¹Vaishnavi S,²Dr. Ajit I

¹Research Associate, School of Social Sciences and Languages, Vellore Institute of Technology, Chennai 600127

²Assistant Professor (Sr) School of Social Sciences and Languages, Vellore Institute of Technology, Chennai 600127

DOI : https://doi.org/10.47191/ijsshr/v6-i7-22

Google Scholar Download Pdf
ABSTRACT

Drama has been a popular mode of conveying information to the masses, and it has been a significant method of teaching language as well. The present study tries to investigate the possible benefits of using Drama-based teaching strategies to enhance the speaking capability of first-generation (ESL) English as second language learners. With the use of a quasi-experimental method comprising a pre-test and post-test analysis, the study examined the effectiveness of Drama-based language teaching method with 74 tertiary level First Generation participants from a deemed institution using purposive sampling. Participants’ speaking skills were assessed in the parameters of their language fluency, accuracy, vocabulary usage, and pronunciation. The results revealed a significant improvement in their fluency, communicative competence, and confidence in speaking English for specific purposes. The article also discusses the implications of all these findings for ESL instruction and points out the potential benefits of utilizing Drama-based language teaching strategy in enhancing the speaking skills of First Generation ESL learners.

KEYWORDS:

drama-based approaches, speaking skills, first-generation, ESL learners.

REFERENCES

1) Akyüz, A., & TANIŞ, A. (2020). Effects of drama activities on EFL students’ speaking skills. ELT Research Journal, 9(2), 146-166.

2) Bessadet, L. (2022). Drama-Based Approach in English Language Teaching. Arab World English Journal, 13(1), 525–533. https://doi.org/10.24093/awej/vol13no1.34

3) Bora, S. F. (2021). Curtain up! Enhancing L2 spontaneous and authentic speaking opportunities through play scripts and drama-based approaches. RELC Journal, 52(3), 458-473.

4) Bsharat, T. R., & Barahmeh, M. Y. (2020). The Influence of Applying Educational Active Drama in Enhancing Speaking Skills in Teaching-Learning English Language: A Theoretical Response. Technium Soc. Sci. J., 14, 10.

5) Duffy, P. B. (2014). Facilitating embodied instruction: Classroom teachers’ experiences with drama-based pedagogy.

6) Floare Bora, S. (2021). Taking literature off page! The effectiveness of a blended drama approach for enhancing L2 oral accuracy, pronunciation and complexity. Language Teaching Research, 13621688211043490.

7) Göksel, E. (2020). Drama-based pedagogy: Activating learning across the curriculum. Research in Drama Education: The Journal of Applied Theatre and Performance, 25(4), 655-656.

8) Göktürk, Ö., Çaliskan, M., & Öztürk, M. S. (2020). The Effects of Creative Drama Activities on Developing English Speaking Skills. Journal of Inquiry Based Activities, 10(1), 1-17.

9) Lee, B. K., Enciso, P., & Brown, M. R. (2020). The effect of drama-based pedagogies on K-12 literacy-related outcomes: A meta-analysis of 30 years of research. International Journal of Education & the Arts, 21(30).

10) Lee, K. K., Abbott, M., & Chen, N. (2020). Increasing students’ willingness to communicate: Drama-Based Approaches to language instruction in English for academic purposes classes. TESL Canada Journal, 37(3), 75-87.

11) Tizzard-Kleister, K. (2022). Using a drama-based approach to enhance the education of sympathetic presence and support communication skills for person-centred nursing students (Doctoral dissertation, Ulster University).

12) Wongsa, M., & Son, J. B. (2022). Enhancing Thai secondary school students’ English speaking skills, attitudes and motivation with drama-based activities and Facebook. Innovation in Language Learning and Teaching, 16(1), 41-52.

VOlUME 06 ISSUE 07 JULY 2023