教育性戲劇文獻顯示戲劇化教學活動有助提升語言教學成效。本研究以某學院選修大一英文的學生為對象，探討：（一）即席式戲劇化教學活動組（即席組）及非即席式戲劇化教學活動組（非即席組）學生在接受實驗教學之後，聽力、演說及角色扮演等三方面是否均有顯著進步；（二）兩組學生相較，在上述三種評量之表現是否呈現顯著不同之對比現象。
統計資料以t考驗及共變數分析後發現：（一）兩組學生在三項評量均有可觀之進步。即席組及非即席組在三項評量之總分進步均達顯著水準（p < .001）。（二）就英語聽力教學效益而言，即席組之各分項聽力成績均優於非即席組，但均未達顯著差異水準（p > .05）。（三）就英語口語表達教學效益而言，非即席組無論在演說能力或角色扮演評量中各分項成績均優於即席組，且於演說評量中之「遣辭用字」分項成績達顯著差異水準（F = 5.449，p < .05）。此外，輔以問卷結果作交叉分析顯示，具戲劇化英語學習經驗者之比例，非即席組(6.9%)明顯少於即席組(33.3%)，但非即席組之英語演說「遣辭用字」表現卻反而顯著優於即席組；這似乎表示，對增進學生之英語演說「遣辭用字」學習成果而言，本研究之課程模式所扮演的角色，比學生是否已具戲劇化英語學習經驗更具關鍵性。

This is a comparative study on the pedagogical effectiveness of different EFL dramatic curricula at the college level. Sixty-two freshmen participated in this study, which aimed at investigating (1) whether both impromptu groups (IG) and prepared groups (PG) would make significant progress in three assessments: English listening comprehension, English speech, and English role play skills; (2) whether IG and PG would significantly outperform each other in any or some subtests or elements of the three assessments conducted.
The findings were as follows: (1) Both IG and PG made significant progress (p < .01) in the total scores of all three assessments. (2) IG outperformed PG in the English Listening Comprehension Test; however, no significant differences were observed. (3) PG excelled IG in the Speech and Role Play Assessments; the difference in the element of Wording and Expression of the Speech Assessment was significant (F = 5.449, p < .05). Despite the disadvantage of previous dramatic EFL experience revealed in a questionnaire, PG significantly outperformed IG in wording and expression in the Speech Assessment. This seemed to suggest that, in the present study, the curricular models had played a more crucial role than the subjects’ previous dramatic EFL learning experience in determining the subjects’ learning outcomes.