The implementation of drama in language teaching: exploring its effects on efl learners' attitudes and  self-efficacy at the high school level

Çankaya, Mazlum

The implementation of drama in language teaching: exploring its effects on efl learners' attitudes and self-efficacy at the high school level

dc.contributor.author	Çankaya, Mazlum
dc.date.accessioned	2025-06-12T11:20:19Z
dc.date.available	2025-06-12T11:20:19Z
dc.date.issued	2025
dc.date.submitted	2025
dc.department	Sosyal Bilimler Enstitüsü
dc.description.abstract	Drama, a form of artistic expression with roots in antiquity, is frequently utilized in educational contexts for diverse purposes and is widely regarded as a means to enhance students' learning experiences. This study investigates the potential impact of drama-based activities on high school students' attitudes toward learning English and their self-efficacy beliefs regarding English language acquisition. Employing a mixed-methods research design, the study integrates both quantitative and qualitative approaches. Quantitative data were collected through the administration of two pre-test and post-test questionnaires: one measuring attitudes toward learning English as a foreign language and the other evaluating self-efficacy beliefs across the four language skills. Qualitative data were gathered using face-to-face semi-structured interviews, student diaries, and observation forms, aiming to explore how drama-based activities influence the attitudes and self-efficacy beliefs of the experimental group. A purposive sampling method was used to select 36 students from a private high school, who were subsequently divided into experimental and control groups. The intervention spanned an eight-week period. The quantitative results indicate that drama-based activities positively influence high school students' attitudes and self-efficacy beliefs toward English language learning when comparing the experimental and control groups. However, within the experimental group, while improvements in attitude levels were observed between pre-test and post-test measurements, these changes were not statistically significant. In contrast, the qualitative findings derived from semi-structured interviews and student diaries reveal overwhelmingly positive perceptions of drama-based activities among participants. In summary, the findings suggest that drama-based activities can foster a positive transformation in students' attitudes and self-efficacy beliefs regarding English language learning. The study highlights the potential of drama as an effective pedagogical tool in language education, advocating its inclusion in curricula to enhance learning outcomes.
dc.identifier.citation	Çankaya,M. (2025). The implementation of drama in language teaching: exploring its effects on efl learners' attitudes and self-efficacy at the high school level. (Yayımlanmamış Yüksek Lisans tezi). Çağ Üniversitesi Sosyal Bilimler Enstitüsü İngiliz Dili Eğitimi Bölümü Ana Bilim Dalı, Mersin.
dc.identifier.uri	https://hdl.handle.net/20.500.12507/3417
dc.institutionauthor	Çankaya, Mazlum
dc.language.iso	en
dc.publisher	Çağ Üniversitesi, Sosyal Bilimler Enstitüsü
dc.relation.publicationcategory	Tez
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	Attitude
dc.subject	Self-efficacy
dc.subject	Drama
dc.subject	English Language Learning
dc.title	The implementation of drama in language teaching: exploring its effects on efl learners' attitudes and self-efficacy at the high school level
dc.type	Master Thesis