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A Critical Investigation, using approaches drawn from action research, into how Year 9 students' learning about the novel 'Stone Cold' is developed through Speaking and Listening activities and Drama work.

Joanna Healy 

Secondary PGCE (English & Drama) 2009


This paper examines how students can be helped with the production of an empathetic response to a class novel through speaking and listening activities and drama work in English lessons. Other studies have suggested that higher cognitive levels are best reached through speaking and listening, while drama can foster a deeper level of engagement. This piece of research therefore explores students’ own feelings and impressions before and after a series of lessons with strong speaking, listening and drama foci in order to establish the extent to which the theories are true. Two questionnaires and one set of empathetic written responses indicate that speaking, listening and drama exercises are initially viewed with a degree of caution, considered more valuable once students have actually experienced them and do appear to impact positively on engagement and academic achievement.

Copyright: © 2010. This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)

The full paper is available for download as a pdf file: 311-346-healyj.pdf

Citation: Healy, J. (2010) A  Critical Investigation , using approaches drawn from action research, into how Year 9 students' learning about the novel' Stone Cold'  is developed in Speaking and Listening activities and Drama work.Journal of Trainee Teacher Educational Research, Volume 1, pp.311-346 (Downloaded from, [date of access])