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:

1LEARNING LANGUAGE
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,

2LEARNING LANGUAGE
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

3LEARNING LANGUAGE
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