Using Collaborative Play Adaptation and Performance Theater Techniques to Facilitate Authentic Foreign Language Learning

Abstract

This qualitative study explores challenges and benefits of introducing theater techniques into Higher Education (HE) undergraduate intermediate Italian language classrooms. Drawing on student surveys and reflective essays, the study offers original insights into how collaborative, performance-based activities can result in greater student engagement, confidence and agency in foreign language settings. Data was analyzed comparatively between two cohorts of students: those who received instruction in a theater-enhanced classroom and those studying in a ‘traditional’ textbook-based format. While data gathered from the latter cohort focused on technical aspects of their learning (e.g., concerns over mastering vocabulary and grammar, etc.), students in the theater-based classroom focused on their experiences with the theater components, expressing an overall higher level of confidence in their linguistic ability. Challenges of incorporating theater techniques into curriculum and assessment structure are also discussed.

Keywords:

• Foreign language learning
• student agency
• student engagement
• theater-based pedagogy

Declaration of interest statement

The authors declare no conflicts of interest. This research project received ethical clearance from [Swinburne University of Technology] and follows the Australian Government’s National Statement on Ethical Conduct in Human Research (2007). All student data used in this study was de-identified to ensure the confidentiality and privacy of participants.

Notes

1 Every subject at this university would have an ‘online presence’ hosted by the institutional Learning Management System (LMS). The basic aspects of such presence would include a copy of the subject’s outline ('Syllabus’) and documents outlining assessment requirements. Lecturer can also use the LMS to share materials with students and to alert them to important developments and key milestones and deadlines via ‘Announcements’ which would deliver messages directly to student email. While outside of this study’s scope, the matter of learning design would make for a fascinating new direction of research into drama-based pedagogy in HE.

Additional information

Notes on contributors

Sabina Sestigiani

Sabina Sestigiani is an adjunct research fellow at Swinburne University of Technology. In her former capacity as a lecturer at Swinburne University, she has taught Italian through drama providing an enhanced authentic and collaborative learning experience to students. She was awarded the 2017 Australian Award of University Teaching (AAUT) for her innovation in teaching Italian through theater. Her research and teaching interests include Italian and Australian literature, comparative literature, continental philosophy, and Second Language Acquisition.

Ekaterina Pechenkina

Ekaterina Pechenkina is a cultural anthropologist, education researcher and award-winning lecturer. She is responsible for a range of strategic teaching and learning initiatives in the areas of educational innovation, scholarship of teaching and learning, impact and evaluation of teaching, as well as online learning and professional development for academic teaching staff. Her research interests are located at the intersections of SoTL, creative writing, and human dimensions of technological innovation.