Process Drama as a Method of Pedagogy in ESL Classrooms: Articulating the Inarticulate

Authors

  • Sohaib Alam Department of English, College of Sciences and Humanities, Prince Sattam bin Abdulaziz University, Saudi Arabia
  • Mohammad Rezaul Karim College of Business Administration Prince Sattam bin Abdulaziz University, Saudi Arabia
  • Farhan Ahmad Dept. of English Studies, Faculty of Indian and Foreign Languages, Akal University, Talwandi Sabo, Punjab, India

DOI:

https://doi.org/10.15503/jecs2020.1.255.272

Keywords:

Process drama, approach, method, and technique, Productive skills, Grammar Translation Method, Drama in langauge learning

Abstract

Aim. The present study intends to explore how process drama can be effectively used and implemented in Indian classrooms. It further highlights the aspects of the conventional classrooms and discusses why Indian students are lacking in productive skills of the English language and how it can be diagnosed through using the theory and practice of process drama as an instructional method.

Concepts/Methods. Data collection method through a questionnaire has been used in the study and SPSS version 20 is implemented to observe, analyze, and comprehend the data. Reliability and validity have been checked through a pilot study before using the questionnaire and the suggestions of an expert and responded were incorporated.

Research Restrictions. The present study is limited to the Indian classrooms and especially the respondents were purposively chosen from undergraduate classrooms of different faculties. So it cannot be implemented thoroughly but the praxis of using process drama can be a potent strategy to teach English in ESL classrooms according to the level, background and nature of the learners. 

Practical Application. The findings of the study clearly indicate that the use of process drama in classroom pedagogy has a positive impact on receptive and productive skills of language.    

Cognitive value. The modern classroom pedagogy needs an approach of teaching which can foster the learning process easier and emphasize all four skills in an effective way.

 

Downloads

Download data is not yet available.

Author Biographies

Sohaib Alam, Department of English, College of Sciences and Humanities, Prince Sattam bin Abdulaziz University, Saudi Arabia

Dr. Sohaib Alam is currently working as an Assistant Professor of English in the College of Business Administration, Prince Sattam bin Abdulaziz University, KSA. He holds a Ph.D. in English Language Teaching from Aligarh Muslim University, India. His area of interest is in Teaching Methods, Pedagogic Theory and Pragmatics. Currently, he is working on the praxis of 'Drama in Language Teaching and Learning' and Blended Learning. He has presented a number of papers at national and international conferences.

Mohammad Rezaul Karim, College of Business Administration Prince Sattam bin Abdulaziz University, Saudi Arabia

Assistant Professor of English in the College of Business Administration, Prince Sattam bin Abdulaziz University,
KSA. He holds a Ph.D. in English literature from Gauhati University, India. His main area of interest is comparative study in literature. He has presented papers at both national and international conferences, published research articles and papers in various journals, and also authored two books.

Farhan Ahmad, Dept. of English Studies, Faculty of Indian and Foreign Languages, Akal University, Talwandi Sabo, Punjab, India

Assistant Professor of English in the Dept. of English Studies, Faculty of Indian and Foreign Languages, Akal University, Punjab, India. He holds a Ph.D. in English from Aligarh Muslim University. His areas of Interest are performance studies, translation studies, cultural studies, and comparative literature.

References

Bolton, G. M. (1987). Towards a theory of drama in education. Harlow: Longman.

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains: Longman.

Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014). Teaching English as a second or foreign language. Boston: Heinle Cengage Learning.

Ellis, Rod. (1997). Second language acquisition. Oxford: Oxford University Press.

Haseman, B. (1991). Improvisation, process drama and dramatic art. The Drama Magazine (July 1991), 19–21.

Heathcote, D., & Wagner, B. J. (1976). Drama as a learning medium. Washington: National Education Association.

Kao, S. M, & O'Neill. C. (1998). Words into worlds: Learning a second language through process drama. Stamford: Ablex.

Kumaravadivelu, B. (2009). Understanding language teaching: From method to postmethod. New York: Routledge

Maley, A. & Duff. A. (2005). Drama technique in language learning: A resource book of communication activities for language teachers (3rd edition). Cambridge: Cambridge University Press.

Slade, P. (1980). Child drama. London: Hodder and Stoughton.

Ward, W. (1930). Creative dramatics. New York: D. Appleton and Company.

Way, B. (1998). Development through drama. Amherst, N.Y: Humanity Books.

Downloads

Published

2020-06-27

How to Cite

Sohaib Alam, Karim, M. R., & Ahmad, F. . (2020). Process Drama as a Method of Pedagogy in ESL Classrooms: Articulating the Inarticulate. Journal of Education Culture and Society, 11(1), 255–272. https://doi.org/10.15503/jecs2020.1.255.272

Issue

Vol. 11 No. 1 (2020): Journal of Education Culture and Society

Section

EXPRESSION

License

CC-BY

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.