A significant body of research supports the affective benefits of drama activities in foreign language (FL) learning, yet little is known about how to train teachers to implement such activities. In this study, we tested a professional development program (PDP) aimed at galvanizing FL teachers to integrate improvisational drama techniques (IDTs) into their repertoire. IDTs are defined here as activities which place pupils in a fictional situation and stimulate spoken interaction. Nineteen Dutch secondary school FL teachers participated in the PDP. The goal of this research was to discover the extent to which (1) teachers implement IDTs according to the study’s definition, (2) the techniques become integrated into the teacher’s repertoire, and (3) teachers develop the self-efficacy to execute IDTs. All three areas were met with positive results as evidenced through questionnaires, logbooks, observations and interviews. Teachers demonstrated that they could inspire the fictional artistry of drama while simultaneously stimulating FL speaking. Frequency of implementation also increased after the training. Self-efficacy furthermore improved widely, both in implementing IDTs and speaking activities in general.

中文翻译：

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舞台指导： 外语教师即兴戏剧的循证专业发展


大量研究支持戏剧活动在外语 （FL） 学习中的情感益处，但对如何培训教师实施此类活动知之甚少。在这项研究中，我们测试了一项专业发展计划 （PDP），旨在激励 FL 教师将即兴戏剧技巧 （IDT） 整合到他们的剧目中。IDT 在这里被定义为将学生置于虚构情境中并刺激口语互动的活动。19 名荷兰中学 FL 教师参加了 PDP。本研究的目的是发现 （1） 教师根据研究的定义实施 IDT 的程度，（2） 这些技术被整合到教师的曲目中，以及 （3） 教师培养执行 IDT 的自我效能感。通过问卷调查、日志、观察和访谈证明，所有三个领域都取得了积极的结果。教师证明他们可以激发戏剧的虚构艺术性，同时刺激 FL 口语。培训后，实施频率也有所增加。自我效能感进一步得到广泛提高，无论是在实施 IDT 还是一般的口语活动中。