The effectiveness of enhancing reading comprehension and reading motivation of students by the use of drama approach in Chinese language lesson

Abstract

運用戲劇習式於語文課作為教學工具被認為是種強而有力的學習過程，更有學者指 出讓學生透過戲劇活動學習，能有效提高他們的閱讀能力。此外，其與角色互動和富有戲 劇情境的課堂特色，使學生寓閱讀於娛樂，更能激起他們閱讀的興趣。 本研究是一項行動研究。運用其中一種戲劇習式－「坐針氈」於中三學生的中文閱 讀課，檢視其對提升學生中文閱讀能力和閱讀動機的成效。透過兩次閱讀能力前後測驗、 兩次問卷及個別學生訪談，本研究發現以戲劇活動融入閱讀課，確能有效提高學生的高階 閱讀思考能力和內在閱讀動機。不同閱讀能力組別的學生，在閱讀測驗方面皆有顯著的進 步。更有超過九成學生表示喜歡以戲劇活動學習文章，結果令人欣喜。

Using drama conventions as a means for teaching and learning in Chinese Language lessons is recognized as an effective process for learning. Some scholars even point out that the reading competency of students could be enhanced with drama approaches introduced to the lessons. Moreover, drama-driven lessons involve dramatic narratives and dynamic interaction among characters, which help them discover the joy of reading, and thus stimulate their interest for it. This study is an Action Research. By using one of the drama conventions, “Hot Seating” in the Chinese reading lessons of a Secondary 3 class, the effect of drama approaches on students’ reading competency and reading motivation for learning Chinese is investigated. The research includes one set of pre and post student questionnaires, pre and post comprehension tests and interview with individual students. The research findings support that drama approaches can indeed enhance the high order thinking reading abilities and their intrinsic reading motivation. The results of the comprehension tests reveal that most of the students show significant improvement, regardless of their reading abilities. In addition, the questionnaire survey indicates over 90% of students enjoy learning literary texts through drama approaches. As we can see, the research findings are very satisfactory.