This study explored if and to what extent foreign language high school students would benefit from participating in a school English drama contest in terms of English proficiency, affective attitudes, and collaborative competence. For this purpose, questionnaires were constructed to measure students’ perception of their growth in those areas after participating in the contest. Pre- and post-questionnaires were administered to 85 students, and in-depth interviews were conducted with 13 of the survey respondents. In a comparison of the pre- and post-test measures, the study found that the drama contest contributed to reducing students’ anxiety and enhancing their intrinsic motivation. Although pre- and post-test differences in language proficiency and collaborative competence were found to be non-significant, the participants addressed positive aspects of their experience in the contest. For example, they reported that they improved their pronunciation, speaking, and writing skills and that they collaborated and learned from one another by sharing ideas, providing feedback, and exchanging opinions.

The present study examines English loanwords appearing in a Korean television drama, Start-up, to understand how English is incorporated into Korean discourse in the settings of everyday life. Data analysis revealed that the drama contains a relatively high number of English loanwords presumably due to the protagonists' young age and the tech-based start-ups that it features. One of the distinct characteristics of English loanwords in their forms is the extensive use of ‘English-hada’ words and other types of words combining Korean and English elements. In addition, the use of English often extends beyond the word level to phrases or even sentences. The functions of English loanwords in the drama were found to fill a lexical gap in the Korean language, strengthen the sense of belonging and bonding among the members of a particular generation or group, create a humorous atmosphere, and symbolize professional competence and thus an elevated level of the speakers' social status.

In the language class combined with "creative drama", one of the approaches in educational theatre, the stories told by a teacher are organically developed into an original drama with several drama techniques. Even though there are some research studies on using creative drama in the ESL context, there are few in the EFL situation. Therefore, this study presents the result of a study investigating how creative drama affects young language learners" English learning in a Korean primary school. An English drama class, at after-school program in Seoul, combined with creative drama had been observed once a week for a semester. Seven first graders in the class were presented with 6 different stories, which contain certain phonemes each and dramatized the stories in a creative way. They were assessed through pre-and post- tests and surveys in terms of their linguistic improvements and affective changes and analyzed quantitatively. In addition, participants were individually analyzed according to their characteristics in linguistic and affective aspects by using field notes from classroom observation and interviews. The results show that participants made progress in linguistic aspects including phonics and vocabulary skills and that their affective factors including language anxiety level had shown a positive development throughout the semester. Moreover, each participant showed particular characteristics respectively in terms of linguistic and affective perspectives.

This paper examined how the English Renaissance drama influenced Eliot's early poelry. Many critics like Hugh Kenner and Grover Smith insisted the relalionship between Eliot' s poetη and the English Renaissance drama, but they didn’t tell concretely how Eliot’s poetry was affected by the English Renaissance drama. First, I Iried to examine how the English Renaissance drama affected Eliol's poetry in terms of the form. As some critics indicaled Eliot was a poet who tended to improve the traditional English verse forms and use them. So he learned the blank verse form in lhe English Renaissance drama, improved and used il in his poems especially “Gerontion.'‘ And he used some lechniques like repetition he showed in Ihis poem in his several poems such as “The Love Song of J A lfred PrufTock," and “La Figlia Che Piange." Besides, Eliot used tbe English Renaissance drama as lhe significant source of allusions in his poems. For example, lines 5 and 6 of “Whispers of Immortality" can be associ ated witb Flamineo’s speech of John Webster’s The While Devi/ V. iv. Thus, Eliot Iried to put the concept of tbe deatb in life tbis speech implied in his poem. And he tried to show the speakers' self-dramatization in his early poems Ihat appeared in main characters’ speech in the English Renaissance drama by using these allusions. Thus, he attempted to sho\V the speakers' narcissistic mind that he thought tbe modem men had.