This article examines teachers’ experiences of using drama- and other action-based methods in teaching a foreign or second language in Finland. Communicative language teaching, learner-centeredness, and a meaningful use of foreign language has been emphasized for decades. Prior research reveals, however, that much foreign language teaching is textbook-based and does not utilize the target language effectively. International research on drama- and action-based methods shows that these instructional techniques are beneficial to student learning and language acquisition. The data for this study were collected through an online questionnaire, distributed in teacher networks in social media and through language teacher associations’ email lists. The data were analyzed with content analysis. The findings indicate that a majority of the participants (n=130) used activating methods regularly. Using drama methods was much less common than other action-based methods, such as different word games with movement. The findings show that although textbooks provide ideas for dramatized reading of texts, teachers found most activities online or made them up themselves. The benefits and impediments to using action-based methods provided by the respondents are critically explored. Suggestions for further research and in-service training are also discussed in order to increase the use and type of action-based methods.
|Tidskrift||Studies in Second Language Learning and Teaching|
|Status||Insänt - nov 2020|