The Reduction of Debilitative Speaking Anxiety through the Manipulation of Drama Techniques on the Junior High School EFL Learners in Online Classes during COVID ۱۹ Pandemic

This study sought to investigate the effect of drama techniques on the reduction of speaking anxiety of pre-intermediate Iranian junior high school EFL learners. To this end, ۲۰ EFL learners were selected based on convenience sampling. Interviews, students' diaries, and teachers' notes and reflections were the qualitative instruments of this investigation. The results of the interview analysis demonstrated the drama techniques helped reduce the students' foreign language anxiety and provided them with more chances to be engaged in-class activities. The results of the content analysis of the diaries also revealed the positive change of the participants' perspectives toward the use of drama techniques. The analysis of the teacher's observation and reflections also revealed the effectiveness of drama techniques in mitigating the participants' anxiety in speaking. It was also observed that the drama techniques in speaking activities were highly positive. In general, it can be concluded that using drama techniques was highly beneficial in reducing student's speaking anxiety, even though some of the students' negative attitudes toward drama activities. The findings offer some pedagogical implications for EFL teachers, university instructors, EFL researchers, and textbook writers.

کلیدواژه ها:

Drama techniques ، EFL ، Junior high school ، Speaking anxiety