Abstract
English is now the most frequently used language worldwide. In academia, English has become “a hyper central language” millions of students are learning for various reasons. As such, pedagogists, academicians, and language teachers seek new tools and teaching methods to help English language learners reach high proficiency levels. The use of drama as a teaching/learning tool in English language classrooms is one proposed method, justifying this study to investigate the effects of teaching English language through drama, thus deciphering the advantages of this experience and possible challenges it may pose. Data was gathered via an English language test and classroom observations. Results showed that the use of drama develops participants’ language skills, especially the communicative ones such as interactions and conversations, and yields higher proficiency levels as it motivates them to become more engaged in the learning process. These participants also displayed more responsibility and self-reliance; thus, much learning took place. These results confirmed the general claim that introducing drama activities in language classrooms positively supports language acquisition. However, introduction of such a tool presented a few challenges as well, such as the learners’ problems of L1 interference, embarrassment, and inhibition, as well as issues related to the unpredictable and open-ended nature of drama. This paper presents more implications of the findings that necessitate further research to gain a more comprehensive account of drama use in language classrooms and thus overcome the challenges presented.
Highlights
English is the most frequently used language worldwide
The use of drama as a teaching/learning tool in English language classrooms is one proposed method, justifying this study to investigate the effects of teaching English language through drama, deciphering the advantages of this experience and possible challenges it may pose
Results showed that the use of drama develops participants’ language skills, especially the communicative ones such as interactions and conversations, and yields higher proficiency levels as it motivates them to become more engaged in the learning process
Summary
English is the most frequently used language worldwide. It serves as “the window to the world” and has become “a hyper central language” millions of students are learning to support various goals. Within EFL educational settings, English language proficiency has become a key factor for academic success and subsequent employability, especially proficiency in English language communication skills, which has become an indispensable prerequisite that language learners must satisfy. “low proficiency in English or lack of English language skills has been considered a barrier to academic success, entry of employment and workforce accomplishment” To help learners overcome academic barriers and reach expected proficiency levels, educationalists and language researchers are developing and testing updated teaching/learning approaches, methods, and tools. Educational institutions are, implementing active learning methods, in which teachers involve students in the learning process more directly than in any other type of method. Felder and Brent (2009) defined active learning as “anything course-related that all students in a class session are called upon to do other than watching, listening and taking notes” (p. 2)
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