Learner-centered Collaborative Learning In an English Drama Course

This study examines the effects of learner-centered collaborative learning using English drama-related activities in a college drama course. By comparing students' attitudes and reflection on language and content learning from two different classes over two years (2006 & 2007), this study investigates how learners had improved language skills and had enhanced the knowledge of content. We traced the trajectory of how the instructor developed and implemented a variety of collaborative activities such as collaborative group performance, creative play scripts in group, peer evaluations, performance review writing, and group discussion. This study analyzed the data collected from attitude questionnaire (pre and post surveys), class observation, class evaluation, students' interviews and instructor's interviews. The study found there were significant differences in student attitudes toward language learning between two classes. 0 statistically significant difference, however, was discovered in the students' attitudes on content learning between them. Both groups of students valued collaborative language learning in relation more to the improvement of their language, than to the enhancement of content knowledge. The result showed that the use of learner-centered collaborative activities in a drama course does affect students' language learning, but not sufficiently contribute to an effective content learning.