Using Readers Theater as a Facilitator in Elementary School English Training
Bibliographic record
Abstract
The purpose of the study aimed to investigate the effect of the Readers Theater (RT) training on elementary school students. In particular, changes in the students’ English reading comprehension before and after the RT show, comparison of the students’ responses to English learning, especially English reading, the students’ opinions on the RT activities, and the students’ responses to English books were examined and analyzed. Additionally, the students’ cooperative learning during the RT training was explored. The subjects of the study were 32 students in the sixth grade of a Taichung elementary school. Thirty-two students participated in RT training for almost forty-four days in order to perform in an RT show. Before the RT training, the subjects were requested to take the standardized English proficiency pretest and pre-study questionnaire. While participating in the RT training, the subjects needed to finish reading the selected English scripts. In the process of reading English scripts, the subjects were engaged in the reader’s theater activities, including reading English scripts aloud, performing on the stage, and group work. After the RT training, the subjects were asked to take the standardized English proficiency posttests and post-study questionnaires. Considering the study findings, it was suggested that the teachers were able to utilize the RT activities in instructing students’ English reading. With the stimulation of the RT activities, students could be motivated to be engaged in appreciating English books and obtained meaningful experiences from the characters in the plot. In addition, the teachers could foster students’ cooperative learning through group work and enhanced the students’ interest in learning English.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".