A Comprehensive Review of the Impact of Drama-Based Pedagogy on English-Speaking Proficiency
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| Title: | A Comprehensive Review of the Impact of Drama-Based Pedagogy on English-Speaking Proficiency |
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| Language: | English |
| Authors: | Xiao Hua (ORCID |
| Source: | Eurasian Journal of Applied Linguistics. 2025 11(1):275-282. |
| Availability: | Eurasian Journal of Applied Linguistics. Canakkale Onsekiz Mart University, Anafartalar Campus Faculty of Education Department of Foreign Language Education, Canakkale 07100, Turkey. e-mail: editor@ejal.info; Website: https://ejal.info/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Drama, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Instructional Effectiveness, Educational Resources, Teacher Attitudes, Resilience (Psychology), Outcomes of Education, Barriers, Language Proficiency, Experiential Learning, Educational Benefits, Research Reports, Sociocultural Patterns, Learning Theories, Vocabulary Development, Pronunciation |
| ISSN: | 2149-1135 |
| Abstract: | The present study examines the influence of drama-based pedagogy on English-speaking proficiency. This pedagogical approach immerses students in experiential learning through role-playing, improvisation, and acting-based instruction, thereby fostering engagement with authentic language use. The research investigates the role of drama-based pedagogy in enhancing language learners' fluency, vocabulary acquisition, pronunciation, interest, and self-confidence in English learning. Existing literature consistently highlights the positive impact of drama-based pedagogy on English-speaking proficiency. The primary conclusion drawn is that integrating drama-based pedagogy into language instruction significantly contributes to the development of speaking skills and overall English proficiency. Furthermore, the study indicates that this approach enhances student participation and resilience in learning English, leading to meaningful learning outcomes. However, challenges such as limited resources, teacher resistance, and difficulties in assessment hinder its widespread implementation. Despite these challenges, drama-based pedagogy offers a more balanced and inclusive English language learning experience. The review recommends further research and pedagogical innovation to advance English language teaching through drama-based methodologies. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474995 |
| Database: | ERIC |
| Abstract: | The present study examines the influence of drama-based pedagogy on English-speaking proficiency. This pedagogical approach immerses students in experiential learning through role-playing, improvisation, and acting-based instruction, thereby fostering engagement with authentic language use. The research investigates the role of drama-based pedagogy in enhancing language learners' fluency, vocabulary acquisition, pronunciation, interest, and self-confidence in English learning. Existing literature consistently highlights the positive impact of drama-based pedagogy on English-speaking proficiency. The primary conclusion drawn is that integrating drama-based pedagogy into language instruction significantly contributes to the development of speaking skills and overall English proficiency. Furthermore, the study indicates that this approach enhances student participation and resilience in learning English, leading to meaningful learning outcomes. However, challenges such as limited resources, teacher resistance, and difficulties in assessment hinder its widespread implementation. Despite these challenges, drama-based pedagogy offers a more balanced and inclusive English language learning experience. The review recommends further research and pedagogical innovation to advance English language teaching through drama-based methodologies. |
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| ISSN: | 2149-1135 |
