Using Drama Approach and Oral Corrective Feedback in Enhancing Language Intelligibility and Oral Fluency among English Majors

Abstract

The present paper investigated the effect of drama approach and oral corrective feedback on improving English majors intelligibility and oral fluency at Shaqra’ University, Kingdom of Saudi Arabia. The tools of the present paper were an interview, pre-posttests, a rubric of the scoring scale and an observation checklist. The participants of the paper were thirty English majors. The paper compared the conventional method to the intervention based on two types of drama approach strategies and three types of oral corrective feedback. Data were statistically analyzed to test the hypotheses. The results indicated that there were no significant differences between the paper groups due to the conventional method in the pretest, whereas there were significant differences in the posttest in favor of the experimental group due to the intervention. Findings of the observation techniques indicated that thought tracking was preferred by the students to soundscape and clarification request mostly used by the teacher.