Drama-based techniques and speaking skills

Abstract

This research project aimed to examine the effect of drama-based techniques on the development of speaking skills among sixteen 3rd BGU students at Unidad Educativa Génesis. The study adopted a pre-experimental design with a quantitative approach, using a pre-test and post-test adapted from Parts 3 and 4 of the B1 Preliminary (PET) Cambridge Assessment to evaluate learners’ speaking skills. These standardized assessments measured four key components of speaking performance: grammar and vocabulary, discourse management, pronunciation, and interactive communication. Over the course of five weeks, ten instructional sessions were implemented following the ESA (Engage, Study, Activate) process. Each session integrated a variety of drama-based techniques, including role-play, simulation, improvisation, readers’ theatre, and scriptwriting, designed to create meaningful communicative situations, promote spontaneity, and foster authentic interaction in English. The instructional process emphasized student-centered learning, creativity, and collaborative oral production, allowing students to rehearse language in realistic scenarios. Data analysis was conducted using IBM Statistical Package for the Social Sciences (SPSS). After confirming normal distribution through a normality test, a paired samples t-test was applied to determine the significance of the differences between pre-test and post-test scores. Results showed measurable improvement in students’ speaking skills, with the greatest gains observed in interactive communication and grammar and vocabulary. Students demonstrated increased fluency, clearer pronunciation, and a higher degree of confidence during oral tasks. The findings indicate that drama-based techniques constitute an effective pedagogical approach for strengthening speaking skills in EFL contexts.