Effective types of drama activities in English instruction: The perspectives from students

Abstract

The usage of dramas to teach English has become more and more prevalent due to its exceptional benefits. This approach has a positive impact on learners’ English proficiency and understanding while also assisting them in developing high levels of motivation for learning. The dramatic activities have been incorporated into the Speaking subject to address the challenges faced by the freshmen at the University of Commerce who had limited English speaking abilities, especially their reflexive ability to speak is not good and they do not know how to develop ideas to speak fluently. In terms of the effects and motivation produced after the interference of these activities, this study examined how students perceived various dramatic activities used in English instruction. The research utilized questionnaires and focus groups for data collection. The survey’s findings demonstrate that students value less-controlled activities and those advancing their proficiency in English.