Using Educational Drama and Role-Playing in teaching English in Gaza Governorates

Authors

  • Awad Sulaiman Keshta The Islamic University of Gaza

Abstract

The purpose of the study was to examine the perceptions of the teachers' use of educational drama in teaching English in Palestine whose first language was Arabic toward English drama. To achieve the purpose of the study, the researcher used a questionnaire in order to collect data about the teachers' use of educational drama in their classes. The sample of the study was 107 female and male teachers from Gaza southern Governorates. The study findings were as follows:

  1. There  are statistically significant differences at (α ≤ 0.05) in English language teachers' perception of the use of educational drama and role-playing in teaching English attributed to the gender.
  2. There  are statistically significant differences at (α ≤ 0.05) in English language teachers' perception of the use of educational drama and role-playing in teaching English due to teachers' experience.
  3. There  are statistically significant differences at (α ≤ 0.05) in English language teachers' perception of the use of educational drama and role-playing in teaching English attributed to the institution to which they belong.
  4. There  are statistically significant differences at (α ≤ 0.05) in English language teachers' perception of the use of educational drama and role-playing in teaching English attributed to qualifications.

Based on the study results, the researcher recommends  that teachers should make good use of educational drama in their classes as it is considered an essential strategy for teaching English.

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Published

2013-05-09

How to Cite

Keshta, A. S. (2013). Using Educational Drama and Role-Playing in teaching English in Gaza Governorates. Asian Journal of Education and E-Learning, 1(1). Retrieved from https://ajouronline.com/index.php/AJEEL/article/view/50

Issue

Vol. 1 No. 1 (2013): April 2013

Section

Articles

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