Dramatization and Foreign Language Learning Anxiety: The Case of French in Ghana

Abstract

This paper seeks to investigate the perceived impact of dramatization on reducing foreign language learning anxiety among students studying French at the University of Professional Studies, Accra (UPSA) and the University of Cape Coast (UCC) in Ghana. The study adopts a mixed approach to gather data from 54 randomly selected Level 100 students. The study is based on Horwitz, Horwitz, and Cope’s (1986) Foreign Language Classroom Anxiety Scale and Krashen’s Affective Filter Hypothesis. The analysis reveals that the majority of the students initially had communication apprehension before the intervention, which consisted of using drama techniques to develop speaking skills. It further shows that the students had low levels of self- confidence, hence their anxiety. Tasks of dramatization performed in groups contributed significantly to developing the level of confidence of students. This intervention enhanced their pronunciation, listening, understanding, and speaking skills of the French language, thereby reducing their anxiety about learning the language. They also developed mechanisms to overcome their fear of the audience when speaking in public. The study therefore strongly recommends the use of drama to overcome learning anxiety in the French language classroom