An Emperical Study On Drama-in-Education Improving High School Students’ English Learning Self-Efficacy

With the deepening of the reform of the new curriculum standards,the New Curriculum Standard clearly proposes that the goal of English teaching in high schools is to cultivate students’ core competencies---cultural awareness,language ability,thinking quality and learning ability.It is a key problem that how to effectively achieve the goal.English learning self-efficacy is the recognition of students’ ability to complete tasks in English learning.Therefore,English learning self-efficacy is the foundation of students’ English learning,a primary medium to achieve core competencies of English subject and the key to persistently complete tasks.Improving students’ English learning self-efficacy enables them to think actively,challenge learning tasks at different levels and improve their English ability ultimately.Drama-in-Education is a teaching method based on the following theories,Task-based Language Teaching and Learning,Dramatictugtic Theory,Whole Language Theory and Symbolic Interactionism Theory.In the process of general education,it takes drama elements as teaching methods and applies them to English teaching.It allows students to use scenes,role-playing,impromptu performances,deepening themes and explore meanings through joint efforts.Through these activities,educational goals can be achieved.The author conducted an empirical study on whether Drama-in-Education can improve high school students’ English learning self-efficacy.This research used questionnaire,interview through a teaching practice toconduct it on the following two research questions:(1)Can Drama-in-Education improve high school students’ English learning self-efficacy?(2)What reasons make high school students’ English learning self-efficacy change? The 10 participants were from the same class where the author did her internship in 2019.They were selected by self-sampled from students whose mid-term test scores were 30%---40% lower than that of the average.In response to the first research question,the author adapted Zhang Risheng’s English learning self-efficacy scale and made it fit for this research.Its Cronbach Alpha is 0.93.The author conducted pre-course test and post-course test on the participants and analyzed whether they had improved their English learning self-efficacy.In response to the second research question,the author interviewed all participants at the end of the Drama-in-Education course to explore the specific reasons.The conclusions obtained are as follows:(1)From the quantitative data analysis,after the Drama-in-Education course,students’ English learning self-efficacy has improved significantly;(2)From the qualitative data analysis,the reasons are:Language expression desire,self-confidence in English learning,a sense of fulfillment,emotional expression,natural release and so on.