Students’ Views on an Innovative Drama Approach to Language Learning and Its Effect on Writing Skills

Abstract

This study aims to investigate the effectiveness of an innovative teaching procedure, Tales by Teens, in enhancing students’ writing skills as well as gathering their views regarding their experiences. Tales by Teens is an English teaching procedure consisting of process drama and collaborative writing activities, adopting the principles of task-based language teaching. The study was carried out in a state high school with 30 students for 10 weeks. In this study, both quantitative and qualitative data collection and analysis methods were used. Quantitative data was obtained from writing tasks as pre- and post-tests, and qualitative data was obtained from the semi-structured exit interviews. As a result of the study, it can be said that the Tales by Teens procedure statistically contributes to the development of the participants’ writing skills, is favoured by students, and consolidates their learning process in many ways. Within the scope of this study, the Tales by Teens procedure has been put forward as a useful and applicable English teaching method.