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The Role of Drama in Teaching English: Towards the Enhancement of Students' Communicative Skills at the University of Namibia

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The Role of Drama in Teaching English: Towards the Enhancement of Students' Communicative Skills at the University of Namibia THE ROLE OF DRAMA IN TEACHING ENGLISH: TOWARDS THE ENHANCEMENT OF STUDENTS’ COMMUNICATIVE SKILLS AT THE UNIVERSITY OF NAMIBIA A DISSERTATION SUBMITTED IN FULFILMENT OF THE REQUIREMENT OF THE DEGREE OF DOCTOR OF PHILOSOPHY (ENGLISH) OF THE UNIVERSITY OF NAMIBIA BY ELIZABETH QUEEN MWAHANGELAI NAMUNDJEBO 200317016 NOVEMBER 2016 MAIN SUPERVISOR: PROFESSOR J. KANGIRA (UNIVERSITY OF NAMIBIA) CO-SUPERVISOR: DR. E. MORGAN (EASTERN MICHIGAN UNIVERSITY) i ABSTRACT The purpose of this study was to explore the role of drama in teaching English to enhance students’ communicative skills at the University of Namibia. The discussions of the research focused on assessing the benefits of using drama in the teaching of English to increase students’ motivation and self-confidence, as well as meeting the aims of integrating drama activities in the teaching of the English Access Course at the University of Namibia or in any other English language teaching elsewhere. The mixed method of qualitative and quantitative research methods were used for this study. This was a classroom based research involving a class of 45 students enrolled for the English Access Course (EAC) at the University of Namibia. To collect data, the researcher employed entry and exit questionnaires, focus group interviews, researcher’s reflective notes and participants’ portfolios that comprised of participants’ views, thoughts, feelings, attitudes, beliefs, values and perceptions towards English learning and teaching. Furthermore, the data was collected during teaching hours because the researcher was simultaneously the English Access course lecturer. The researcher with the help of the participants integrated drama activities in the English Access Course curriculum with the purpose of enhancing students’ communicative skills for the whole second semester in 2014. Data obtained through the entry and exit questionnaires was analyzed using descriptive statistics of percentages while the data from the participants’ portfolios, ii researchers’ reflective notes and interviews were transcribed, organized, and coded according to the steps of qualitative data content analysis listed in Creswell (2003). Research findings revealed the effectiveness of drama oriented English lessons to the benefit of students’ speaking skills, motivation, self-esteem and confidence in their abilities to communicate in English. In addition, the findings revealed that drama activities aided students develop a community and foster group cohesiveness, which helped in building students’ confidence when speaking English in front of their classmates. Moreover, the results repeatedly revealed that motivation is linked to self-confidence as the drama activities accorded students the opportunity to use the target language in real life situations. Based on the research findings it could be concluded that drama plays a crucial role in enhancing ESL students’ communicative skills. The findings are conclusive, in that drama activities can be successfully implemented in the English Access lessons and coordinated to reinforce the regular curriculum. Finally, these research findings provide an opportunity for the English Access Course (EAC) and English courses curriculum designers in the Language Center at the University of Namibia and elsewhere to gain insights of the possibilities to incorporate drama activities in ESL lessons with the aim of enhancing the students’ communicative skills. iii ACKNOWLEDGEMENT My gratitude is due to God, the Almighty, Who granted me knowledge, courage and bestowed his everlasting mercies upon me during this long and bumpy journey. The Lord is my pillar of strength and without Him I would not have finished this study. I would also like to express my heartfelt gratitude to the following colleagues, family and friends: To my two helpful research supervisors, my main supervisor Prof J. Kangira and my co-supervisor Dr E. Morgan, for their time, un-wavered guidance and extreme patience during my studies. They always had faith in me and motivated me to go an extra mile in everything that I did. They have been there for me even when I felt like giving up; when life events conspired to get in the way of this achievement. To the Language Centre Director Dr. Liswani Simasiku and the HOD Mr Joseph Mukoroli for granting me permission to use the English Access Course for this study. To the English Access Course students who were very helpful and cooperative during this study. If it were not for their support, this study would not have achieved its intended purpose and objectives. To the University of Namibia Postgraduate study Committee and the University at large for providing the opportunity and facilities which allowed me to carry out this study. To all my friends especially Simon Lumbu, Happy Amadhila, Mathew Nambahu, Sam Uugulu, and Aron Hamukwaya who availed their helping iv hands during this study and for motivating me when I was at the verge of giving up. To my mom Maria Kashimbode, my sister, Tusnelde Namundjebo. my brothers, Eliakim Namundjebo and Phillip Namundjebo his wife Naomi Namundjebo. My cousin Jackson Kashimbode. My Godly given children Martha Kandjambanga, and Maano Hamukwaya, my uncles and the entire family for their undying love, emotional and financial support. To my students, Haimbodi Ananias, Wilka Hanghuwo, Ndinelao Haimene and Ruusa Namandje for their support. I could not have done this without them. Finally, I would like to thank my son Prince Haitange-Omwene, for his lovely support even though he is young and might not know what it takes to be a PhD student. He had given me that support and comforted me whenever he saw me breaking down. v DEDICATION This dissertation is dedicated to my late daughter Amenenge Aletta Mukete, my son Prince Haitange-Omwene Namundjebo and my daughter Queen Faith Latungika Mundilo. vi DECLARATION I, Elizabeth Queen Mwahangelai Namundjebo, hereby declare that this study is a true reflection of my own research, and that this work, or part thereof has not been submitted for a degree in any other institution of higher education. No part of this thesis may be reproduced, stored in any retrieval system, or transmitted in any form, or by means (e.g. electronic, mechanical, photocopying, recording or otherwise) without the prior permission of the author, or the University of Namibia in that behalf. I, Elizabeth Queen Mwahangelai Namundjebo, grant the University of Namibia the right to reproduce this thesis in whole or in part, in any manner or format, which the University of Namibia may deem fit, for any person or institution requiring it for study and research; providing that the University of Namibia shall waive this right if the whole thesis has been or is being published in a manner satisfactory to the University. ………………………………. [Signature] Date: 25 November 2016 Elizabeth Queen Mwahangelai Namundjebo vii TABLE OF CONTENTS ABSTRACT .................................................................................................................. i ACKNOWLEDGEMENT .......................................................................................... iii DEDICATION ............................................................................................................. v DECLARATION ........................................................................................................ vi LIST OF TABLES ..................................................................................................... xv LIST OF FIGURES .................................................................................................. xvi ABREVIATIONS/ACRONYMS ............................................................................ xvii CHAPTER I ................................................................................................................. 1 INTRODUCTION AND BACKGROUND ................................................................. 1 1.1 Orientation of the study ...................................................................................... 1 1.2 Statement of the Problem ................................................................................. 15 1.3 Objectives of the Study ........................................................................................ 20 1.4 Significance of the Study ..................................................................................... 20 1.5 Limitations of the study ....................................................................................... 22 1.6 Delimitations of the study .................................................................................... 24 1.7 The researcher’s motivation to the current study ................................................. 24 1.8 Definition of terms ............................................................................................... 27 1.8.1 Drama ................................................................................................................ 27 1.8.2 Educational Drama (ED) ................................................................................... 27 1.8.3 Intervention ....................................................................................................... 28 1.8.4 Communicative Competence (CC) ................................................................... 28 1.8.5 Drama techniques / strategies ........................................................................... 29 1.8.6 Learner-centred ................................................................................................
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