Sürece dayali dramanin İngilizce siniflarindaki ögrencilerin özsaygilarinin ve konuşma becerilerinin gelişmesi üzerindeki etkisi

For years, much research has been conducted so as to seek better ways to teach English as a Second Language (ESL). Most of the conclusions were about the application of knowledge and skills acquired and the use of such skills in a cooperative way in real life situations so that individuals could see themselves as part of the society being aware of their worthiness. It will be useful to indicate that creative drama suggests that in modern education individuals learn best and discover themselves when they cooperate with others effectively during the application of the knowledge and the skills that they have acquired. This study aimed to investigate the effectiveness of process drama on the enhancement of self-esteem and oral language skills in teaching English as a Foreign Language (EFL). The subjects were 10th grade students in Ceyhan Anatolian High School. The study sought to find out whether the integration of process drama improved self-esteem and oral skills of high school students. Two groups of students participated in the study: Experimental and Control Groups. The control group was held constant while the experimental group used the strategies of process drama while learning English, yet the content of the course was the same.Five different instruments were employed in the study: Pre-, While-, Post- Self-Esteem tests, Family Self -Esteem Test, Pre-, While-, Post-Speaking Scales, Personal Information Form and Individual Learning Diaries. Pre-, while-, and post-test of self-esteem and speaking tests were analyzed by using the Paired Samples T-test for differences between groups. For individual diaries, descriptive statistics was used and frequency analysis was carried out. The results of the obtained data indicate that there were significant differences in the use of process drama in terms of enhancement of self-esteem and orals skills of the experimental group and also between experimental group and the control group.Keywords: Process Drama in Education, Self-Esteem, English as a Foreign Language, Oral Skills, English as a Second Language