The Effect of Creative Drama on the Writing Anxiety of Pre-Service Classroom Teachers

Abstract

The aim of this study was to determine the effect of creative drama on the writing anxiety of pre-service classroom teachers. The sample consisted of 21 pre-service teachers, and the mixed qualitative and quantitative method was used. The participants performed writing practices with the creative drama method over the course of 12 weeks. The Writing Anxiety Test was used to examine their anxiety at the beginning and end of the implementation. The diaries and interviews were used to establish the participants' opinions about the implementation process. The obtained results revealed that the creative drama method reduced the writing anxiety of pre-service teachers. Additionally, the data based on their diaries and interviews supported this conclusion.