Using Drama for Academic Communication Competencies

Abstract

This study explores the impact of drama-based pedagogy on developing academic communication skills among English as a Second Language (ESL) learners. Recognizing drama as both artistic expression and an educational method, the research emphasizes its role in helping learners articulate ideas, comprehend spoken language, and engage in meaningful dialogue. With its focus on embodiment, context, and interaction, drama creates a dynamic, immersive environment that fosters natural and engaging language acquisition. The study adopts a qualitative approach, using pre- and post-intervention assessments to measure improvements in learners’ communicative abilities. Participant reflections and classroom observations offer deeper insights into their learning experiences. The findings reveal significant gains in speech clarity, listening comprehension, and appropriate language use in academic and social contexts when drama activities are integrated into the curriculum. Learners also reported increased confidence and participation, suggesting drama can reduce language anxiety and promote a more inclusive classroom atmosphere. Based on these results, the study concludes that drama is not only an effective language teaching tool but also a powerful means of fostering comprehensive communicative competence in ESL learners. It recommends incorporating drama-based methods into language education programs to enhance engagement and language development.