The Effects of Using Creative Readers’ Theater Scripts on Primary English Education

This study aims to examine pedagogical implications on using creative Readers’ Theater scripts in primary English education. The participants of this study were twenty five sixth grade students: thirteen females and twelve males. The results of this experiment were as follows. First, creative Readers’ theater classes were effective for improving students’ listening, speaking, and writing skills, as well as reading comprehension and fluency. The low level learners had specifically significant advances. Second, the amount of vocabulary increased by the repetitive practices, especially for the low level learners. Third, all three groups have shown reading comprehension improvements. The improvements of reading fluency was in proportion to those of reading comprehension. Fourth, all groups of learners had improvements on their speaking skills, especially for the middle and low level groups. Fifth, the affective domains have shown remarkable improvements, especially for the low group. The voluntary engagements in each segment of the class seemed to lessen the anxiety of low level learners. Finally, the teacher demonstration has worked as a role model for learning suprasegmental features. In conclusion, creative Readers’ Theater encouraged students―especially for the low level group―to improve their English ability.