Utilizing process drama in education: a study of pedagogical perceptions
Sohaib Alam – Martyna Madej – Wahaj Unnisa Warda – Aleksander Kobylarek
DOI: 10.18355/XL.2024.17.02.09
Abstract
Language pedagogy currently remains an evolving field for teachers, scholars, and researchers as the world is advancing towards AI and other technologies, but accordingly it still poses difficulties and problems of authenticity and suitability. A number of strategies and methodologies have been used by different educational psychologists and applied linguists, but pedagogues still face problems with classroom pedagogy. The strategies and methodologies that have evolved in English pedagogy aim to develop procedures and concepts for designing materials which can be utilized in classrooms. The purpose of developing theories for the classroom is to develop the communicative competence of students, which is unfortunately not currently achieved due to the heterogeneous nature of classrooms. Process drama, unlike other instructional methods, attempts to amalgamate various language skills in pedagogy. It is devoted to targeting productive and receptive language skills. The research aims to elicit responses from teachers regarding the use of PD in the language classroom. The participants (46) were chosen randomly for this study, and a mixed method was employed by the researchers, using a questionnaire consisting of closed and open-ended questions. The findings of the study revealed that PD is an engaging, interactive and communicative pedagogical strategy that brings the desired learning results.
Key words: Process drama, critical thinking, interactive pedagogy, communicative competence, language skills