| dc.description.abstract | This thesis investigates the effect of role-playing on foreign language anxiety and oral participation. The study was of students from a lower secondary school in Agder, Norway, and teachers across Norway. It involved a mixed-method approach to examine students' and teachers' attitudes and opinions about role-playing, foreign language anxiety, and oral participation, consisting of interviews, observations, and a survey. The data collected from all methods were presented and discussed in the thesis. The aim was to answer the following two research questions:
RQ1: Can drama help students produce oral English with greater ease and comfort?
RQ2: Can drama be used to enhance oral performance in the EFL classroom? | |
