Drama etkinliklerinin üniversite düzeyinde ingilizce yabancı dil öğrencilerinin yabancı dil kaygısı ve motivasyonu üzerine rolü.

The study investigates into the role of drama activities on foreign language anxiety and motivation of English as a Foreign Language (EFL) students at Gazi University School of Foreign Languages. The participants included EFL students (N=123) and their language instructors (N=7). Through action research, quantitative and qualitative data collection instruments were incorporated into the study in three phases. Quantitative data were collected through a foreign language anxiety and motivation questionnaire, and qualitative data through student feedback slips, teacher/researcher observation protocol, and participant focus group interviews. In the pre-implementation phase, an informal needs assessment for EFL learners’ anxiety and motivation was conducted, drama activities were selected and piloted, and the questionnaire was adapted and piloted. In the implementation phase, the students were given a pre-test and then drama activities were implemented. Meanwhile, student feedback was obtained and observations were made. Following, the students were given a post-test. In the post-implementation phase, the interviews were held. The study revealed drama activities decreased the foreign language anxiety of EFL students. For motivation, the quantitative findings indicated drama activities had no significant effect on EFL learners’ motivation. However, the qualitative findings indicated drama activities increased EFL learners’ motivation. The findings recommend drama activities be incorporated into the EFL program at the data provider university as a part of school improvement practices. Drama activities are suggested to help comfort anxious students and bring out their oppressed motivation towards English. Through drama activities, the program makers may increase the effectiveness of their EFL education.M.S. - Master of Scienc