The Pedagogical Relevance of Readers Theatre in the Japanese EFL Classroom

Abstract

Readers Theatre (henceforth RT) is a presentational performance based on principles and techniques of oral interpretation and conventional theatre (Adams, 2003). This study seeks to examine whether: (i) RT lowers the affective filters of Japanese EFL learners in the classroom,(ii) Japanese EFL learners have positive experiences with RT in class (iii) RT has any impact on Japanese EFL learners’ writing. Students’ reactions to specific phases of RT activities are described and analysed: script negotiating, script rehearsal, and script performance. For this study, data was collected from the following sources: the teacher’s reflexive journals after the RT lesson, students’ comments on their writing journals, a survey on students’ reactions towards the RT activity, and the impact of RT on students’ writing. The results of the study showed that RT lowers affective filters of Japanese EFL learners in the classroom as students display a positive attitude towards RT as an enjoyable and creative activity.