Reacting to the Past in an EFL-classroom : How does RTTP promote oral communication and development of critical thinking in a Norwegian EFL-classroom?

Abstract

This thesis investigates how RTTP(Reacting to the Past)promotes the development of oral communication and critical thinking in an English as a Foreign Language (EFL) -classroom.RTTP is an activerole-play methodwhich is widely used in the USA.To gather datafor this studyI collaborated with another MAstudent writing about RTTP. We conducteda RTTP game, “the Struggle for Civil Rights”inthree classes atlower and upper secondary school. I have used both qualitative and quantitative methodsto investigate statistical and empirical data in combination withthehuman perspective. The students answered surveys, and the teachers were interviewed.I have experienced that action classroom research is educationaland rewarding, yet challenging and time-consuming.The goal forthis thesis isto exploreifRTTP can be used as a method in Norwegian schools to developthe students abilities in two different areas that are important in the subject curriculum. This study has found that RTTP possessesvariouscharacteristicswhich can enhance the students communicationand critical thinkingskills. These assetsare two folded.Regarding theimprovementof oral communicationitincludespractice in speaking, variation in working methods and learning of vocabulary within a historical context.Beneficial to the development of critical thinking arerole-immersion and learning to defend opinions they do not necessarily support.In addition the students learn to be critical towards their peers and to practically use obtained knowledge.Based on these results I argue that it would be beneficial for further research to investigate the students’acquired learning. In addition it would be usefulto conduct a negative control to consider if ‘normal’teaching or RTTP would be the most beneficialmethod.