Students' Self-Efficacy Towards Learning English Through Drama and CLIL

Alaa A. Aladini and Mohammad Abu Owda
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Alaa A. Aladini: Assistant Professor, Department of Education, United Nations Relief and Works Agency, Gaza Field Office, Palestine
Mohammad Abu Owda: Assistant Professor, Faculty of Education, Islamic University of Gaza, Palestine

Research Journal of Education, 2020, vol. 6, issue 8, 113-120

Abstract: This study aimed at exploring the impact of Content and Language Integrated Learning (CLIL) and drama on students’ self-efficacy towards learning English through drama. The sample of the study was (68) ninth graders (divided into two equal groups) from Al-Mamounia preparatory school in Gaza Strip. The two researchers used a self-efficacy scale. The findings revealed that the program based on CLIL and Drama was effective to improve the students’ self-efficacy towards learning English in general and towards learning English through drama. The researchers recommend that EFL Palestinian teachers should use the CLIL and drama approach as a tool for enhancing students’ self-efficacy.

Keywords: CLIL; Drama; Self-efficacy (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:arp:rjearp:2020:p:113-120

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