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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
Language: English
Authors: Xiao Hua (ORCID 0009-0004-9374-0848), Harwati Hashim (ORCID 0000-0002-8817-427X), Khairul Azhar Jamaludin (ORCID 0000-0001-9709-6261)
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
FullText Text:
  Availability: 0
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  Data: A Comprehensive Review of the Impact of Drama-Based Pedagogy on English-Speaking Proficiency
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Xiao+Hua%22">Xiao Hua</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-9374-0848">0009-0004-9374-0848</externalLink>)<br /><searchLink fieldCode="AR" term="%22Harwati+Hashim%22">Harwati Hashim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8817-427X">0000-0002-8817-427X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Khairul+Azhar+Jamaludin%22">Khairul Azhar Jamaludin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9709-6261">0000-0001-9709-6261</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Eurasian+Journal+of+Applied+Linguistics%22"><i>Eurasian Journal of Applied Linguistics</i></searchLink>. 2025 11(1):275-282.
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  Data: 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/
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  Data: 8
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Drama%22">Drama</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Reports%22">Research Reports</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+Patterns%22">Sociocultural Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation%22">Pronunciation</searchLink>
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  Data: 2149-1135
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2025
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  Data: EJ1474995
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 275
    Subjects:
      – SubjectFull: Drama
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Educational Resources
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Experiential Learning
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      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Research Reports
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      – SubjectFull: Sociocultural Patterns
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      – SubjectFull: Learning Theories
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Pronunciation
        Type: general
    Titles:
      – TitleFull: A Comprehensive Review of the Impact of Drama-Based Pedagogy on English-Speaking Proficiency
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            NameFull: Xiao Hua
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            NameFull: Harwati Hashim
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            NameFull: Khairul Azhar Jamaludin
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              Y: 2025
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