The Use of Interactive Techniques, Role-Playing Games, and Dramatization to Increase Linguistic Creativity and Motivation of Students
Main Article Content
Keywords
New pedagogical technologies, improvisation, authentic communication, self-esteem, theatrical performance
Abstract
The study was conducted to identify relevant interactive methods of teaching English. For this purpose, a survey of the level of motivation to language learning was conducted, which included a pedagogical experiment with 46 students of 7 grades of the public school “Taalim”. The results of questionnaire survey of students and observation revealed a qualitative positive growth of linguistic creativity and motivation to learn English, due to the use of role-playing games and theatrical performances in lessons. To investigate the use of interactive techniques in English language teaching and to share experiences with colleagues, a conversation was held with 23 teachers, including undergraduates using these methods. The paper examines the concepts of motivation, play, dramatization, describes the main types and methods of using interactive techniques in teaching. It was determined that games and dramatization play an important role in learning. The use of role-playing games promotes language learning, helps to increase cognitive interest in the subject, while making the learning process less difficult, develops memory and thinking, focuses attention on a particular subject, and motivates students to learn English. Dramatization technologies develop imagination, contribute to the automatic understanding of rhymed language phrases, and the development of the student’s sensory and emotional sphere. The conducted research highlighted the main features of the use of game techniques in the process of teaching English and argued that it is important to introduce games and dramatization into the learning process. Interactive methods imply the interest of students in mastering a foreign language, the desire to perceive a foreign language and learn to speak a foreign language. Linguistic creativity and motivation are enhanced through role-playing and dramatization, enabling children to overcome the language barrier and increase their own self-esteem.
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References
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Altweissi, A. I., & Maaytah, R. Y. (2022). The effect of using educational drama on developing speaking skill of the sixth graders in the English language. The Universal Academic Research Journal, 4(1), 10-21. https://www.tuara.org/frontend//articles/pdf/v4i1/tarpdf.pdf
An, Z., Lai, C., & Gan, Z. (2023). Motivation in self-directed use of technology for English learning among high, average, and low achievers. System, 115, 103051. https://doi.org/10.1016/j.system.2023.103051
Andreyeva, O., Tleuzhanova, G., Kharitonova, L., & Mirza, N. (2024). Preparing Students for Professional Activities in English. International Journal of Educational Reform. https://doi.org/10.1177/10567879231224741
Bezborodova, A., & Radjabzade, S. (2022). English in higher education in the Kyrgyz Republic, Tajikistan, and Uzbekistan. World Englishes, 41(1), 72-91. https://doi.org/10.1111/weng.12556
Bololia, L., Williams, J., Macmahon, K., & Goodall, K. (2022). Dramatherapy for children and adolescents with autism spectrum disorder: A systematic integrative review. The Arts in Psychotherapy, 80, 101918. https://doi.org/10.1016/j.aip.2022.101918
Bsharat, T. R. K., & Barahmeh, M. Y. (2020). The influence of applying educational active drama in enhancing speaking skills in teaching-learning English language: A theoretical perspective. Technium Social Sciences Journal, 14, 10-32. https://techniumscience.com/index.php/socialsciences/article/view/1805/805
Chen, M., Mohammadi, M., & Izadpanah, S. (2024). Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners. Acta Psychologica, 247, 104318. https://doi.org/10.1016/j.actpsy.2024.104318
Dashko, Yu., & Miroshnichenko, V. (2023). Information technologies in the educational process: features and advantages. Pedagogical Sciences, 82, 46-51. https://doi.org/10.33989/2524-2474.2023.82.295094
Dawoud, L., Hasim, Z., & Mohd Saad, M. R. (2020). Creative drama in teaching English language: A systematic review of the literature. Palarch’s Journal of Archaeology of Egypt/Egyptology, 17(7), 11800-11816. https://archives.palarch.nl/index.php/jae/article/view/4575/4523
Derakhshan, A., Teo, T., & Khazaie, S. (2024). Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the Middle East. Computers & Education, 213, 105013. https://doi.org/10.1016/j.compedu.2024.105013
Dewaele, J. M., & Meftah, R. (2024). How motivation and enjoyment spread their wings during English Foreign Language learning: A pseudo-longitudinal investigation into Moroccan learners. Learning and Motivation, 85, 101962. https://doi.org/10.1016/j.lmot.2024.101962
Febrianti, I., Santiana, & Hidayati, A. N. (2022). Drama as reinforcement in young learners’ English vocabulary learning. PRIMACY: Journal of English Education and Literacy, 1(2), 79-86. https://ejournal.unis.ac.id/index.php/Primacy/article/view/3203
Gallo, V., Galarza, J., Játiva, S., Rivas, K., Quishpe, S., & Marcillo, F. (2023). Analysis of the usability of mobile applications and gamification as a method for teaching and learning English in Ecuador. Iberian Journal of Information Systems and Technologies, 11(Special issue E63), 65-80. https://risti.xyz/issues/ristie63.pdf
Golovach, L. (2023). Self-training of future skilled workers using innovative learning technologies in the educational process. Ukrainian Professional Education, 7(2), 158-166. https://doi.org/10.33989/2519-8254.2023.14.300701
Govardhini, A. (2023). Innovation in teaching English with digital tools. Recent Trends in Digital Humanities: A Focus on Language and Literature, 12(S1), 252-255. https://doi.org/10.34293/rtdh.v12iS1-Dec.106
Ismaeva, E. (2020). Critical evaluation of English textbooks for high school students in Kyrgyzstan. A proposal for improvement of Reading and Writing tasks by integrating the two skills. Coventry: Coventry University. https://www.teachingenglish.org.uk/sites/teacheng/files/Critical%20evaluation%20of%20English%20textbooks%20for%20high%20school%20students%20in%20Kyrgyzstan.pdf
Jenner, E. G., & Jebakumar, A. N. (2024). Art of gamification: Exploring the transformative influence of games on English language teaching and learning. ShodhGyan-NU: Journal of Literature and Culture Studies, 2(1), 36-45. https://doi.org/10.29121/shodhgyan.v2.i1.2024.27
Kalashnyk, M., Loshkov, U., Yakovlev, O., Genkin, A., & Savchenko, H. (2024). Musically-acoustic thesaurus as spatial dimension of cognitive process. Scientific Herald of Uzhhorod University. Series Physics, 55, 1421-1427. https://doi.org/10.54919/physics/55.2024.142af1
Karhina, N. (2023). Using interactive teaching methods in English lessons. Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”, 9(1), 9-15. https://doi.org/10.52534/msu-pp1.2023.09
Kazakbaeva, R. (2023). From language of enemy to language of opportunity: Understanding teacher resistance to curriculum change in English language teaching and learning in Kyrgyzstan. Journal of Educational Change, 24, 317-343. https://doi.org/10.1007/s10833-021-09445-z
Khidirova, M. K. (2021). The use of drama techniques as an effective learning tool in ELT. The American Journal of Social Science and Education Innovations, 3(5), 235-239. https://inlibrary.uz/index.php/tajssei/article/view/11389
Khrystych, N. (2023). Educational websites as a means of forming the communicative competency of high school students in the course of studying the subject «The English Language». Professional Education: Methodology, Theory and Technologies, 9(1), 203-227. https://doi.org/10.31470/2415-3729-2023-17-203-227
Korkut, R., & Özmen, K. S. (2023). Development of drama into teacher identity: Exchanges and experiences of English teachers. International Journal of Educational Research, 122, 102247. https://doi.org/10.1016/j.ijer.2023.102247
Kozyar, M. M., Nanivska, L. L., Romanyshyna, O. Y., Romanyshyn, A. M., Yakimets, Y. M. (2020). Communicative Competence Formation of Future Officers in the Process of Foreign Language Training. International Journal of Higher Education, 9(7), 153-165. https://doi.org/10.5430/ijhe.v9n7p153
Kozyar, M. M., Pasichnyk, S. M., Kopchak, M. M., Burmakina, N. S., & Suran, T. (2022). Simulation-Based Learning as an Effective Method of Practical Training of Future Translators. Journal of Curriculum and Teaching, 11(1), 298-308. https://doi.org/10.5430/jct.v11n1p298
Lipowska, M., & Sajewicz-Radtke, U. (2012). Language as a moderator of memory-related processes in children with developmental dyslexia. Acta Neuropsychologica, 10(2), 205-214. https://doi.org/10.5604/17307503.1008242
Masoumi-Moghaddam, S. (2018). Using drama and drama techniques to teach English conversations to English as foreign language learners. International Journal of Applied Linguistics & English Literature, 7(6), 63-68. https://journals.aiac.org.au/index.php/IJALEL/article/view/4826/3653
Melnyk, M. (2024). Theatre art: Conceptual and categorical problems. Interdisciplinary Cultural and Humanities Review, 3(1), 46-52. https://doi.org/10.59214/cultural/1.2024.46
Myrzabekova, M., & Akhmetova, N. (2020). The use of role-playing games based on video materials as a means of forming communicative competencies in learning Russian as a foreign language. In Materials of International Practical Internet Conference “Challenges of Science”, 1, 118-130. https://doi.org/10.31643/2020.004
Nanda, D. S., & Susanto, S. (2021). Using drama in EFL classroom for exploring students’ knowledge and learning. English Review: Journal of English Education, 9(2), 285-292. https://doi.org/10.25134/erjee.v9i2.4353
Novia, Y., Zaim, M., & Rozimela, Y. (2023). Interactive learning using e-learning module in learning English for senior high school: A review of related article. Journal of Education, Language Innovation, and Applied Linguistics, 2(1), 125-134. https://doi.org/10.37058/jelita.v1i2.5306
Papageorgiou, V. E. (2022). A study of primary school teachers’ tendencies regarding the usefulness of dramatization in the educational process. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 10(2), 145-162. https://doi.org/10.23947/2334-8496-2022-10-2-145-162
Ramsey-Tyson, J. M., & Abdysheva, C. (2021). The new face of English in the Kyrgyz Republic. World Englishes, 41(1), 115-133. https://doi.org/10.1111/weng.12559
Sadia, S., Nadeem, R. U., & Sallahddin, A. (2021). Analyzing the role of contemporary teaching techniques and importance of drama in learning English as a foreign language. Journal of Arts and Social Sciences, 8(1), 43-50. https://ojs.jass.pk/ojs/index.php/jass/article/view/154/45
Sartorius von Bach, H. J., & Nuppenau, E. A. (2024). Educational Reform to Correct the Past: Namibian Evidence. International Journal of Educational Reform, 33(3), 323-343. https://doi.org/10.1177/10567879221097074
Sinar, T. S., Thyrhaya, T. Z., Huszka, V., Yusuf, M., Maharani, P., & Sanjaya, D. (2024). Learning English literacy through video games: A multimodal perspective. Journal of Curriculum and Teaching, 13(1), 102-118. https://doi.org/10.5430/jct.v13n1p102
Szabó, F., & Kopinska, M. (2022). Gamification in foreign language teaching: a conceptual introduction. Hungarian Educational Research Journal, 13(2), 418-428. https://doi.org/10.1556/063.2023.00202
Thanh, N., Tuan, R. T., & Phuong, N. T. H. (2024). Engaging students in the learning process with game-based learning. International Journal of English Language Studies, 6(1), 54-60. https://www.researchgate.net/publication/377507020_Engaging_Students_in_The_Learning_Process_with_Game-Based_Learning
Vyhrestenko, Z. (2019). The using of partnership technology in the group educational activities of future primary classes teachers. Professional Education: Methodology, Theory and Technologies, 9, 56-69. https://doi.org/10.31470/2415-3729-2019-9-56-69
Wilda, I., Nasrudin, N., & Rachmaningsih, D. M. (2021). English learning media based on interactive multimedia for graphic technology students. International Journal of Economy, Education and Entrepreneurship, 1(3), 191-205. https://doi.org/10.53067/ije3.v1i3.38
Yang, J. C., & Quadir, B. (2018). Effects of prior knowledge on learning performance and anxiety in an English learning online role-playing game. Educational Technology & Society, 21(3), 174-185. https://www.jstor.org/stable/26458516
Altweissi, A. I., & Maaytah, R. Y. (2022). The effect of using educational drama on developing speaking skill of the sixth graders in the English language. The Universal Academic Research Journal, 4(1), 10-21. https://www.tuara.org/frontend//articles/pdf/v4i1/tarpdf.pdf
An, Z., Lai, C., & Gan, Z. (2023). Motivation in self-directed use of technology for English learning among high, average, and low achievers. System, 115, 103051. https://doi.org/10.1016/j.system.2023.103051
Andreyeva, O., Tleuzhanova, G., Kharitonova, L., & Mirza, N. (2024). Preparing Students for Professional Activities in English. International Journal of Educational Reform. https://doi.org/10.1177/10567879231224741
Bezborodova, A., & Radjabzade, S. (2022). English in higher education in the Kyrgyz Republic, Tajikistan, and Uzbekistan. World Englishes, 41(1), 72-91. https://doi.org/10.1111/weng.12556
Bololia, L., Williams, J., Macmahon, K., & Goodall, K. (2022). Dramatherapy for children and adolescents with autism spectrum disorder: A systematic integrative review. The Arts in Psychotherapy, 80, 101918. https://doi.org/10.1016/j.aip.2022.101918
Bsharat, T. R. K., & Barahmeh, M. Y. (2020). The influence of applying educational active drama in enhancing speaking skills in teaching-learning English language: A theoretical perspective. Technium Social Sciences Journal, 14, 10-32. https://techniumscience.com/index.php/socialsciences/article/view/1805/805
Chen, M., Mohammadi, M., & Izadpanah, S. (2024). Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners. Acta Psychologica, 247, 104318. https://doi.org/10.1016/j.actpsy.2024.104318
Dashko, Yu., & Miroshnichenko, V. (2023). Information technologies in the educational process: features and advantages. Pedagogical Sciences, 82, 46-51. https://doi.org/10.33989/2524-2474.2023.82.295094
Dawoud, L., Hasim, Z., & Mohd Saad, M. R. (2020). Creative drama in teaching English language: A systematic review of the literature. Palarch’s Journal of Archaeology of Egypt/Egyptology, 17(7), 11800-11816. https://archives.palarch.nl/index.php/jae/article/view/4575/4523
Derakhshan, A., Teo, T., & Khazaie, S. (2024). Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the Middle East. Computers & Education, 213, 105013. https://doi.org/10.1016/j.compedu.2024.105013
Dewaele, J. M., & Meftah, R. (2024). How motivation and enjoyment spread their wings during English Foreign Language learning: A pseudo-longitudinal investigation into Moroccan learners. Learning and Motivation, 85, 101962. https://doi.org/10.1016/j.lmot.2024.101962
Febrianti, I., Santiana, & Hidayati, A. N. (2022). Drama as reinforcement in young learners’ English vocabulary learning. PRIMACY: Journal of English Education and Literacy, 1(2), 79-86. https://ejournal.unis.ac.id/index.php/Primacy/article/view/3203
Gallo, V., Galarza, J., Játiva, S., Rivas, K., Quishpe, S., & Marcillo, F. (2023). Analysis of the usability of mobile applications and gamification as a method for teaching and learning English in Ecuador. Iberian Journal of Information Systems and Technologies, 11(Special issue E63), 65-80. https://risti.xyz/issues/ristie63.pdf
Golovach, L. (2023). Self-training of future skilled workers using innovative learning technologies in the educational process. Ukrainian Professional Education, 7(2), 158-166. https://doi.org/10.33989/2519-8254.2023.14.300701
Govardhini, A. (2023). Innovation in teaching English with digital tools. Recent Trends in Digital Humanities: A Focus on Language and Literature, 12(S1), 252-255. https://doi.org/10.34293/rtdh.v12iS1-Dec.106
Ismaeva, E. (2020). Critical evaluation of English textbooks for high school students in Kyrgyzstan. A proposal for improvement of Reading and Writing tasks by integrating the two skills. Coventry: Coventry University. https://www.teachingenglish.org.uk/sites/teacheng/files/Critical%20evaluation%20of%20English%20textbooks%20for%20high%20school%20students%20in%20Kyrgyzstan.pdf
Jenner, E. G., & Jebakumar, A. N. (2024). Art of gamification: Exploring the transformative influence of games on English language teaching and learning. ShodhGyan-NU: Journal of Literature and Culture Studies, 2(1), 36-45. https://doi.org/10.29121/shodhgyan.v2.i1.2024.27
Kalashnyk, M., Loshkov, U., Yakovlev, O., Genkin, A., & Savchenko, H. (2024). Musically-acoustic thesaurus as spatial dimension of cognitive process. Scientific Herald of Uzhhorod University. Series Physics, 55, 1421-1427. https://doi.org/10.54919/physics/55.2024.142af1
Karhina, N. (2023). Using interactive teaching methods in English lessons. Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”, 9(1), 9-15. https://doi.org/10.52534/msu-pp1.2023.09
Kazakbaeva, R. (2023). From language of enemy to language of opportunity: Understanding teacher resistance to curriculum change in English language teaching and learning in Kyrgyzstan. Journal of Educational Change, 24, 317-343. https://doi.org/10.1007/s10833-021-09445-z
Khidirova, M. K. (2021). The use of drama techniques as an effective learning tool in ELT. The American Journal of Social Science and Education Innovations, 3(5), 235-239. https://inlibrary.uz/index.php/tajssei/article/view/11389
Khrystych, N. (2023). Educational websites as a means of forming the communicative competency of high school students in the course of studying the subject «The English Language». Professional Education: Methodology, Theory and Technologies, 9(1), 203-227. https://doi.org/10.31470/2415-3729-2023-17-203-227
Korkut, R., & Özmen, K. S. (2023). Development of drama into teacher identity: Exchanges and experiences of English teachers. International Journal of Educational Research, 122, 102247. https://doi.org/10.1016/j.ijer.2023.102247
Kozyar, M. M., Nanivska, L. L., Romanyshyna, O. Y., Romanyshyn, A. M., Yakimets, Y. M. (2020). Communicative Competence Formation of Future Officers in the Process of Foreign Language Training. International Journal of Higher Education, 9(7), 153-165. https://doi.org/10.5430/ijhe.v9n7p153
Kozyar, M. M., Pasichnyk, S. M., Kopchak, M. M., Burmakina, N. S., & Suran, T. (2022). Simulation-Based Learning as an Effective Method of Practical Training of Future Translators. Journal of Curriculum and Teaching, 11(1), 298-308. https://doi.org/10.5430/jct.v11n1p298
Lipowska, M., & Sajewicz-Radtke, U. (2012). Language as a moderator of memory-related processes in children with developmental dyslexia. Acta Neuropsychologica, 10(2), 205-214. https://doi.org/10.5604/17307503.1008242
Masoumi-Moghaddam, S. (2018). Using drama and drama techniques to teach English conversations to English as foreign language learners. International Journal of Applied Linguistics & English Literature, 7(6), 63-68. https://journals.aiac.org.au/index.php/IJALEL/article/view/4826/3653
Melnyk, M. (2024). Theatre art: Conceptual and categorical problems. Interdisciplinary Cultural and Humanities Review, 3(1), 46-52. https://doi.org/10.59214/cultural/1.2024.46
Myrzabekova, M., & Akhmetova, N. (2020). The use of role-playing games based on video materials as a means of forming communicative competencies in learning Russian as a foreign language. In Materials of International Practical Internet Conference “Challenges of Science”, 1, 118-130. https://doi.org/10.31643/2020.004
Nanda, D. S., & Susanto, S. (2021). Using drama in EFL classroom for exploring students’ knowledge and learning. English Review: Journal of English Education, 9(2), 285-292. https://doi.org/10.25134/erjee.v9i2.4353
Novia, Y., Zaim, M., & Rozimela, Y. (2023). Interactive learning using e-learning module in learning English for senior high school: A review of related article. Journal of Education, Language Innovation, and Applied Linguistics, 2(1), 125-134. https://doi.org/10.37058/jelita.v1i2.5306
Papageorgiou, V. E. (2022). A study of primary school teachers’ tendencies regarding the usefulness of dramatization in the educational process. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 10(2), 145-162. https://doi.org/10.23947/2334-8496-2022-10-2-145-162
Ramsey-Tyson, J. M., & Abdysheva, C. (2021). The new face of English in the Kyrgyz Republic. World Englishes, 41(1), 115-133. https://doi.org/10.1111/weng.12559
Sadia, S., Nadeem, R. U., & Sallahddin, A. (2021). Analyzing the role of contemporary teaching techniques and importance of drama in learning English as a foreign language. Journal of Arts and Social Sciences, 8(1), 43-50. https://ojs.jass.pk/ojs/index.php/jass/article/view/154/45
Sartorius von Bach, H. J., & Nuppenau, E. A. (2024). Educational Reform to Correct the Past: Namibian Evidence. International Journal of Educational Reform, 33(3), 323-343. https://doi.org/10.1177/10567879221097074
Sinar, T. S., Thyrhaya, T. Z., Huszka, V., Yusuf, M., Maharani, P., & Sanjaya, D. (2024). Learning English literacy through video games: A multimodal perspective. Journal of Curriculum and Teaching, 13(1), 102-118. https://doi.org/10.5430/jct.v13n1p102
Szabó, F., & Kopinska, M. (2022). Gamification in foreign language teaching: a conceptual introduction. Hungarian Educational Research Journal, 13(2), 418-428. https://doi.org/10.1556/063.2023.00202
Thanh, N., Tuan, R. T., & Phuong, N. T. H. (2024). Engaging students in the learning process with game-based learning. International Journal of English Language Studies, 6(1), 54-60. https://www.researchgate.net/publication/377507020_Engaging_Students_in_The_Learning_Process_with_Game-Based_Learning
Vyhrestenko, Z. (2019). The using of partnership technology in the group educational activities of future primary classes teachers. Professional Education: Methodology, Theory and Technologies, 9, 56-69. https://doi.org/10.31470/2415-3729-2019-9-56-69
Wilda, I., Nasrudin, N., & Rachmaningsih, D. M. (2021). English learning media based on interactive multimedia for graphic technology students. International Journal of Economy, Education and Entrepreneurship, 1(3), 191-205. https://doi.org/10.53067/ije3.v1i3.38
Yang, J. C., & Quadir, B. (2018). Effects of prior knowledge on learning performance and anxiety in an English learning online role-playing game. Educational Technology & Society, 21(3), 174-185. https://www.jstor.org/stable/26458516
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Sep 25, 2024
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Biynazarova, N., Abdimomunova, A., Dzhilkibaeva, N., Takenova, Z., & Asanova, D. (2024). The Use of Interactive Techniques, Role-Playing Games, and Dramatization to Increase Linguistic Creativity and Motivation of Students. Jurnal Arbitrer, 11(3), 360–372. https://doi.org/10.25077/ar.11.3.360-372.2024
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