Implement Reader's Theater in EFL classrooms through a nine-step sequence from text selection to adaptation¶

Strategy · All strategies
Evidence · 1 claim (1 against) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review lays out Lekwilai's (2014) suggested guidelines for applying Reader's Theater in EFL classrooms: text selection suited to students' interest and reading level, modeling fluency, group discussion of plot and vocabulary, assigning roles, silent and aloud practice, feedback on reading rate, accuracy, phrasing and prosody, performance before classmates, self-evaluation via recording or forms, and adaptation to other activities such as script writing. It states "There are some steps and suggested guidelines for the application of RT in EFL classroom contexts".

Design Implications¶

Context¶

Requirements¶

• Explicit fluency instructions must be provided by the instructor, by demonstrating fluency or using an audio piece

Constraints¶

• The article warns corrective feedback at the feedback stage can be discouraging for some students, so a separate lesson may be provided instead

Target Learners¶

• EFL learners, including adult and university learners below B1 CEFR

Target Learning Goals¶

• Oral reading fluency (rate, accuracy, phrasing, prosody), motivation to read, and transfer to speaking and writing

Claims¶

• No evidence demonstrates unique, reliable, or EL-specific gains attributable to readers' theater alone [-W]

Related Strategies¶

• Reader's Theater
• Reading Fluency Practice

Examples¶

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Key Sources¶

• Salarvand, L., Guimaraes, N., & Balagholi, Z. (2022). Instructional Strategies' Impacts on EFL Learners Reading Fluency: A Review. THAITESOL JOURNAL, 35(1), 77-90. https://eric.ed.gov/?id=EJ1340892