A Teacher-Student Interaction Model in a Drama Activity

This study intends to continue the author’s previous research in examining the applicability of drama activities in big EFL class settings by proposing to (a) investigate further into the stability of the currently developed NVDA’s (a new version of drama activity’s) model; and (b) explore a better process/model of TSI (teacher-students interaction) so as to make NVDA’s model more applicable and manageable to most teachers. The study begins by applying the procedures of NVDA to students of the one-year Basic English course of Chaoyang University of Technology. The only difference in present drama activity’s model is that, instead of the conventional TSI model in NVDA’s procedures administered during after-class-hours, a new TSI model administered during part of the in-class-hours was adopted. At the end of the course, students’ current level of English competence and students’ views towards TSI were statistically examined. Results of the study suggest that, when combining NVDA and TSI, (a) certain elements in NVDA’s model, when applied to different groups of students, are still found to be useful, which therefore implies the relative stability ofNVDA; (b) the adoption of TSI has positive influence on students in achieving relatively good learning results in drama activities.