Using role playing to teoch argumentative writing
Tartışmacı deneme öğretmede, rol oynamanın kullanımı
- Tez No: 64442
- Danışmanlar: PROF. DR. THEODORE S. RODGERS
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, İngiliz Dili ve Edebiyatı, Education and Training, English Linguistics and Literature
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1997
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 74
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ABSTRACT Title: Using Role Playing to Teach Argumentative Writing Author: Samer Annous Thesis Chairperson: Dr. Tej Shresta Bilkent University, MA TEFL Program Committee Members: Dr. Theodore S. Rodgers Dr. Bena Gul Peker Bilkent University, MA TEFL Program Role playing, defined as a drama technique in which students are assigned fictitious roles, has been integrated in many language teaching methodologies and is used as a technique for teaching speaking, vocabulary and grammar. However, few studies have been conducted to examine the effects of using role playing on the improvement of academic writing skills. This study aimed at investigating how role playing can improve students' argumentative writing. The hypothesis was that students instructed using an argumentative-type role playing technique can write better argumentative essays than students who are taught with a formal deductive technique. The proposed reason being that argumentative-type role playing can help writers be aware of their audience and the potential counter arguments to their position. In addition, it was hypothesized that students in the experimental group will have positive attitudes towards the use of role playing in the teaching of writing. To test the hypothesis, an experimental and a control group were formed. Before the treatment, both the experimental and the control groups took a writingpretest to ensure that the two groups were homogenous. The experiment was conducted over a period of five treatment sessions. The experimental group used argumentative role playing as a learning technique whereas the control group used formal deductive instruction. After the treatment the writing proficiency of both groups was compared using post-tests. The experimental group also completed a questionnaire, consisting of 8 statements to which the subjects responded by indicating their responses on a Lickert scale. The questionnaire investigated the subjects' attitudes towards the use of role playing in the writing classroom. In data analysis, after pretests and post-tests of the experimental and control groups were scored by three trained raters, t-tests were applied to determine if there were significant differences between the two groups before and after the treatment. Means and standard deviations were also computed and displayed in tables. In addition, a sample pretest and post-test essay of an experimental subject were then compared to investigate how argumentative skills developed as a result of the treatment. The responses of the experimental subjects were given on a Lickert scale; frequencies and percentages were displayed in tables. The results of the post-tests show that the experimental group who used role playing as a learning technique significantly outperformed the control group who received formal instruction. Role playing enabled the students to develop their argumentative skills by being more aware of audience and counter arguments. Finally, the attitudes of the students in the experimental group were very positive towards the use of role playing in the teaching of argumentative writing.
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