Drama approaches across higher education in the English curriculum: students perspectives on holistic activity-based teaching

Abstract

Drama may be a useful technique for improving pupils' language acquisition in any subject. Implementing such a strategy in an actual classroom setting could be a problem for any instructor or person. The idea behind this study was to establish whether using drama-based activities in pedagogy has any positive educational outcomes. The study used a quantitative technique, and included a specific section about students’ perspective on data collection from over a thousand students. They are studying in different faculties in undergraduate courses where English is a compulsory subject. The researcher independently designed the research instrument which was used to elicit responses from learners. The data collection method uses purposive sampling in the present study. Activities that encourage language-learning skills include role-plays and extended role-plays, which are described in the research as drama elements that can be useful in teaching languages. The study's findings support the use of drama as a strategic approach and have a bigger influence on student learning results.