Exploring Students’ Attitudes Toward English Reading Instruction Through Drama Activities
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Abstract
Learners’ attitudes toward learning have been empirically proven to influence their academic achievement. Students with a positive attitude toward learning tend to achieve greater success than those with a negative attitude. Therefore, students’ attitudes should be taken into consideration when selecting instructional approaches. This study was conducted to investigate students’ attitudes toward English reading instruction through drama activities, with 133 participating students forming an intact group. A self-evaluation checklist was employed to collect data from the students. Descriptive statistics (percentages) were used to analyze the quantitative data, while content analysis was applied to examine the qualitative data. The findings revealed that the majority of students held favorable attitudes toward learning reading through drama activities, although some negative feedback gradually emerged when the tasks became more demanding. These results suggest that drama activities can serve as an effective instructional method; however, their design should be carefully tailored to meet students’ learning needs.
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