Improvisational theatre methods applied to English language learning

<< Background >>The IMPROVLANG project was applied for to address the need for innovative and effective methods in language teaching, specifically in promoting a comprehensive approach to English language learning. The project aims to enhance multilingualism, a key competency recognized by the EU, and to support the efforts of teachers and learners in improving their language skills through suitable evaluation forms. Additionally, the project seeks to improve students' soft skills in English, which are essential for professional qualifications and future employability. By incorporating improvisational theatre methods, the project also addresses the EU's priority of inclusion and diversity in education. The use of the Kirkpatrick 4-levels methodology, widely used in the corporate world but less so in traditional education, ensures the program's quality and effectiveness.<< Objectives >>The objectives of the IMPROVLANG project were as follows:1. To create a set of easily accessible teaching and learning materials based on theatrical improv techniques that supported the learning of English in both primary and secondary school education.2. To provide learners and teachers with practical methodology in soft skills training, including problem-solving, dialogue, and listening.3. To promote arts (theatre) and creativity among students and teachers from primary and secondary education.4. To promote the uptake of an effective and user-friendly teaching methodology across Europe in a digitally innovative way.5. To foster the uptake of the Kirkpatrick evaluation methodology, a professional and globally recognized evaluation method, in educational settings.6. To improve the employability of future adults and professionals in the post-COVID-19 era by enhancing their English language skills and soft skills.<< Implementation >>During the implementation phase of the IMPROVLANG project, we carried out several key activities to achieve our objectives. We developed three main Intellectual Outputs: the identification of theatrical IMPROV techniques, the production of training materials, and the integration of the Kirkpatrick evaluation methodology into the course. These outputs involved comprehensive research and collaboration among the project partners to ensure their relevance and effectiveness in language learning.We organized and attended four transnational meetings, which facilitated coordination and progress tracking among partners. These meetings were crucial for discussing project milestones, sharing insights, and ensuring alignment with our goals. Additionally, we held one training event to familiarize participants with the developed set of tools and the evaluation methodology.To test the effectiveness of our methods, we conducted three pilot testing activities. These pilots provided valuable feedback and allowed us to refine our approaches based on real-world classroom experiences. Furthermore, we organized four Multiplier Events to disseminate the project's results and engage with a broader audience of educators, stakeholders, and policymakers.Throughout the project, we focused on continuous feedback and collaboration between partners and the leader of each intellectual output. This cascade methodology ensured that primary and secondary school students, as well as English language teachers, benefited from the project's innovative approaches. Our activities also included the creation of evaluation questionnaires, a project website, social media channels, leaflets, e-bulletins, and detailed reports to support the dissemination and sustainability of our results.<< Results >>The IMPROVLANG project produced several concrete outputs and results that contributed significantly to the field of language learning and education. One of the primary tangible results was the development of three Intellectual Outputs. The first output was the identification of the most suitable group learning activities derived from improvisational theatre, which were adapted for teaching English as a second language. This output led to the creation of method cards detailing these activities. The second output involved the production of training materials, which were organized into method cards or sets of tools. These materials could be used either as a standalone English course or as supplementary resources for existing programs. The third output was the integration of the Kirkpatrick 4-levels evaluation methodology into the course, ensuring a robust and professional approach to evaluating learning outcomes.In addition to these Intellectual Outputs, the project generated several other tangible results. We created and distributed evaluation questionnaires tailored for project partners, target groups, stakeholders, and external experts. We also developed a comprehensive project website and established social media channels to facilitate communication and dissemination. Furthermore, four editions of leaflets and e-bulletins/newsletters were produced to keep stakeholders informed about the project's progress and outcomes.The project also resulted in a detailed sustainability plan, a management plan with quality assurance and evaluation components, and a dissemination plan to ensure the project's long-term impact and reach. Four transnational management meetings were held, each documented with agendas and minutes. One major training event and three pilot testing activities were successfully organized, providing practical insights and feedback for further refinement of the project materials.Moreover, the project hosted four multiplier events, which served as platforms for sharing and promoting the project's results to a wider audience. These events played a crucial role in extending the project's impact beyond the immediate participants.Intangible results included heightened awareness among primary and secondary English language teachers about the role of professional evaluation methods in second language acquisition. Teachers gained practical knowledge on how to teach improv methods using a CLIL (Content and Language Integrated Learning) approach. The indirect target group, foreign language learners, experienced improved communicative competences in English, new or enhanced theatrical improv skills, and increased cultural awareness. These learners also gained greater access to high-quality learning opportunities through authentic materials.Overall, the IMPROVLANG project successfully achieved its goals by producing valuable educational resources, fostering innovative teaching methodologies, and enhancing the language and soft skills of both teachers and students.