research describes classroom events built around the
skills-based models of reading instruction while it also documents the introduction of a
new way of structuring reading events in the same classroom using multiple ways of
knowing beyond verbal and abstract (e.g. dramatic play, somatic, kinesthetic, gestural,
musical, etc.). The findings describe the key linkages between changes in reading
instruction towards dramatic inquiry and the changes in ELLs access to academic literacy
and expanded repertoires for meaning-making. Findings from this research extends the
scholarship in ELL literacy education by showing the significance of long-term
collaborative and inquiry based multimodal forms of learning. The ELL students in this
classroom were highly engaged with the dramatic reading tasks precisely because such
tasks were perceived by the students as challenging and created authentic reasons to re-
read for deepening meaning. The dramatic inquiry was sustained over the long term
because the entire ensemble of learner„s (which included teachers) displayed an ongoing
willingness to collaboratively face the intriguing and complex stories and rich, rhythmic
and figurative language of Shakespeare. It was also significant to the long-term retention
of language and conceptual understandings, that the dramatic inquiry took place in cycles
of returning again and again to similar concepts, inquiry questions and language and over
the long-term across four different Shakespeare plays. Lastly, it was essential to sustained
the ELLs high engagement in reading comprehension strategies that the dramatic reading
events not only valued the students active, embodied and playful engagements with
learning, but this set of practices made highly visible long-term intersexuality and other
forms of higher order thinking by the students so as to become a semiotic resource for
everyone to use in the ongoing inquiry.
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The study of Baraldi (2009) examined ways in which drama and theatre techniques
and practices, as implemented in the elementary classroom and combined with pedagogical
practices to teach and learn a second language, can create the appropriate conditions that
promote environments conducive for content learning and to aid the English Language
Learner (ELL). This research is a qualitative case study that follows one fourth- and fifth-
grade combination classroom during a period of six weeks. During this time, ten drama and
theatre structures were used to teach an economics unit. The twenty-seven participants,
including five ELL students, were observed while participating in the drama sessions, when
interacting with each other, and during exchanges with the teacher. All participants were
interviewed at several stages to obtain their reactions and responses as they participated in
this project. Fieldnotes, participant observation, and interviews were used to gather data. To
understand what students, particularly ELL students, thought about the use of drama and
theatre to help them learn academic content and English, their own words were used as
direct feedback to inform the development and improvement of existing teaching practices.
The results of this research suggest that all the participants: 1) appreciated the use of drama
in the classroom; 2) learned the content of the economics unit; and, 3) would use drama in
other subject areas. In particular, ELL students expressed an interest and desire to use
drama and theatre techniques to learn English in the future. Similar concepts were
discovered that could be used in both drama and ELL education to achieve their particular
goals. The six strategies from both fields and applied to teach the drama sessions were as
follows: 1) engage students in conversation; 2) encourage cooperative learning; 3) form
small groups; 4) promote writing; 5) incorporate body use; and, 6) utilize students' prior
knowledge. The participants' experiences suggested that combining each field's similar
teaching tools can benefit both language and content learning.
Ntelioglou (2006) investigated the impact of integrated drama/ESL lessons on
second language learners' language skills. The dual focus of the study was to use drama to
support the listening, reading, speaking and writing skills of the language learners, and to
examine issues of "Immigration, Canadian Identity and Multiculturalism" through drama
in an ESL/humanities first-year university course. Drama education strategies were
designed to create a context for reflecting the narratives of ESL learners‟ own lived
experiences. The ESL students negotiated between fictional and actual experiences, past
and present, and made use of in-role and out of role reflection throughout. The use of both
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verbal and non-verbal communication, collaboration, interpretation of information,
imagination and risk-taking in the safety of fiction supported students' significant
engagement through drama. The research findings suggest that the integration of drama
helped students cross borders of cultures, identities and literacies in the multicultural
second language classroom.
Culham (2003) investigated the potential of drama as a conduit for language
acquisition and intercultural exchange. Drawing from practice, this thesis identifies both
obstacles and opportunities encountered when drama is introduced to ESL adults students.
Interactive drama activities and student reactions are detailed in this study, with a focus on
the paralinguistic features that drama provides participants. Established Drama in
Education activities have been modified to suit the needs of ESL learners, and those
adjustments and findings are detailed. The findings of this research suggest that ESL
teachers can, through drama, access their students in significant ways and, in the process,
promote language proficiency and encourage intercultural discovery. Espoused theory
evidenced by interviews and personal observations is supported by research in the fields of
Drama in Education and Second Language Education; extracts from ESL student journals
are also included. The findings of this study can be applied to language learners of all ages
and levels, but this study has primarily involved adult ESL learners at the lower levels.
Gaudart (1990) study investigated the use of drama activities in English-as-a-Second-
Language (ESL) instruction in Malaysia. Instruction occurred over an extended period of
time and involved over 300 teachers, with a wide range of training and experience, in
secondary and higher education institutions. Students were low level, intermediate, or
advanced learners in rural, urban, or tertiary schools. Class size ranged from 10 to 51
students. Types of drama activities used were language games (including improvisation),
pantomime, role playing, and simulations. They emphasized listening and speaking skills.
In general, it was found that drama techniques worked for most teachers and that some
techniques worked better in certain circumstances than in others. Activities that do not
emphasize performance were found more universally applicable than those that do. Some
variability was found in the success of different activity types with different ability and
school groups. It is concluded that drama activities are useful in motivating students,
holding their attention, and stimulating their creativity. However, student proficiency,
19

needs, attitudes, experience, abilities, age, and interests must be considered. Some teachers
find integrating drama activities to be difficult; convincing and training teachers in their
use is essential to success.
Matsuzaki‟s work (2005) focuses on adapting what she calls the drama method in An L2
class of upper grade elementary students in Japan. While hers is not so much research as it
is a lesson plan supported by research, her work does draw on the social constructivist
perspective (Vygotsky‟s idea that learning is constructed through interactions with others)
in placing drama at the center of language learning. From this she is able to construct a
lesson that combines the four skills while utilizing the drama technique hot-seating, a form
of role-playing. What Matsuzaki does give in the way of analysis and lesson evaluation are
the results of a post-lesson questionnaire. She found that using drama in her classroom
enhanced student motivation for learning English and lead to greater sociocultural
awareness (Kumaravadivelu, 1994). As a side note, she insists that drama is also ideal in
promoting peer interaction and collaboration.
Miccoli‟s work (2003) is similar to Matsuzaki‟s in its narrow scope, yet still provides a
look into research implementation in the classroom and provides feedback in the form of
student‟s oral responses. What Miccoli presents are the results of an investigation into the
value of using drama in a university classroom in Brazil. Drawing on the work of Via,
among others, and implementing portfolios as a form of reflection and assessment, Miccoli
encourages the use of drama for its transformative and emancipatory effects on language
learning. Over the course of twice a week for 15 weeks, 37 students took part in the study
and worked together toward the production of six oneact plays. In her discussion and
conclusion she focuses on the transformative experiences recalled by her students, for
example, she found that “the confrontation of fears, and the taking of risks, lead to an
improvement in their oral skills, as a consequence of understanding the aspects that
underlie oral communication, i.e., that speaking is not only about words and structure and
pronunciation, but feelings, motivations, and meanings” (Miccoli, 2003).
Bang, in 2003, aimed to investigate how drama activities in the EFL classroom would
improve college students‟ communicative ability in their L2 at Myongji University in
Korea. The study was both quantitative and qualitative. Four research questions were
posed: 1) Do drama activities in the L2 classroom lead to improvement in a learner‟s
communicative ability? 2) What is the nature of classroom interaction between participants
20

in drama activities? 3) What are the students‟ attitudes towards their classroom experience?
and 4) How do the students perceive themselves in such an environment? Data was
collected through pre- and post- oral proficiency tests as well as interviews and class
observation. Over the course of a semester, students, 12 male and 8 female of varying
English proficiencies, were instructed in English through the use of dramatic activities.
Results from the pre- and post- oral proficiency tests showed that there were improvements
in speech clarity, amount of communication units, and production rate.
Especially, Tze tuen Stella Leung (2004) carry out a research with the tittle “ Promoting
Learner Autonomy through a Drama Project: an Ethnographic Study”. Based on the studies
of promoting learner autonomy, it is assumed that learners will behave more autonomously
in a learning context where they are able and willing to take greater control of their
learning. The study focused on 20 S1 students in a Hong Kong Secondary School where
the writer is working. Participant observation was adopted as it allowed the writer to
examine the students' behavior in a natural setting. The data was collected from participant
observation, students' reflection forms and an interview. The findings suggested that the
students could display autonomous learning behavior in different ways. The role of group
work in developing learner autonomy depended on group cohesion. Although the students
behaved more autonomously and enjoyed learning more in the drama project, some
students claimed that they did not learn effectively. This raised the question of how far it
was possible to judge an autonomous learner through observation. Also, the findings show
that the development of learner autonomy is closely related to learners' beliefs and their
styles of learning. Hence, learner autonomy can be fostered not only by providing learners
with opportunities of taking control of their learning, but also by taking consideration of
learners' beliefs and attitudes towards learning.
From the all above studies, it is the fact that a great number of researches related to
drama have been conducted in different aspects. However, there is lack of studies focusing
on promoting learner autonomy through drama project, especially for English major
student at Ho Chi Minh city Open University. By investigating learner autonomy through
drama project, I hope to give valuable contribution to this interesting topic.
3.METHODOLOGY
The previous part has provided a necessary theoretical background for the present
study. This part presents the methodology which will be used for the data collection and
21

analysis in the study. In this study , I will use mixed method design ( embedded design )
with a quantitative method embedded by qualititive method.
This part consists of four main sections : the participants description, research
method , data collection, instruments and analysis procedures .
3.1 Participant
The study will be carried out to investigate approximately 30 English major
students at Open University, who are going to take part in three drama performances in
June .All of the participants are third-year students . At the time of conducting the study ,
these students will be studying British Literature in the second semester of school
academic year 2016-2017.
3.2 Instruments
To guarantee the validity and reliability of the study , 3 instruments including
questionaire, semi –interview and observation.
3.2.1 Questionaire
Surveys are believed to be the most effective tool in descriptive method in
educational research. It is not difficult to carry out surveys and it does not cost a lot of time.
Especially in this study context,which focus on learner autonomy- a term contains
diffuculties to measure as mentioned , questionaire will be primarily used.
In this research, the questionnaire for students will be modified and redesigned
from Tze tuen Stella Leung study (2004). The questionnaire will also be designed to be
suitable with the research problems. The first part will be learner‟s background; the second
part will be related to autonomous learning behavior and attitudes of learners towards
promoting autonomy through drama project. The content of questionnaire will be based on
the table of encouraging learner behavior mentioned above.
Questionnaires will be piloted and discussed with colleagues and instructor before
being delivered. The purpose of questionnaire is to check the extent that participants
display autonomous learning behavior and their attitude toward development of autonomy
through drama project
3.2.2 Semi-structured interviews
22

To explore their attitude toward promoting autonomy, main characters together
with supportive group mates will be interviewed to share their attitude toward promoting
autonomy through the drama project. A number of 10 students will be interviewed
3.2.3 Observation
Due to the fact that it is not reliable enough when the researcher only receives the
answers of participants through survey, observation will be used to have a deeper and
clearer look at how learner autonomy was displayed in rehearsals. There will be four
meetings for each drama group and the criteria to evaluate will be adopted from Stella
Leung study ( 2004) with modifications.
3.3 Data collection procedure
The data collection will be completed within approximately 5 weeks from May 1st
to June 7th
including delivering questionnaire and carrying out interviews. To conduct
interview and deliver questionnaires, the researcher will contact with Mr Le Quang Truc-
the British Literature for permission and leaders of each drama group as well.
The delivery of be completed in first three weeks to make sure that the participants
have time for the reliable and valid response and the rest time will be used for interviewing
3.4 Data Analysis
The researcher will use statistical data analysis with the supporting of SPSS to
analyze the questionnaire and descriptive data analysis to analyze the data collected from
interviews and observation.
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