The integration of drama and video use to increase the vocabulary knowledge of English language learners

The present study aimed at investigating if the implementation of the integration of drama and video use is effective to develop the English vocabulary knowledge of the seventh grade students at a primary state school in Malatya, Turkey. It was a quasi-experimental study in which the integration of drama to video use was compared with traditional teaching and learning methods. This study was conducted in a primary school, in Malatya. The participants of the study were from the researcher's two English classes of 7th grade in the second semester of 2011-2012 education year. One of the classes was determined as an experimental group and the other one was determined as control group. The experimental group had a learning experience through the integration of drama and video use while the control group experienced just traditional teaching and learning methods. The quasi-experimental study lasted for twelve-week period. The data in this study was gathered through pre-test and post-test activities. While analyzing the data from the pre-test and post-test results Mann Whitney-U test, as a non-parametric analyzing method, was used. The data analysis showed that while the respondents of the experimental group increased their vocabulary knowledge on the daily situations of English language, the respondents of the control group either decreased their vocabulary knowledge on daily situations or kept it at the same level. The experimental group outscored significantly the control group on post-test, by showing the supremacy of the integration of drama to video use over traditional teaching and learning method.