LEARNING LANGUAGE LEARNING LANGUAGE Name of the student: Name of

Running head: LEARNING LANGUAGE
LEARNING LANGUAGE
Name of the student:
Name of the university:
Author Note:

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Introduction:
The aim of this essay is to discuss the effect of integrating drama activities to improve
spoken fluency on EFL students in Saudi Arabia. As language is one of the cost important
factors of the development of the human society, it is the main way of communication among the
individuals, communities and countries. In this global context. The importance of learning
English has become crucial because, the global changes in economy, science, technology,
education and most importantly business are all becoming international and English has become
an international language. The teaching of English language other than the vernacular has gained
importance in the gulf countries as this is giving more scopes for education to the young
generation in these regions. This is important for the coming generation to learn the language
both verbally as well as written in order to open up the trade boundaries in the countries in the
globe. In addition to this the need of learning English language is enhancing due to the migration
of people from other countries to Saudi Arabia is also increasing.
How can integrating drama impact the spoken fluency of EFL male students in Saudi Arabia?
In understanding the process of integrating drama impact the spoken fluency of EFL male
students in Saudi Arabia has been attained through discussion of different articles by knowing
the effect in the other colleges like Brazil, Thailand, Australia and Turkey.
How can schools in Saudi Arabia enhance its EFL learning system by incorporating drama
activities in the classroom and the curriculum?
From the process of learning though dramatic presentation it has been found the students
are getting scope for learning gestures used by the English-speaking communities of the worlds,

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history of the characters, sensing memory and facial expressions perfectly matching the
behaviors of the people. Similarly, by selecting some important plays from English literature,
Saudi Arabia enhance its EFL learning system by incorporating drama activities in the classroom
and the curriculum
literature review:
Iamsaard and Kerdpol (2015), in their studies have focused on the method of English
learning though the method of the dramatic learning process among the student of Thailand. This
literature is similar in the fact that the need of learning English among the students of Saudi
Arabia is as same as those of the Thai students. The dramatic activities especially in the English
language, is fruitful for the learning of the expressions, understanding, speaking skills and
potential experiences of the English-speaking people. In this regard, the author has pointed out
that the teachers in these high schools if know the proper use of dramatic activities can help the
students to find out the sub features of the dramatic activities and integrate these using mime,
improvisation, roleplaying, simulation, storytelling, language games and dramatization of the
situations. The dramatic activities. According to these authors have provided to be quite helpful
as the research has found out the result of learning English language through the dramatic
activities (p. 71). The 11th grade students while taking part in the dramatic activities for 21 hours
within 7 weeks, are using personal characters through speaking skills in the English language,
role playing through gestures, imagination, facial expressions and memories of the parts or
dialogues of drama n in the language which is not the vernacular one is definitely helping the
students to learn English more appropriately than any other way of learning the language. The
strength of this particular research is that it has found out the result of this kind of learning more
appropriately and convincingly. It is found that the creative dramatic activities in the colleges are

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encouraging the students to acquire the English speaking and writing skills which is highly
motivating than the people in the nondramatic classes. The weakness of this literature includes,
the authors’ inability to conduct this research for one entire semester.
Similarly, Miccoli (2003 p. 123), has focused on the impact of learning English through
dramatic presentation among the students of Brazil where the importance of learning this
particular global language has become essential for trade, business and education, unlike
Thailand and other ASEAN countries, Brazil is also getting exposure in the aspects of
international business. In this global situation., the essentiality of learning Language fulency in
the high school and college level has become mandatory. In the Brazilian university where the
English language is being taught through dramatic presentation in the course, the students are
given choice for taking that particular subject for optional. The heterogenous group of students in
the class has enhanced the diversity and scopes for learning. This process is giving the scopes for
knowing 37 students one another, creating an ensemble through proper communication and role
playing in the plays. This process of learning Language fluency through dramatic presentation, is
helping the students to confront the natural shyness and overcome hose. When they are getting
ready for the rehearsals the inhabitation has been reduced and the honest emotions are starting to
flow. In addition to this, the process of talk and listen cards for learning the language through
short dialogues have enhanced the process of memorization and recitation methods for learning
the language. The dramatized presentation for learning Language fluency is focusing on the
process of role playing of the characters. This is giving scopes for the language exercise, voice of
the learners and experienced of communication that any other methods. According to the author
Miccoli, L. (2003, p. 125), the learners are ready to understand the plays through acting and they

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are learning to express themselves through the process of emotion, personalization, action and
physicalizing.
Gill (2013, p. 209), has found out that the international non-English language background
students who are studying in the English-speaking countries like Australia face various issues to
use English language in different situations. This study has conducted communicative non-
drama-based (CNDB) method for this research for 12 weeks. According to this author, the
psychology of the students who are facing this type of issues mainly get affected by four
language issues first of which is the expressing themselves fluently and clearly. The norms of
discussing lesson in the classes is the first indicator that how these students from other lingual
community’s face issues. This norm leads them to dissuade from taking part actively in the
classes (Nordin et al.,2012). Therefore, these students are showing limited capabilities in the
spoken English and putting them in the disadvantaged situations. In this regard, this paper has
focused on the research in the drama strategies in the education system. In this particular article
also, the author has spelling for the utility of drama for learning English and develop the
speaking abilities of the learners. This method is fruitful in the learning of language behavior
leading to fluency, confidence, relating vocabulary and grammar of this foreign language
(Rosado, Aparici & Perera, 2014, p. 74). Moreover, the social anxiety on the part of the foreign
students, ever showing receptive to the notion of oral interaction if mini-dramas or dialogue
enactments are introduced in class. The research by Gill (2013) has found out the programs of
teaching Language fluency language to the students through dramatic presentation has enhanced
the speaking skills and their clarity, corrected the speed and rhythm, word stress as well as
syllables, movements and gestures. This study has identified that this is the CNDB teaching

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which attracted the attention of the students and they are willing to enter the second phase of this
same course.
On the other hand, the Nordin et al. (2012, p. 197), has opined that drama can promote
and improve spontaneous verbal expressional skills in second language learning process. The
participants were 25 undergraduate engineering students and 16 TESL students cum facilitators.
This particular research has found out that the most common problem of these second language
learners is that the students do not feel confident about the use of their language in the class and
feel shy about the mispronunciation or wrong use of English words. This is the reason why the
students do not take part in the common interactions in the classes. This is the feeling of
inferiority when these foreign students feel that they can be laughed at by the other students.
These are the reasons why the teachers of Bond University have implemented the dramatic
presentation method to teach the foreign student’s proper usage of the words, expression and
thus develop confidence in communicating with the peers or in fact the teachers for that matter.
This particular study has found out that the shy students when play the part of the other
characters are hiding their flaws behind those drama characters hence gaining confidence to
overcome any barriers of learning the language more effectively. This process is also effective
for growing interest for the students in learning their lessons and they are feeling more
responsible towards their communication. It is motivating the non-English speaking students to
follow the syllabus given by the teachers and finish those within the given time. However, the
authors of this study have also pointed out that the educational system of Malaysia is not willing
to implement this particular method for teaching language fluency to the foreign students.
Dal (2019, p. 5), has also supported the fact that drama can develop the learners’
motivation, self-trust and oral communication skills. In addition to this, drama helps the students

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to address the different learning styles. The application of drama depends on the competence of
the teachers. Drama gives learners opportunity to use the English language for a genuine
communication and the real-life purposes. Like all other authors, Dal also have made
commentary on the support of the dramatic presentation for learning speaking fluency in the
classes. He has stated that the process of enacting the scenes of the drama, delivering dialogues
and reflection method make the learning process an active and motivating experience.
Podlozny (2000, p. 269) has opined that drama helps the children to develop verbal skills.
In order to get evidences in support of this learning process, the author has conducted a long 35
years of research and survey on 200 experimental students and found out that there is an intense
relation of the drama instruction along with different kinds of academic ability. His study has
found out that more than 40% of the students upon whom the research has been done have
developed reading and writing skills in the English language and their oral language grown far
better than the others.
Stinson, M., & Freebody, K. (2006) have focused on the Drama and Oral Language in
short, the DOL project on the four colleges of Singapore where the students from different parts
of the world are not being taught with four important dramas. These selected dramas or the
others in the classes are effective to make the students understand the contexts of the most
important global language English (Maley & Duff, 2005, p. 16). This syllabus is effective to
make the students gain fluency of speech in English and confident in their approach. The Center
for Research in Pedagogy and Practice (CRPP) has focused on the three basic principles of
respecting the persons, beneficence and justices for the research and found out some very
important facts about this project (Belliveau & Kim, 2013, p. 23). According to this project, there
are some main focal points based on which the reach has given the best results. These points

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include, oral communication, learning spoken language through process drama and effect of
drama for academic achievements. The psychology of the students who are facing this type of
issues mainly get affected by four process drama namely, The Legend of Bukit, The Spy, The
Journey to The Center of The Earth and The Missing Girl (Stinson & Freebody, 2006, p. 34).
These have effectively helped the students from foreign countries and having issues in English
speaking have helped to express themselves fluently and clearly.
The second language oral fluency is discussed in the paper by Galante and Thomson
(2017), Where they have discussed about the development of second language oral fluency. The
study has taken 24 adolescents Brazilian EFL learners for 4-month drama-based English
language program. In past several decades many researchers have been discussing about this
matter but this particular researcher has investigated how the instructional technique can be
adopted in the learning process (Kawakami, 2015, p. 62). The research has found out that drama
can impact the second language fluency comma comprehensibility as well as accentedness. The
study is also based on the higher schools and colleges of the Brazilian region where the EFL
learners where participated in the drama best language fluency programs. This helps in
development of the oral skills of this group and collected second language speech samples. The
result has indicated that the drama-based instruction has led to larger games in the second
language oral fluency then the traditional communicative English language instructions.
As mentioned before the drama presentation for learning English in the non-English
speaking classes have recorded listen number of participants in the team learning or class
responses (Belliveau & Kim, 2013, p. 21). In this particular study the author has focused on the
college level students from Iraq and divided the students into two groups. The pre-test of English
speaking has been judging so also the result after the role play methods had been applied in the

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study of 40 college language students (Krebt, 2019). This targeted role play technique has clearly
demonstrated how drama and its role play technique has affected the learning process of the
students. This seem to be motivating and encouraging for the students who did not feel confident
in using English for real world communication before.
Atas (2015, p. 962), in his secondary literature review method study has pointed out the
fact that the process of dramatic presentation for learning English language is effective in
learning to communicate in English in one hand and reduce anxiety among the high school
students. The entire research is focused on the learning process applied in the High School of
Turkey and recorded the data from pre and post tastes, semi structured interviews and the student
reflection in their regular Diaries. the drama training in the High Schools of Turkey has pointed
out that the students who took interests in drama as the method of learning the Global Language
English have gained confidence in communicating through fluent English as well as lower the
speaking anxiety in 6 weeks of language training (Atas, 2015, p. 965).
Stinson (2015, p. 305), has opened that the contribution of drama pedagogy for enhancing
oral communication is inevitable in the syllabus of different International High Schools as well
as colleges. This paper has taken a form of explanatory case study in which the author has drawn
pictures of successful Oracy project in the primary school of Australia. It is the case study of the
primary schools where the issues of shyness confidence and miscommunication in the second
language learners are quite less. The study is not about the high school EFL learners but the
children of other language groups who are taking interest in learning fluency through Oracy
projects (Stinson, 2015, p. 299).

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Conclusion:
Therefore, it can be concluded that dramatic presentation for the effective English
learning has been supported by most of the authors mentioned. As the strength of these
literatures it can be seen that the role playing the students are growing capabilities of expressing
themselves through the language and growing the interest for the students in learning their
lessons and they are feeling more responsible towards their communication. The strength of
these literature also include that all of these literature has gained practical understanding of the
learning process of the students in different parts of the world. On the contrary the literature gap
includes that they are narrowly focused and did not mention about the other channels used other
han dramatic presentation for developing speaking skills among the studnets. However, in future
it is motivating for the non-English speaking students to follow the syllabus given by the
teachers and finish those within the given time.

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References:
Atas, M. (2015). The reduction of speaking anxiety in EFL learners through drama
techniques. Procedia-Social and Behavioral Sciences, 176, 961-969.
Belliveau, G., & Kim, W. (2013). Drama in L2 learning: A research
synthesis. Scenario, 2013(02), 7-27.
Dal, T. (2019). Knowledge and Perceptions of EFL Teachers about the Use of Drama
Techniques for Promoting Speaking Skill: A Diagnostic Study. Retrieved from
https://www.researchgate.net/publication/316610101_Knowledge_and_Perceptions_of_E
FL_Teachers_about_the_Use_of_Drama_Techniques_for_Promoting_Speaking_Skill_A
_Diagnostic_Study
Galante, A., & Thomson, R. I. (2017). The effectiveness of drama as an instructional approach
for the development of second language oral fluency, comprehensibility, and
accentedness. Tesol Quarterly, 51(1), 115-142.
Gill, C. (2013). Enhancing the English-Language Oral Skills of International Students through
Drama. English Language Teaching, 6(4), 29-41.
Iamsaard, P., & Kerdpol, S. (2015). A Study of Effect of Dramatic Activities on Improving
English Communicative Speaking Skill of Grade 11th Students. English Language
Teaching, 8(11), 69. doi: 10.5539/elt.v8n11p69
Kawakami, A. (2015, May). Using process drama in EFL discussion classes. In The 2014
PanSIG Conference Proceedings (pp. 59-63).

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Krebt, D. (2019). The Effectiveness of Role Play Techniques in Teaching Speaking for EFL
College Students.
Maley, A., & Duff, A. (2005). Drama techniques (pp. 1-18). Cambridge: Cambridge University
Press.
Miccoli, L. (2003). English through drama for oral skills development. ELT journal, 57(2), 122-
129.
Nordin, N. A., Sharif, N. M., Fong, N. S., Mansor, W. F. A. W., & Zakaria, M. H. (2012).
Fulfilling the tasks of reading, writing, speaking and listening through drama workshop.
Procedia-Social and Behavioral Sciences, 66, 196-202.
Podlozny, A. (2000). Strengthening verbal skills through the use of classroom drama: A clear
link. Journal of Aesthetic Education, 34(3/4), 239-275.
Rosado, E., Aparici, M., & Perera, J. (2014). Adapting to the circumstances: on discourse
competence in L2 Spanish/De la competencia discursiva en español L2 o de cómo
adaptarse a las circunstancias. Cultura y Educación, 26(1), 71-102.
Stinson, M. (2015). Speaking up about oracy: the contribution of drama pedagogy to enhanced
oral communication. English Teaching: Practice & Critique, 14(3), 303-313.
Stinson, M., & Freebody, K. (2006). The DOL project: The contributions of process drama to
improved results in English oral communication. Youth Theatre Journal, 20(1), 27-41.

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