ERIC Number: EJ1455602
Record Type: Journal
Publication Date: 2025-Jan
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1362-1688
EISSN: EISSN-1477-0954
Becoming a Process Drama Practitioner: An Exploratory Study of Higher Education Language Teachers in Japan
Kim Murray; José Reis-Jorge; Julie-Anne Regan
Language Teaching Research, v29 n1 p269-287 2025
Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers' experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive student outcomes and feedback were primary motivators for continued use of PD. Experiences of sharing PD led to a perceived need to distinguish PD from theatre-based approaches and establish connections to familiar approaches to language teaching.
Descriptors: Higher Education, Second Language Learning, Second Language Instruction, Foreign Countries, Drama, Language Teachers, Teacher Attitudes, Teaching Methods, Professional Autonomy, Outcomes of Education, Student Attitudes, Theater Arts, Comparative Analysis, Transformative Learning, English (Second Language), Universities
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A