A Novice's Review

                                                                                                         

Blog #2

Review Article:

Saglamel, H., & Kayaoglu, M. N. (2013). Creative drama: A possible way to alleviate foreign language anxiety. RELC Journal, 44(3), 377–394. doi: 10.1177/0033688213500597

I selected this article because I am intrinsically interested in oral production of my students in Spanish class.  Many are terrified of speaking for many different reasons, and I have been researching ways to help them lower their affect during oral production. Last year, I came across this article about how Turkish instructors instituted creative drama activities in their language classes. I thought that it was a good article because of the novel and innovate ways to support speaking in class. However, I re-read and analyzed this article through different lens for this activity.

Over a six-week period, Saglamel and Kayaoglu (2013) studied English language learners (ELL) students at a Turkish university to determine if embedding drama activities into lessons could alleviate anxieties during speaking. Based on findings, they concluded that the language anxiety levels of participants in the creative drama program dropped.

Response to Galvan (2014)  p. 8, #1

A. The instrument Foreign Language Classroom Anxiety Scale (FLCAS) used was modified as the word “Classroom” was changed to “Speaking” due to the nature of the study.  In addition, the questionnaire was translated into Turkish to support beginning students who could not understand directions in English. Instrument reliability concerns may arise because often meanings get lost in translations. After completed a pilot study, Saglamel and Kayaoglu (2013) administered the Foreign Language Speaking Anxiety Scale (FLSAS) to examine perceptions on oral production to 565 participants who failed the University’s English proficiency exam.  There were 2 participant groups: those took the FLSAS (n=565) and those who participated in the drama program (n=22). Participants’ demographics included gender and age: 240 females, 183 males, 5 with no gender designation, from ages 18-28. Many dropped participation. Placement levels ranged from beginners to intermediate learners. The Cronbach Alpha indicator demonstrated high reliable of the modified instrument. 

B.  Measurement methodology was flawed as the study attempted to measure anxieties and emotions quantitatively instead of using a mixed methods approach to better explain phenomena and correlation. There were sampling problems with the study. Quantitative research was limited to pre and post-test questionnaires of the same participants with no control group.  There also should have tested a larger sample to validate the study and enhance generalizability. Sampling in other universities and languages could improve predictability.

C/D. Saglamel and Kayaoglu (2013) hypothesized that creative drama strategies implemented in ELL courses would reduce students’ anxiety levels during speaking. Their research questions examined language speaking anxiety and 

a.   proficiency level distribution and gender

b.   connection with speaking classes and classroom performance in speaking course grades

c.   apprehension sources in speaking classes

d.   students’ affect in foreign language speaking classes through creative drama techniques

Considering using a quantitative questionnaire instrument, I think the researchers limited their scope since emotions and feelings may be explained better with qualitative methods. Also, nothing in the findings connected research questions having an impact on their hypothesis.

E. This study makes important contributions to advancing knowledge to improve speaking competencies in foreign languages learning. I selected this article because it discussed innovative ways to lower student affect when speaking Spanish and improve oral communication. Saglamel and Kayaoglu (2013) recommended further studies on identifying language learning anxieties and why certain situations cause them. Another study could consider students’ identities and dramas activities as learners envision themselves as novice speakers.