METHODOLOGICAL ASPECTS OF USING DRAMA IN ENGLISH LANGUAGE TEACHING

Abstract

In recent decades, the integration of drama-based techniques in English Language Teaching (ELT) has gained increasing attention due to its potential to enhance communicative competence, learner engagement, and socio-emotional development. Drama offers a holistic pedagogical approach that combines linguistic, cognitive, and affective dimensions of language learning. This article explores the methodological aspects of using drama in ELT within the IMRaD framework. The study aims to examine the theoretical foundations, instructional strategies, classroom applications, and learning outcomes associated with drama-based instruction. A mixed-methods research design was employed, involving experimental and control groups of university-level EFL learners. Quantitative data were collected through pre- and post-tests, while qualitative data were obtained via classroom observations and student interviews. The findings indicate that drama-based methodologies significantly improve learners’ speaking fluency, vocabulary acquisition, motivation, and confidence. The study concludes that drama is not merely an auxiliary activity but a powerful methodological tool that fosters communicative language teaching and learner-centered education. Pedagogical implications and recommendations for ELT practitioners are discussed.