1. The Comparison of Pre-test and Post-test in Participation Participation Items p<0.1 5. My classmates and I help each other to improve our English abilities in English class. (Peer-interaction)(disagree 19.7%->1.3%).004 6. My classmates and I help each other to improve our English abilities out of English class. (Peer-interaction) (agree23.7%->43.4%).001 11.I am not afraid to ask questions to my teacher in English class. （ teacher-student-interaction)(agree 27.6%->44.7%).001 12.I like to talk to an English teacher or questions after class. （ teacher-student-interaction)( agree13.2%->34.2%).002 17.I think that it is important to have team work with classmates in English learning. (Peer-interaction) (strong agree 2.6%-> 14.5%).000 18. I think that an English teacher is one of the most important influences in my English learning. （ teacher-student-interaction).869 21. I think that learning English makes me become a more cooperative person in my class. (Peer-interaction) (agree 14.5%->46.1%).000

2. The Comparison of the Pretest and Post-test of the Male Subjects in Participation Participation Items p<0.1 5. My classmates and I help each other to improve our English abilities in English class. (Peer-interaction)(disagree 23.1%->0%).009 6. My classmates and I help each other to improve our English abilities out of English class. (Peer-interaction) (agree15.4%->46.2%).000 11.I am not afraid to ask questions to my teacher in English class. （ teacher-student-interaction)(strong disagree 20.5%->2.6%).017 12.I like to talk to an English teacher or questions after class. （ teacher-student-interaction)( agree5.1%->35.9%).012 17.I think that it is important to have team work with classmates in English learning. (Peer-interaction) (strong agree 0%-> 10.3%).002 18. I think that an English teacher is one of the most important influences in my English learning. （ teacher-student-interaction).110 21. I think that learning English makes me become a more cooperative person in my class. (Peer-interaction) (agree 15.4%->46.2%).036

3. The Comparison of the Pretest and Post-test of the Female Subjects in Participation Participation Participation Items p<0.1 5. My classmates and I help each other to improve our English abilities in English class. (Peer-interaction).406 6. My classmates and I help each other to improve our English abilities out of English class. (Peer-interaction).482 11.I am not afraid to ask questions to my teacher in English class. （ teacher-student-interaction)(agree 31.4%->62.1%).083 12.I like to talk to an English teacher or questions after class. （ teacher-student-interaction)( agree5.1%->35.9%).027 17.I think that it is important to have team work with classmates in English learning. (Peer-interaction) (strong agree 2.7%-> 16.2%).011 18. I think that an English teacher is one of the most important influences in my English learning. （ teacher-student-interaction) (disagree 0%->18.9%).016 21. I think that learning English makes me become a more cooperative person in my class. (Peer-interaction) (agree 13.5%->45.9%).011

4. Descriptive Statistics for Three Age Groups in the Pretest Age Group Items YGMGAG FP<0.1 MSDM M 53.171.0803.861.0622.001.7325.145.008 62.75.9263.711.0562.672.0826.979.002 112.811.1893.101.2213.001.732.430.652 122.771.0962.901.0912.671.528.135.874 172.77.8993.191.1232.671.1551.478.235 183.651.1184.001.1834.33.5771.090.341 212.941.0373.101.0913.001.000.159

5. Descriptive Statistics for Three Age Groups in the Post-test Age Group Items Under 4040-60Above 60 FP<0.1 MSDM M 53.54.9173.81.9813.67.577.643.529 63.48.9393.90.8893.67.5771.604.208 113.63.9913.81.9283.67.577.246.782 123.351.0273.76.8313.67.5771.445.242 173.71.8003.76.8314.00.000.200.819 183.671.1843.571.0764.001.000.197.822 214.104.2303.57.8114.00.000.163.850

6. Discussion on the Results of Participation This was correspondent with lots of previous researches that drama activities effectively promoted the friendship among students and shortened the distance between teachers and students (Lin, 2001; Chang, 1990; Chang and Su, 2002; Liu, 2002; Su, 1992; Huang, 1986). After drama method, which was student-centered instead of teacher-centered, the male subjects’ responses to teacher-student-interaction didn’t reach a significant improvement. Female subjects, on the contrary, responded more positively in teacher-student-interaction than in peer- interaction.

7. The Subjects’ Comments on Teaching English through Drama Activities SubjectsComments on Drama Activities Female under 40 1.The activities are effective for language learning. 2.It’s fun and interesting. 3.The activities promote the learning motivation. 4.The activities increase the friendship among classmates. 5.Singing would take less time than drama activities. 6.Peer-interaction is not enough in the activities. 7.More opportunities of formal performance should be 8.offered. Male under 40 1.It’s fun. 2.Learning motivations are promoted. 3.It’s effective in training listening and speaking abilities. 4.Drama activities increase peer-interaction. 5.Learning pressure came along with drama activities, but 6.the pressure is necessary in learning. Female 40-60 1.It’s fun and interesting. 2.Learning motivations are promoted. 3.It’s a good practice in using English. Female above 601. The practicing time before formal performance was not enough.

8. The Subjects’ Difficulties in English Learning SubjectsComments on Learning Difficulties Female under 40 1.It’s hard to memorize English words and lines. 2.Too little exposure to English. 3.English is a difficult language. 4.I have difficulty in pronouncing English well. 5.I didn’t learn English well since younger. 6.I am not interested in this subject. Male under 40 1.I didn’t have good learning foundation in the past. 2.I am not interested in language learning. 3.I can not remember things well. 4.I have generation gap with my classmates in learning. 5.I am shy to speak English. 6.I don’t have enough chances to practice English. 7.Learning English is time-consuming. Female 40-60 1. Too little exposure to English. 2.To learn a language is hard for me. 3. I can not pronounce English correctly. 4.I don’t have good foundation in English. 5.I am shy to use a foreign language. 6.I am not familiar with phonetic symbols. 7.I don’t have good memorization.

9. Suggestions for Further Research Limitations It is limited to students’ responses to the questionnaires. Thus, in addition to questionnaires, future studies are suggested to adopt multiple methods, such as interview, observation and record, survey or diary, to obtain more detailed, abundant and explicit information. It is worth investigating the subject population of a broader range or different groups of EFL learners. Moreover, since the subjects have various backgrounds, it is also meaningful and valuable to investigate the other dependent variables, such as classroom atmosphere and students’ family support.

10. L/O/G/O ~The End~ Thank you for your time and consideration !