Journal of English Teaching through Movies and Media 2014;15(3):195-221.
Published online December 30, 2014.
The effect of role-play using parody on primary school students' English communicative ability and affective factors
Hyeong Jin Jeon, Byung Bin Im
초등영어에서 영상 패러디 역할놀이 활동이 영어 의사소통능력과 정의적 영역에 미치는 영향
전형진, 임병빈
The purpose of this study was to investigate the effect of role-play using parody on English communicative ability and affective factors of primary school students. In this research, each of the language skills-listening, speaking, reading, and writing-was evaluated to examine the extent of improvement of English communicative ability. Affective factors in English learning were also assessed in terms of the affective factors in general and in detail, such as interest level, participation degree and selfconfidence. The participants were 6th grade primary school students. The control group practiced conventional role-play in extra classes. The experimental group also practiced role-play using parody techniques in extra classes. As for testing instruments, the 2011ㆍ2012 National Assessments of English Achievement as well as the questionnaire of interest, participation and self-confidence were used. The results of this study were as follows: First, students' English communicative ability was significantly improved in the experimental class. Second, students' interest, selfconfidence and participation were positively increased in the same class. Third, dramaㆍanimation parody is an improver than CF parody in listening, speaking, reading skill. Thus using parody for facilitating role-play in primary school English classes proved to be meaningful in developing students' communicative ability and affective factors.
Key Words: role-play;parody;interest;self-confidence

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