Using Drama in EFL Classroom

Abstract

This study began with current theories regarding the use of drama in learning
English. This research tried to elucidate what benefits it offers and what
challenges teachers potentially meet. In this research, there were 105
teachers from selected universities took part, and interviews with 11
university teachers were also arranged. The entity of the study discovered
was the use of drama to enhance the students' motivation for learning
English and lead to greater sociocultural awareness. Just like any other
teaching method, apart from the significant advantages described
previously, the use of drama could also have some disadvantages. After that,
the research focused on techniques for using drama in the classroom.
Participants responded that they occasionally used drama games to
introduce a new topic to make students feel more confident and to relax, or
to encourage them to interact, etc. The essential point was that the student
brings their personality, experience, and opinions to the task. Roleplay with
the second highest mean value was also applied in cooperative groups and/or
students that could maintain the identity of their role throughout the class
period. It proceeded with a brief description of some useful drama
techniques. The research ended by offering some concluding remarks such
as giving students more choices in such decisions as to the selection of
textbooks and materials; types of classroom activities; the amount, type, and
frequency of homework; and topics and activities in class.