Drama technique to improve speaking skill of English language in EFL classroom

Abstract

The present research project is intended to determine the influence of the drama technique on the development of speaking skills of English language students of level A2. The process came about following the identification of a deficiency in the development of student oral skills, and reflection on the possible causes and consequences of this. A thorough literature review was carried out in order to determine the interrelation of the variables—the use of the drama technique and, on the other hand, speaking skills— and various categories, subcategories and smaller components were identified, which demonstrated how each of these elements are interdependent. Moreover, the qualitative-quantitative mixed methods approach were applied in order increase analytical validity. For this purpose, the following research tools were used: questionnaires, observation guides, content-analysis tables with 37 students of A2 level, at the further education institute “Instituto Jime Roldós Aguilera”. Additionally, interviews with participants were used in order to measure the technique’s impact. A T-Test was used to verify the collected data during pre- and post-test, resulting in the acceptance of the alternative hypothesis that the drama technique significantly influences the development of speaking skills. Specifically, it was demonstrated that oral proficiency development is more effective when students take part in interactive activities such as role play, simulation, improvisation, mime, storytelling and games. The study concludes that drama techniques are not commonly used in EFL lessons and that this may have a negative impact on the development of student speaking skill. Hence, it is recommended a variety of activities to develop communicative skills, through continual practice of the most specific elements of the oral skill such as grammar, pronunciation, vocabulary and interaction.