EFL Teachers and Students' Perceptions of Enacting 'Teacher-in-role'

DOI

10.2991/icla-17.2018.64How to use a DOI?

Keywords

teacher-in-role; MoE; process drama; English instruction

Abstract

Teacher-in-role is an element of process drama used in teaching learning processes. This article reports on research findings about EFL teacher and student participants' perceptions of teacher-in-role after the implementation of 'Mantle of the Expert' (MoE), a drama-based teaching approach, in Indonesian high schools. The findings demonstrate positive impacts on students and teachers' experiences during English instruction. Through a multi-case study I discovered that the teachers who took on a role (teacher-in-role) expressed excitement and indicated a new nuance in their teaching practices. I also found that the majority of students from two groups enjoyed teacher-in-role and viewed it as the technique to promote teaching and learning process as revealed in their responses to questionnaire. Despite few teacher-in-role trials conducted during the MoE implementation, both teacher and student participants preferred that this teacher-student collaboration in teaching and learning processes should be more frequently practiced.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Sitti FATIMAH
PY  - 2017/10
DA  - 2017/10
TI  - EFL Teachers and Students' Perceptions of Enacting 'Teacher-in-role'
BT  - Proceedings of the Sixth International Conference on Languages and Arts (ICLA 2017)
PB  - Atlantis Press
SP  - 366
EP  - 371
SN  - 2352-5398
UR  - https://doi.org/10.2991/icla-17.2018.64
DO  - 10.2991/icla-17.2018.64
ID  - FATIMAH2017/10
ER  -