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Using role-plays and simulations to ...

Sarkissian McPhilomy, Susanna.

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Using role-plays and simulations to motivate ESL students in a grammar class: A case study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Using role-plays and simulations to motivate ESL students in a grammar class: A case study./
Author:	Sarkissian McPhilomy, Susanna.
Description:	168 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3583312
ISBN:	9781321131642

Using role-plays and simulations to motivate ESL students in a grammar class: A case study.
Sarkissian McPhilomy, Susanna.

Using role-plays and simulations to motivate ESL students in a grammar class: A case study. - 168 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ed.D.)--University of Phoenix, 2014.

The purpose of this instrumental case study was to gain understanding on how role-playing and simulation techniques could be used in teaching grammar to learners of English as a Second Language (ESL). The study focused on exploring the effects of these interactive techniques on students' learning experiences and used them as tools to build their confidence and increase motivation in the process of learning grammar. I reflected on their experiences and feelings while they played with and acted upon the grammar categories taught to them. The study was conducted using a classical content analysis approach. The participants were videotaped during the interviews. Classroom observations and after-class discussions were conducted and documents were reviewed to collect data. This research study was necessary to contribute to knowledge that might help ESL learners and practitioners in their practices. The main concept that emerged from the interview data based on participants' descriptions and insights was that role-plays and simulations have essential meanings for the second language learners in the process of studying grammar. These interactive techniques increased learners' motivation, confidence, and use of language structures in meaningful contexts. The themes were important to understanding the participants' perceptions of being comfortable in the target language environment and not fearing grammar, which contributes to student achievement. The study contains recommendations and practical suggestions to the ESL community in reflecting on an alternative approach to grammar instruction and making the process of teaching and learning grammar a more meaningful and enjoyable experience.

ISBN: 9781321131642Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Using role-plays and simulations to motivate ESL students in a grammar class: A case study.
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245 1 0 $a Using role-plays and simulations to motivate ESL students in a grammar class: A case study.
300 $a 168 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Julio de Carvalho.
502 $a Thesis (Ed.D.)--University of Phoenix, 2014.
520 $a The purpose of this instrumental case study was to gain understanding on how role-playing and simulation techniques could be used in teaching grammar to learners of English as a Second Language (ESL). The study focused on exploring the effects of these interactive techniques on students' learning experiences and used them as tools to build their confidence and increase motivation in the process of learning grammar. I reflected on their experiences and feelings while they played with and acted upon the grammar categories taught to them. The study was conducted using a classical content analysis approach. The participants were videotaped during the interviews. Classroom observations and after-class discussions were conducted and documents were reviewed to collect data. This research study was necessary to contribute to knowledge that might help ESL learners and practitioners in their practices. The main concept that emerged from the interview data based on participants' descriptions and insights was that role-plays and simulations have essential meanings for the second language learners in the process of studying grammar. These interactive techniques increased learners' motivation, confidence, and use of language structures in meaningful contexts. The themes were important to understanding the participants' perceptions of being comfortable in the target language environment and not fearing grammar, which contributes to student achievement. The study contains recommendations and practical suggestions to the ESL community in reflecting on an alternative approach to grammar instruction and making the process of teaching and learning grammar a more meaningful and enjoyable experience.
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