Dramatization for oral communication in English language learning
Keywords:
Dramatization, oral communication, English language learning.Abstract
Introduction: Dramatization emerges as a pedagogical strategy that integrates action, expression, and interaction as means to enhance English language learning, particularly in the development of oral communication skills. Within this framework, the purpose of this research was to evaluate dramatization as a teaching tool for developing oral communication skills in English among eighth-grade students in general basic education at the Cinco de Mayo Educational Unit, located in the city of Chone, Ecuador. The methodological approach of the research adopted a mixed design, with a single-group quasi-experimental model. Empirical and theoretical methods were used to collect information, through the application of a pre-test and a pos-test, observation using forms, an evaluation rubric, and an interview with the teacher during a pedagogical intervention based on dramatization activities. The results showed significant improvements in the students’ oral communication after the intervention, reflected in greater participation, confidence in expressing themselves, and more appropriate use of the English language in communicative situations. In conclusion, dramatization proved to be an effective teaching strategy for enhancing oral communication, promoting more dynamic, interactive, and meaningful learning.
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