The effects of creative drama on achievement and motivation levels of the 7th graders in English language classes

Abstract

The aim of the current study was to examine the effects of creative drama method on the 7th graders’ achievement and motivation towards English language course. The study was in quasi-experimental pattern model with pretest and posttest control group. It was conducted with seventy 7th grade students, 36 of whom were assigned as the experimental group and 34 of whom were assigned as the control group. Three units-“Tourist Attractions”, “Our Natural Heritage” and “Computers”-were taught during a six-week period in the experimental group by using a book developed by the researcher, while the same units were taught by using the usual course book in the control group. “English Course Achievement Test” and “Motivation Scale” were conducted in both groups preceding and following the intervention. “Student Interview Form about the Implementation of Creative Drama Method” was conducted with the experimental group to get the students’ opinions on the method following the intervention. It was found that the students’ achievement test scores improved in both groups, and this improvement was higher in the experimental group. However, the difference was not significant. On the other hand, there was a statistically significant difference between average motivation scores of the two groups in favor of the experimental group, and this was supported by student interview forms.