Grammar-Translation vs. Role-Playing: The Teaching Effects on College Students Positive Attitudes Toward English Learning

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1 聯大學報第二期 ( 民國九十四年 ) Grammar-Translation vs. Role-Playing: The Teaching Effects on College Students Positive Attitudes Toward English Learning Yun-Shan Lu Language Center, National United University Abstract Many researchers devote themselves to teaching materials that make students more interested in English class, while students positive attitudes in English classrooms where different approaches are applied to teach the same materials are ignored most of the time. This paper, therefore, is to investigate the relationship between such teaching methods as the grammar-translation method and role-playing teaching and students positive attitudes toward English learning on the basis of 154 freshmen at a four-year institute of technology as subjects. The findings indicate that in English classrooms the grammar-translation method and role-playing teaching separately affect college students positive attitudes significantly with regard to interest in English, expectation of attending English class, courage to speak English and self-confidence in English class. Some suggestions about teaching materials and teaching methods are offered as well. Keywords: grammar-translation method, role-playing teaching, positive attitude 文法翻譯與角色扮演 : 教法對大專學生之英文正向力的影響 呂昀珊國立聯合大學語文中心 摘要多數學者致力於提高學生英文課堂興趣的教材之研究, 往往忽略以不同教法教授同一教材對學生的英文正向力會有不同的影響 因此, 本文以 154 位四技新生為研究對象, 分析文法翻譯與角色扮演兩種教法與學生之英文正向力的關係 研究結果顯示文法翻譯與角色扮演兩種教學對大專學生在英文學習的興趣 盼望 開口勇氣及自信之正向力有不同的影響 本文並對教材及教法之選擇提出建議 270

2 文法翻譯與角色扮演 : 教法對大專學生之英文正向力的影響 關鍵詞 : 文法翻譯法 角色扮演法 正向力 I. INTRODUCTION For a long time, the grammar-translation method has been applied in most language classrooms where students learn a foreign or second language by reading readers. Since boredom in such classrooms has always been criticized, language instructors tend to apply more interesting teaching materials and teaching approaches for the purpose of motivation increasing among learners. Some research papers showed that role-play scripts were among instructors favorites in language class, but many researchers neglected differences between students attitudes in classrooms where distinct teaching methods were used in teaching the same role-play scripts. Furthermore, many researchers were devoted to making language learners test performance better, while few tried to research into their positive attitudes toward English learning as teaching effects of different teaching approaches. The purpose of this particular research, therefore, is to explore if role-playing teaching helps with students positive attitudes in English course and what different teaching effects role-playing teaching and the grammar-translation approach cause. II. LITERATURE REVIEWS Many researchers contributed themselves to examining teaching methods in language classrooms, and among them were Larsen-Freeman, Cook and Linder. In one of his writings on language teaching, Larsen-Freeman (2000) defined teaching approaches that were usually applied in language classrooms, one of which was the grammar-translation method, or the classical method. He indicated that the authority in such a class was the instructor not the students, who learned by studying the grammar of the target language and translating from the target language to their native language. Cook (2002) and Linder (2002) also confirmed the importance and effectiveness of this teaching approach, which was applied in an instructor-centered class. However, some researchers did not support such grammar-based teaching; they recommended a student-centered class (Campbell & Kryszewska, 1992; Taylor, 1987) and criticized the ineffectiveness of traditional approaches (Nunan, 1999). Takanashi (2004) found in his study that being conscious of grammar-translation skills prevented students from acquiring communicative skills, and in a survey most students from all of the eleven countries 271

3 聯大學報第二期 ( 民國九十四年 ) questioned the traditional authority-based approach, wishing to participate actively in exploring knowledge (Littlewood, 2001). In the blast of making changes of language teaching, Holmes (1991) recommended a secure environment where learners were involved, using the target language more freely; story-telling (Prodromou, 1995), game playing, songs, poems (Cross, 1992) and role-playing (Stavri, 2000) were proposed as well. Among them, role-playing, which was defined (Richards, J. Platt & H. Platt, 1992) as drama-like classroom activities in which students take the roles of different participants in a situation and act out what might typically happen in that situation (p. 397), was regarded by Edge (1993) as a simple practice activity in information exchange in which students play-act to pretend to mean what they say instead of saying what they mean. In role-playing, a language was not studied but used (Larsen-Freeman; Stavri) when the class was student-centered and students learned by way of speaking and role-playing (Larsen-Freeman). Moreover, some researchers recognized the benefit of role-playing to learners motivation increasing (Doff, 1988) and imagination development (Stavri; Robertson & Good, 2003), while Cross disagreed by doubting it and arguing that role-playing was of benefit merely to the students who were excellent at language learning. According to research studies, role-playing was not only applied in language class but also in psychology class (Poorman, 2002) and history class (Monahan, 2002), and it was regarded as a treatment for indecision (Nota & Soresi, 2003), bullying (Trautman, 2003) and learning disabilities (Appelget, Matthews, Hildreth & Daniel, 2002). As to learners positive attitudes toward English learning, Malamah-Thomas (1987) investigated the significance of being relaxed and independent to language learners, while many other researchers regarded interest increasing as learners positive attitude in language learning (Boscolo & Mason, 2003; Tatar & Robinson, 2003) and McCaleb (2003) considered it the positive attitude in a treatment for mental health. In addition, Littlewood claimed that learners had positive attitudes toward working purposefully, and Ingram and O Neill (2001) reported that language learning could foster positive cross-cultural attitudes, while a positive influence of the whole language approach on learners motivation was confirmed by Norstrom (2000) since learners enjoyed class 272

4 文法翻譯與角色扮演 : 教法對大專學生之英文正向力的影響 activities and then had higher expectations. Therefore, the present study is to compare the grammar-translation method and role-playing teaching in order to examine the teaching effects of the two teaching approaches, of which the former results in an instructor-centered class where students study English learning by way of listening and reading while the latter leads to a student-centered class where students use the English language learning by way of speaking and role-playing. In the former class, the instructor is the only actor in the classroom where students learn passively and forcedly, i.e. input-learning. In the latter one, students involve themselves in the class by learning actively and freely, i.e. output-learning. In the meantime, learners positive attitudes, which are based on their interests in English, their expectations of attending English class, their courage to speak English and their self-confidence in English class, are defined as their feelings of English learning regarding achievement motivation and evaluated through comparing the pre-test and the post-test when learners are taught in classrooms with role-playing teaching and the grammar-translation approach alternatively for the purpose of exploring the differences of learners motivation increasing when a teaching material is taught in classrooms with quite different teaching approaches to prove that role-playing teaching does a much better job in learners motivation increasing than the grammar-translation method. III. RESEARCH QUESTIONS AND METHODS A. Research Questions On the basis of the previous studies, research questions with regard to learners positive attitudes toward English learning that role-playing teaching and the grammar-translation method respectively lead to can be exhibited as follows. Q1: Does teaching through role-playing help students to feel interested in English more than teaching with the grammar-translation method? Q2: Does role-playing teaching help to raise learners expectations of attending English class more than the grammar-translation approach? Q3: Does teaching through role-playing help students to have the courage to speak English more than teaching with the grammar-translation approach? Q4: Does role-playing teaching help to promote learners self-confidence in English class more than the grammar-translation method? Q5: Does teaching through role-playing 273

5 聯大學報第二期 ( 民國九十四年 ) help students to have positive attitudes toward English learning more than teaching with the grammar-translation method? Q6: Does role-playing teaching lead to significantly different positive attitudes among learners from those in the grammar-translation class? B. Procedure The subjects of the current research were 154 freshmen at a four-year institute of technology who took freshman English as a required course four hours a week for a school year. Questionnaires were filled out by the subjects as a pre-test, and then a role-play script was assigned to them for preview. In order to teach the role-play script in the following week, the grammar-translation method was used in one class, while role-playing teaching was applied in the other class. In the class with the grammar-translation method, the instructor taught the role-play script in English most of the time, explaining phrases, idioms and sentence patterns. The instructor was the authority of this class, while the students stayed at their desks listening to him and studying the script. The students in the other class, however, were divided into several eight-person teams, meeting the eight-character role-play script, and then asked to make the script into a role-play show by teamwork in twenty minutes. Their roles were random-sampled; at stage the script was allowed, but the students had to work hard at action, emotion, tone and whatever expression an actor should give. Some students were requested to judge the role-play shows, choosing the best team and the best actor in the role-play contest. Thus, all students were involved, and the instructor did not teach the script but instructed his students to learn directly from role-playing. The class was student-centered, not instructor-centered at all. After class teaching, the students in the alternative class filled out the same questionnaires as they did before as a post-test, after which a quiz that was based on the role-play script was assigned for the next week. The quiz consisted of three subtests: (1) story comprehension; (2) vocabulary perception; (3) phrase and syntax, each including ten choice-type items that scored 3.3 points for each. This quiz was specifically designed to evaluate the students acquisition in classrooms with distinct teaching approaches. C. Instrument The results of this research were analyzed by way of T-Test and F-Test through ANOVA (Analysis of Variance) with SPSS (Statistical Package for Social Science) statistics program, 274

6 文法翻譯與角色扮演 : 教法對大專學生之英文正向力的影響 comparing the pre-test and the post-test in the two classes with different teaching methods respectively. The independent variables in T-Test contained (1) role-playing: pre-test and post-test; (2) grammar-translation: pre-test and post-test, while those in F-Test were (1) pre-test: role-playing and grammar-translation; (2) post-test: role-playing and grammar-translation. And the dependent variable was students positive attitudes toward English learning on the basis of four items: (1) interest in English; (2) expectation of attending English class; (3) courage to speak English; (4) self-confidence in English class. For the students to examine themselves in English classrooms, each of the pre-test and the post-test consisted of the same statements about the four items, and each statement was followed by five options for the subjects to express their approval of the statement: (1) extreme disapproval; (2) disapproval; (3) no comment; (4) approval; (5) extreme approval. For statistical convenience, the five options were alternatively scored up in order as one point, two points, three points, four points and five points. An individual subject s performance in either the pre-test or the post-test was made up of the total score that he got on the four items, so he might get 20 points, the highest, and he might also get merely 4 points, the lowest. And that was how the mean scores in T-Test and F-Test were got. Additionally, the results about the four items separately were analyzed through descriptive statistics when approval and extreme approval, two of the five options, were combined as the students positive reflections upon a certain item. Table 1. Students attitudes toward English learning on interest in English Teaching Test % Ext. Disapp. Disapproval No Comm. Approval Ext. Appr. Role-Playing Pre-test Post-test Grammar- Pre-test Translation Post-test IV. RESULTS AND DISCUSSION The results of the current study were presented and discussed in three parts. First, the subjects approval of the four statements were analyzed separately by comparing the grammar-translation method and 275

7 聯大學報第二期 ( 民國九十四年 ) role-playing teaching. In order to explore the effects of teaching approaches, the pre-test and the post-test were then compared in the two classes respectively through T-Test on the basis of the subjects mean scores, which explained their positive attitudes toward English learning. After that, role-playing teaching and the grammar-translation approach were compared in the two tests alternatively through F-Test based on the participants mean scores. A. Students Attitudes on the Four Items Interest in English The students attitudes toward language learning in the two classes individually on their interests in English were shown in Table 1. The results revealed that different teaching approaches begot different student attitudes on interest in English. The students positive reflections increased by 15.4% in the role-playing class, while it decreased a bit instead of increasing in the grammar-translation class, which gives Q1 a positive answer. Table 2. Students attitudes toward English learning on expectation of attending English class Teaching Test % Ext. Disapp. Disapproval No Comm. Approval Ext. Appr. Role-Playing Pre-test Post-test Grammar- Pre-test Translation Post-test Expectation of Attending English Class The students attitudes toward English in the two classes on their expectations of attending English class were presented in Table 2. The results verified that distinct teaching methods led to distinct student attitudes on expectation of attending English class. The subjects positive reflections improved by 13.4% in the class with role-playing, while it improved by merely 6.0% in the other class. The finding is a positive reply to Q2. Table 3. Students attitudes toward English learning on courage to speak English 276

8 文法翻譯與角色扮演 : 教法對大專學生之英文正向力的影響 Teaching Test % Ext. Disapp. Disapproval No Comm. Approval Ext. Appr. Role-Playing Pre-test Post-test Grammar- Pre-test Translation Post-test Courage to Speak English The students attitudes toward English learning in the two classes on their courage to speak English were displayed in Table 3. The results reported that different teaching caused different student attitudes on courage to speak English. The participants positive reflections in the role-playing class promoted by 21.1%, about twice as much as those in the class with the grammar-translation method; it offers a positive key to Q3. Table 4. Students attitudes toward English learning on self-confidence in English class Teaching Test % Ext. Disapp. Disapproval No Comm. Approval Ext. Appr. Role-Playing Pre-test Post-test Grammar- Pre-test Translation Post-test Self-Confidence in English Class The students attitudes toward English in the two classes on their self-confidence in English class were exhibited in Table 4. The results showed that distinct teaching approaches brought about distinct student attitudes on self-confidence in English class. It was unexpected that role-playing teaching did not help to improve the students self-confidence in English class more than the grammar-translation approach. It might result from the students psychological aspects of foreign language learning, which usually influenced classroom interaction (Tsui, 2001). Though the students positive reflections in the class with role-playing teaching increased approximately as much as those in the grammar-translation class by about 4.0% only, the numbers that gave extreme approval increased anyway in 277

9 聯大學報第二期 ( 民國九十四年 ) the empirical class. Four Items The findings told that role-playing teaching helped to promote the subjects interests in English, their expectations of attending English class and their courage to speak English more than the grammar-translation approach, while the two approaches helped to raise the subjects self-confidence in English class as much as each other. And it was interesting that the subjects in the role-playing class gave more positive reflections in the pre-test on all of the four items than those in the grammar-translation class, which might be explained by the subjects characteristics. As for the post-test, the subjects in the class with role-playing also offered more positive reflections on the four items, and no wonder that it was due to teaching approaches. Table 5. Students positive reflections upon the four items Item Teaching % Positive Rise/Fall Test Reflection Role-Playing Pre-test 42.3 Interest Post-test Grammar-Translation Pre-test 26.0 Post-test Role-Playing Pre-test 26.0 Expectation Post-test Grammar-Translation Pre-test 18.0 Post-test Role-Playing Pre-test 33.7 Courage Post-test Grammar-Translation Pre-test 20.0 Post-test Role-Playing Pre-test 10.6 Self-Confidence Post-test Grammar-Translation Pre-test 8.0 Post-test Besides, in comparing the four items that formed the participants 278

10 文法翻譯與角色扮演 : 教法對大專學生之英文正向力的影響 positive attitudes as shown in Table 5, it was recognized that the participants generally felt the most interested in English but had the least self-confidence in English class. A possible explanation would be that the participants were attracted to the role-play script, but feeling interested did not seem to bring them self-confidence. The results also revealed that the participants had more courage to speak English than expectations of attending English class. It might be that they spoke English more willingly than attending English class. Even though they could not speak English very well, that probably did not help with their expectations of attending English class in order to learn more. When the four items were compared through promotion of the students positive reflections in the two classes alternatively, it was fun that in both classes the students courage to speak English improved the most, while their self-confidence in English class improved the least. One reason perhaps was that, owing to the teaching approaches, the students found that speaking English was not so hard or terrible as they had thought. However, feeling less scared of speaking English did not seem to help to improve their self-confidence in English class. Additionally, it was unexpected that, instead of increasing, the students interests in English decreased in the grammar-translation class. One reason likely was that the students felt really bored with the traditional teaching method though they had more expectations of attending English class, more courage to speak English and more self-confidence in English class. It seemed that learners expectations, courage or self-confidence did not have something to do with their interests in English learning. Table 6. Students positive attitudes toward English learning on the two tests Factor Level Number Mean Standard Correlation T-Value Significance Score Deviation Role-Playing Pre-test Post-test * Grammar- Pre-test Translation Post-test * *p<

11 聯大學報第二期 ( 民國九十四年 ) B. Pre-test vs. Post-test by Positive Attitudes Table 6 presented the subjects positive attitudes toward English learning by comparing the pre-test and the post-test to show the effects of the two teaching approaches alternatively. Role-Playing Teaching The results revealed that the two tests caused extremely different positive attitudes among the subjects in the class with role-playing teaching (p<0.05). The subjects had more positive attitudes toward English learning in the post-test than in the pre-test by 1.2 points, and the reason seemed to be the teaching method as well as the role-play script. Grammar-Translation Method In the class with the grammar-translation method, the two tests also led to quite different positive attitudes among the participants (p<0.05). The participants had more positive attitudes in the post-test than in the pre-test by 0.6 point. A possible explanation would be the role-play script, which might interest the participants more than the readings that they usually studied at class. Two Teaching Approaches The findings showed that the participants positive attitudes in the role-playing class grew twice as many as those in the other class; it answers Q5 positively. Additionally, though the participants had really distinct positive attitudes by the two tests in either of the two classrooms, the participants in the role-playing class (p=0.0000) had more significantly different positive attitudes toward English learning than those in the class with the grammar-translation method. Table 7. Students positive attitudes toward English learning on teaching approaches Factor Level Number Mean Standard Minim. Maxim. F-Value Significance Score Deviation Pre-test Role-Playing Gram.-Trans * Post-test Role-Playing Gram.-Trans * *p<

12 文法翻譯與角色扮演 : 教法對大專學生之英文正向力的影響 C. Role-Playing vs. Grammar-Translation by Positive Attitudes Exhibited in Table 7 were the students positive attitudes toward English learning in comparing role-playing teaching and the grammar-translation method to show the different effects that the two tests respectively led to. Pre-test The results showed that in the pre-test the two teaching approaches led to really distinct positive attitudes among the students (F=6.919, p<0.05); it gives Q6 a positive reply. The students offered more positive attitudes toward English learning in the role-playing class than those in the grammar-translation class by 1.2 points. Table 8. Students positive attitudes toward English learning on gender Factor Level Number Mean Standard Minim. Maxim. F-Value Signif- Score Deviation icance Pre-test Male Female * Post-test Male Female * *p>0.05. One point not to be ignored was gender difference since in this study female students were about twice as many as their male counterparts. However, Table 8 denied it by revealing that gender did not beget different positive attitudes among the students in the pre-test (F=0.198, p>0.05), and neither did it in the post-test (F=0.258, p>0.05). Table 9. Students performance on the quiz affected by different teaching on different subtests % Story Vocabulary Phrase & Mean Teaching Comprehension Perception Syntax Score Role-Playing Grammar-Trans

13 聯大學報第二期 ( 民國九十四年 ) It was interesting that the students English proficiency was not the reason why the students in the role-playing class had more positive attitudes than those in the other class. As Table 9 presented, the students in the role-playing class did not have better performance on the quiz after class teaching than those in the other class; instead, they performed worse by up to 8 points or so. It proved that the students test performance did not have positive relation to their positive attitudes in language classrooms. Table 10. Member distribution for different teaching approaches on personality Teaching % Pessimistic Optimistic Easy-going Obstinate Role-Playing Gram.-Trans One reason probably was the students personality as presented in Table 10. The findings indicated that over 85% of the students were either optimistic or easy-going ones in either classroom, which seemed to suggest that optimistic students and easy-going ones tended to be influenced by such a material as role-play script in language classrooms more than their pessimistic or obstinate counterparts on their positive attitudes toward English learning. Post-test The two teaching methods brought about extremely distinct positive attitudes among the subjects in the post-test, too (F=18.074, p<0.05); it is a positive answer to Q6. The subjects had more positive attitudes toward English learning in the class with role-playing than those in the class with the grammar-translation method by 1.8 points. No doubt that the main reason was teaching. The results verified that teaching a material with different teaching methods led to different teaching effects, which were presented by mean scores. Two Tests The findings revealed that the participants in the two classrooms had pretty distinct positive attitudes by either the pre-test or the post-test, and they had more significantly distinct positive attitudes toward English learning in the post-test (p=0.0000) than in the pre-test. Additionally, the positive attitude difference between the two classrooms was bigger in the post-test than that in the pre-test by 0.6 point, which again suggested the significance of teaching approaches to English learning. One thing not to be neglected 282

14 文法翻譯與角色扮演 : 教法對大專學生之英文正向力的影響 was that, in comparison with that in the pre-test, the lower standard deviation in the post-test in either classroom implied that the positive attitude difference among the participants became smaller owing to the role-play script and the teaching approaches, which exhibited that teaching the role-play script with either role-playing or the grammar-translation approach might lessen the student difference by their positive attitudes toward English learning. However, it was unexpected that role-playing teaching did not help to lower the student difference more than grammar-translation teaching. In the pre-test, the standard deviation in the role-playing class was lower than that in the grammar-translation class, while it was higher than the latter in the post-test. It meant that grammar-translation teaching led to a smaller student difference than role-playing teaching in the post-test and that the grammar-translation method helped to lessen the student difference over twice as much as role-playing teaching. A possible explanation would be that the participants in the grammar-translation class were forced to stay at their desks listening to the same lecture and receiving the same messages, which seemed to have trouble making the participants quite different from one another. On the contrary, those in the role-playing class were requested to show their unique selves through role-playing, and it helped to explain the results of Table 6, which proved that the participants in the role-playing class had more significantly different positive attitudes toward English learning than those in the grammar-translation class. Furthermore, in comparing the two teaching approaches in the post-test, the higher standard deviation in the role-playing class supported Cross s finding that role-playing was not quite beneficial to all learners but to excellent ones only. V. CONCLUSION The results of the current research led to the following findings. 1. Teaching through role-playing helped the students to feel interested in English more than teaching with the grammar-translation method. 2. Role-playing teaching helped to raise the learners expectations of attending English class more than the grammar-translation approach. 3. Teaching through role-playing helped the students to have the courage to speak English more than the grammar-translation method. 4. Role-playing teaching helped to 283

15 聯大學報第二期 ( 民國九十四年 ) promote the learners self-confidence in English class as much as grammar-translation teaching. 5. Teaching through role-playing helped the students to have positive attitudes toward English learning more than the grammar-translation approach. 6. In both of the two tests, the students in the role-playing class gave more positive reflections on their interests, expectations, courage and self-confidence than those in the grammar-translation class. 7. After class teaching, the students courage to speak English improved the most, while their self-confidence in English class improved the least. 8. The pre-test and the post-test brought about extremely different positive attitudes among the students in both of the empirical class and the traditional class. 9. Role-playing teaching led to significantly different positive attitudes among the learners from those in the grammar-translation class by both of the two tests. VI. SUGGESTIONS AND REFLECTIONS This particular study proves through the above findings that teaching approaches matter quite a lot regarding learners positive attitudes toward English learning. The results exhibit suggestions and reflections in terms of English teaching and test designing. 1. Teaching by way of role-playing might be a brilliant strategy for instructors at four-year institutes of technology. It might not always help to promote learners English proficiency, but it might help to motivate their positive attitudes toward English learning. However, the grammar-translation approach should still be used in language classrooms since it might be also helpful to learners English proficiency. 2. Learners personality should be evaluated in teaching role-play scripts since learners with different personalities might have different self-examining principles, which might make them offer different positive attitudes. 3. Various teaching approaches should be provided for class teaching to meet a variety of learners. 4. Role-play scripts should be seriously selected to correspond with learners English proficiency and to increase the teaching effects. 5. Quizzes should be cautiously designed in order to judge learners by types and depth. 284

16 文法翻譯與角色扮演 : 教法對大專學生之英文正向力的影響 6. The participants should be asked to fill out the questionnaires carefully, for the validity of doing the survey might influence the results of this research. 7. The more participants there might be, the more convincing the experiment might be. REFERENCES Appelget, J., Matthews, C. E., Hildreth, D. P., & Daniel, M. L. (2002, May). Teaching the history of science to students with learning disabilities. Intervention in School and Clinic, 37(5), pp Retrieved September 7, 2005, from database (ERIC) on the World Wide Web: Boscolo, P. & Mason, L. (2003). Topic knowledge, test coherence, and interest: How they interact in learning from instructional texts. Journal of Experimental Education, 71(2), pp Retrieved September 7, 2005, from database (ERIC) on the World Wide Web: Campbell, C., & Kryszewska, H. (1992). Learner-Based Teaching. Oxford, England: Oxford University Press. Cook, G. (2002, April). Breaking taboos. English Teaching Professional, 23, 5-7. Cross, D. (1992). A Practical Handbook of Language Teaching. Hertfordshire, England: Phoenix ELT. Doff, A. (1988). Teaching English. Cambridge, England: Cambridge University Press. Edge, J. (1993). Essentials of English Language Teaching. London, England: Addison Wesley Longman. Holmes, B. (1991). Communication re-activated: Teaching pupils with learning difficulties. Pathfinder 6. London: Centre for Information on Language Teaching and Research. (ERIC Document Reproduction Service No. ED340244) Ingram, D. & O Neill, S. (2001, Spring). The enigma of cross-cultural attitudes in language teaching Part 1. Babel, 36(2), pp Retrieved August 12, 2005, from database (ERIC) on the World Wide Web: Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2 nd ed.). New York, NY: Oxford University Press. Linder, D. (2002, April). Translation. English Teaching Professional, 23, Littlewood, W. (2001, January). Students attitudes to classroom English learning: A cross-cultural study. Language Teaching Research, 5(1), pp. 3+. Retrieved August 12, 2005, from database (Academic Search Premier) on the World Wide Web: Malamah-Thomas, A. (1987). Classroom Interaction. Oxford, England: Oxford University Press. McCaleb, J. L. (2003). Story medicine. English Journal, 93(1), pp

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18 文法翻譯與角色扮演 : 教法對大專學生之英文正向力的影響 Boston, MA: Heinle & Heinle. Trautman, M. L. (2003, March). 20 ways to identify and reduce bullying in your classroom. Intervention in School and Clinic, 38(4), pp Retrieved September 7, 2005, from database (ERIC) on the World Wide Web: Tsui, Amy B. M. (2001). Classroom Interaction. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages (pp ). Cambridge, England: Cambridge University Press. APPENDIX Participant s Questionnaire (Pre-test & Post-test) The information below will be collected and stored anonymously for statistical analyses only. Please take one from the five options below each statement to express your approval of the statement as authentically as possible. 1. I am interested in English. Extreme disapproval Disapproval No comment Approval Extreme approval 2. I have an expectation of attending English class. Extreme disapproval Disapproval No comment Approval Extreme approval 3. I have the courage to speak English. Extreme disapproval Disapproval No comment Approval Extreme approval 4. I have self-confidence in English class. Extreme disapproval Disapproval No comment Approval Extreme approval 287