EXPLORING STUDENTS' PERSPECTIVES ON THE USE OF DRAMA TECHNIQUES IN EFL SPEAKING LESSONS

Abstract

Teaching English speaking skills in schools can be a challenge, but it is rewarding. English is commonly the most spoken language in the world, and having a good command of the language can open a world of opportunities in the future. English speaking skills also facilitate purposeful communication with people from various linguistic backgrounds. Drama techniques offer an alternative method for instructing speaking skills, allowing participants to step into the characters' shoes. These roles also give them several chances to communicate ideas, feelings, opinions, etc. In this study, two drama techniques have been implemented in accordance with the presented units in the EFL Palestinian curriculum of grade six. The study continued for nine weeks. This study explored the primary students' opinions about drama techniques that have been used in instructing EFL speaking lessons. The data is collected with semi-structured interviews after the intervention period has been completed. Thematic analysis has been used to analyse the gathered data. To conclude, participants have experienced different positive feelings. They also prefer the frequent use of drama techniques. Communication and social skills have been improved because of drama implementation. Finally, they admit that drama techniques offer clear instructions leading to positive learning development.