Videos and observational surveys on language learning through drama focussing on oral skills of ten non-English speaking background university students [dataset]


Ten non-English-speaking-background young and mature-age adults studying at Bond University were selected from an initial cohort of twenty-three students to study the effects of drama on their oral English. Elements of their oral-English communication were measured using a specially-prepared rating instrument. The students were aware that the twelve weeks would be divided into four lots of three weeks each, with the first three weeks made up entirely of communicative non-drama-based (CNDB) lessons, weeks four to six comprising only drama-based (DB) methodology, weeks seven to nine reverting to CNDB methodology, and the final three weeks being made up of DB strategies again. The primary research instrument was a rating tool composed of twelve items. Each item represented a core element of communication. The items were scored on a seven point Likert scale with response categories ranging from 1 (not well at all) to 7 (extremely well). Two observers scored each participant and discussed ratings until they reached inter-rater reliability.

Associated publications:

Using drama techniques to encourage oral interaction

ESL learning through drama

Drama as a means of improving the advocacy skills of non-English-speaking-background students

Field of Research Code


Access Rights

Contact Professor Chamkaur Gill, Chamkaur_Gill@bond.edu.au to determine access conditions.