FOREIGN LANGUAGE ANNALS · VOL. 44, NO. 4 727 Wenli Tsou (PhD) is a Full Professor at National Cheng Kung University, Tainan, Taiwan. The Application of Readers Theater to FLES (Foreign Language in the Elementary Schools) Reading and Writing Wenli Tsou National Cheng Kung University Abstract: This study used a mixed-method approach to investigate the effectiveness of Readers Theater (RT) in promoting English as a foreign language children’s reading and writing proficiency after a participation period of one semester. In addition, the researcher recorded and analyzed children’s learning motivation and feedback toward RT. The quantitative results of the study indicate that the RT group outperformed the control group in reading accuracy and fluency but not in reading comprehension. In writing performance, the researcher found significant differences for most aspects of writing proficiency, except for sentence structure. The qualitative results, on the other hand, support the idea that with RT, students have a purpose to interact in class, to work with others, to read and write for an audience, and, at the same time, enjoy their learning. Key words: FLES (foreign language in the elementary schools), learning motivation, Readers Theater, reading fluency, writing proficiency Introduction English has been a required foreign language for all children in Taiwan beginning in grade 2 since 2000. However, after years of English as a foreign language (EFL) instruction, most children in Taiwan still cannot read, write, or communicate in English (Taiwan Assessment of Student Achievement, 2005). As a consequence, children give up on the subject long before they enter high school (Liao, 2006). To avoid more disappointment in levels of English attainment when students reach the higher grades, a more efficient, effective, and enjoyable EFL reading and writing program needs to be developed for children in Taiwan in order to promote better reading and writing fluency. Furthermore, as regulated by the Ministry of Educa- tion in Taiwan, EFL classes in public schools are normally conducted in a large classroom with at least 30 students of varying language proficiencies. In order to maximize the benefits of instruction, group work or cooperative learning is recom- mended. This lends itself to a social constructivist approach, and thus it would