Drama and the listening skill

Abstract

When learning a foreign language such as English, several factors intervene during this process. They can influence the environment in which everyone grows and the strategies and methodologies that the teacher uses during classroom lessons. The objective of the present study is to analyze how drama improves the listening skills of seventh year students of Unidad Educativa El Oro. A quasi-experimental study design was used for this study. On the other hand, the population considered was 26 students, 15 females and 11 males. Also, during the process, a pre-test endorsed and standardized by Cambridge Pre A1 Starters was applied in order to evaluate and know the level of the students' listening skills. Likewise, six activities were carried out to introduce and link drama as a strategy in the classroom. The application of the activities lasted three weeks in which two days a week the different lesson plans were developed applying drama in each one. After completing the treatment, a post-test was applied to evaluate and compare the data obtained previously in the pre-test and thus know if the students had an improvement after having used and applied drama as a strategy within the lessons. As a result, it was possible to analyze an improvement of 1.83 points in the students' listening skills after performing different activities by applying drama, and in this way the validity of the hypothesis could be proved.