本研究旨在延續先前之戲劇活動應用於大班制英語教學情境中之研究，試圖：一、更深入探討目前發展之改良式戲劇活動之穩定性；二、探索一更理想之師生互動模式，以使改良式戲劇活動更具可行性。本研究方法乃於一學年基礎英文課程之實施中運用改良式戲劇活動程序進行教學。本研究之戲劇活動模式與先前之研究不同之處乃師生互動過程探行改良式之互動模式，利用正常上課時間完成教學與互動，以取代先前之利用下課時間實施互動之傳統模式。課程結束後，利用統計方法檢驗學生之英文成效及渠等對此師生互動模式之看法。 研究結果顯示：一、改良式戲劇活動中之某些要素在運用改良式師生互動模式之復依然有其效用，故而顯現其穩定性；二、改良式師生互動模式在幫助學生於戲劇活動中獲致良好的學習效果方面經檢驗後確有其正面之影響。

This study intends to continue the author's previous research in examining the applicability of drama activities in big EFL class settings by proposing to (a) investigate further into the stability of the currently developed NVDA's (a new version of drama activity's) model; and (b) explore a better process/model of TSI (teacher-students interaction) so as to make NVDA's model more applicable and manageable to most teachers. The study begins by applying the procedures of NVDA to students of the one-year Basic English course of Chaoyang University of Technology. The only difference in present drama activity's model is that, instead of the conventional TSI model in NVDA's procedures administered during after-class-hours, a new TSI model administered during part of the in-class-hours was adopted. At the end of the course, students' current level of English competence and students' views towards TSI were statistically examined. Results of the study suggest that, when combining NVDA and TSI, (a) certain elements in NVDA's model, when applied to different groups of students, are still found to be useful, which therefore implies the relative stability of NVDA; (b) the adoption of TSI has positive influence on students in achieving relatively good learning results in drama activities.