The Impact of Drama-Based Instruction on Language Skills Development in EFL Contexts

Abstract

This article examines the effectiveness of drama-based instruction in developing language skills among English as Foreign Language (EFL) learners. Despite the recognized importance of English in global communication, EFL learners continue to face challenges in language acquisition, necessitating innovative teaching approaches. Through comprehensive library research analyzing scholarly works, this study investigates how dramatic activities contribute to the development of reading, writing, speaking, and listening skills. The findings reveal that drama enhances reading comprehension through script analysis and character interpretation, while collaborative scriptwriting improves writing skills by developing audience awareness and creativity. In speaking development, drama activities build confidence and improve pronunciation through role-play and performance-based tasks. Listening skills are strengthened through active engagement with authentic language input during rehearsals and performances. The research demonstrates that drama's effectiveness stems from its ability to provide contextualized, interactive learning experiences that engage students in authentic language use. Results indicate that drama-based instruction creates a supportive environment where students can practice language skills while developing confidence and motivation. The integration of dramatic activities in EFL contexts proves particularly valuable where opportunities for authentic language use are limited. This study contributes to the field by providing a comprehensive analysis of drama's role in language skill development and offers insights for educators implementing drama-based instruction in EFL classrooms.