The goal of this study was to explore the implication of Readers Theater (hereby known as RT) in ELT classrooms. The main concerns of the researcher were the reasons for integrating RT into ELT classrooms, the best timing of using RT and the most suitable procedures of conducting RT in a regular ELT classroom. In this study, three competent teachers with RT experience were the participants. The research design of the study was a multiple-case study. The methods of data collection included classroom observations, teachers’ interviews and gathering printed teaching materials, such as scripts and evaluation sheets. Then, these data were analyzed.
The findings of this study were:
1. In regular ELT classrooms, RT could be applied to review taught lessons, help the less-proficient students learn better English and help all students improve.
2. RT can have superior teaching effects if teachers and students had some preparation.
3. Based on the interviews and the RT instructions of the three competent teachers with RT experience, the most suitable procedures of integrating RT into normal ELT classrooms in Taiwan could be: (1) teachers’ and students’ pre-teaching preparation; (2) scripts creation or adaption; (3) supporting activities; (4) teacher modeling and explanation; (5) grouping and role assignments; (6) practice and checking; (7) rehearsal and preparation for performance; (8) performance and evaluation; and (9) post-RT activities.
Finally, suggestions about the educational implications of RT and for researchers who are interested in similar topics are also provided at the end of the paper. 本研究的目的在於了解讀者劇場實施於台灣國小英語課堂中的目的、最佳時機及教學流程。研究對象是三位有許多RT 教學經驗的國小英語老師，研究方法是以文件分析、教室觀察與訪談，來進行多重個案研究。
研究結論有：
1. 讀者劇場的應用目的，在於複習教過的課程、幫助英語低成就學生把英語學好及用來提升所有學生的英語能力。
2. 讀者劇場最佳的教學時機是在老師及學生雙方均有準備以後。
3. 讀者劇場的教學流程為教學前的準備、創作或改寫劇本、支持性教學活動、老師示範與解釋、分組與選角、練習與檢查、排演與演出的準備、表演與評量及延伸活動。
