A MIXED-METHODS STUDY ON TEACHERS’ PERCEPTIONS OF THE USE OF DRAMA-IN-EDUCATION IN SECONDARY ENGLISH CLASSROOMS IN MACAU

ABSTRACT

THIS STUDY EXAMINED THE ACQUISITION OF HIGHER-ORDER THINKING SKILLS IN AN ENGLISH AS A SECOND LANGUAGE (ESL) CLASSROOM AT A SECONDARY SCHOOL IN MACAU. IT INCLUDED AN INVESTIGATION OF THE WAY TEACHING MIGHT AFFECT THE DEVELOPMENT OF HIGHER-ORDER THINKING SKILLS AND LANGUAGE PROFICIENCY. THIS STUDY ALSO INCLUDED AN EXAMINATION OF THE DEGREE TO WHICH EXISTING SOCIETAL PRACTICES OR VALUES MIGHT HAVE INFLUENCED THE ACQUISITION OF HIGHER-ORDER THINKING SKILLS. RESEARCH INSTRUMENTS SUCH AS A QUESTIONNAIRE, A TWELVE-WEEK EXPERIMENT, PRE-AND POST-TESTS AND INTERVIEW SESSIONS WERE USED FOR THE DATA COLLECTION. THE FINDINGS SUGGESTED THAT AFTER TWELVE WEEKS THE EXPERIMENTAL GROUPS DEVELOPED HIGHER SYNTHETICAL AND EVALUATIVE SKILLS THAN THE CONTROL GROUPS WHICH INSTEAD DEMONSTRATED BETTER LANGUAGE SKILLS. THE RESULTS ALSO IDENTIFIED INCONGRUENCES BETWEEN THE CURRICULUM AND THE EXPECTATIONS OF THE PARENTS AND EMPLOYERS