A STUDY OF EFL STUDENTS ENGLISH SPEAKING PROFICIENCY USING DRAMA AS PEDAGOGY
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摘要
This research examined the use of drama as pedagogy on EFL (English as a Foreign Language) students' English-speaking proficiency and engagement. The research addressed the main questions: How does drama as pedagogy develop EFL students’ English-speaking proficiency? This research utilized a qualitative method, using 10 Burmese students from C University, Thailand. Data were collected through teaching logs, classroom observations, and participant interviews. The research showed that drama activities tend to improve students' speaking skills. Continuous practice increases students' self-confidence, improves pronunciation, and makes learning enjoyable. This research provides valuable considerations for teachers who seek to incorporate drama into language teaching programs to improve student engagement and learning outcomes.
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