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dc.contributor.authorGalante, Angelica
dc.date.accessioned2013-03-20T15:25:23Z
dc.date.available2013-03-20T15:25:23Z
dc.date.issued2013-03-20
dc.identifier.urihttp://hdl.handle.net/10464/4225
dc.description.abstractPrevious research has suggested that drama has positive effects on learners' oral communication and anxiety; however, it is unclear which dimensions, or to what extent, they are affected by drama. This research narrows the investigation by examining how a drama-based EFL program impacts three dimensions of oral communication: fluency, comprehensibility, and accentedness, and one anxiety factor - foreign language speaking anxiety (FLSA) -, over time. Speech samples were collected from EFL learners in a treatment and a control group, and subsequently assessed by untrained Canadian-born raters. FLSA levels were measured through questionnaires and interviews. Pre- and post-test analysis indicate that learners in the treatment group made significant gains in oral fluency while oral fluency among learners in the control group remained unchanged. There was a significant reduction in FLSA levels among learners in both groups. Finally, qualitative analyses suggest that drama activities, among others, enhance learners' comfort levels in speaking English.en_US
dc.publisherBrock Universityen_US
dc.subjectOral Fluencyen_US
dc.subjectForeign Language Anxietyen_US
dc.titleThe Effects of Drama on Oral Fluency and Foreign Language Anxiety: An exploratory studyen_US
dc.typeElectronic Thesis or Dissertationen
dc.degree.nameM.A. Applied Linguisticsen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Applied Linguisticsen_US
dc.degree.disciplineFaculty of Humanitiesen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-08T01:47:32Z


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