This action research aims to examine how an elementary English teacher improved English lessons through script writing and readers’ theater (RT) using picture books. A lesson model was also developed in the course of this research. Fifty fifth grade students from two classes participated in the study, and a total of 24 lesson sessions were conducted. Data were collected from in-class video recordings, scripts written by the participants, student surveys, interviews and logs, and teacher notes. The data were mainly qualitatively analyzed, and it was found that the English lessons using script writing and RT were enhanced by a cyclical process of planning, acting, observing, and reflecting: (1) the script materials were provided considering students’ proficiency level, (2) group activities were adopted to stimulate student participation, (3) presentation methods of RT were diversified, and (4) the script contents and RT methods were extended. In addition, the model of script writing and RT was organized as three stages: preparation (understanding English picture storybooks and preparing script writing), production (writing scripts and practicing reading aloud), and sharing (preparing and presenting RT). The study provides effective teaching and learning methods for implementing script writing and RT in elementary English lessons. Further important pedagogical implications regarding script writing and RT in the English classroom are also discussed.
I. 서론
II. 이론적 배경 및 선행연구
III. 연구 방법
IV. 연구 결과 및 논의
Ⅴ. 결론