Arab World English Journal (AWEJ) Volume 13. Number1.  March 2022                                  Pp. 525-533

Full Paper PDF


Drama-Based Approach in English Language Teaching 

Latéfa Bessadet
Faculty of Literature, Languages and Arts.
Department of English Language and Literature
Dr. Moulay Tahar University- Saida, Algeria


Received: 11/21/2021              Accepted: 3/7/2022                Published: 3/24/2022


The present study investigates the benefits of implementing drama techniques in English language teaching. It also focuses on the means and strategies of creating a learner-centered classroom to enhance English as Foreign Language learners’ communication skills. Two dramatic techniques used in the research are exploiting a scripted play and improvisation. Teacher-researcher conducted a qualitative research method through a case study of First-Year Master Students of English Literature and Civilization studying English as a foreign language in Dr. Moulat Tahar University of Saida, Algeria. The present study reveals the positive impact of teaching English through drama on student’s physical, emotional, social, and cognitive development. It sheds light on the method of putting learners in authentic situations to help them discover their hidden creativity and overcome their fears. In addition to promoting their sense of collaboration, including discussion, negotiation, and performance.
Keywords: Drama, exploiting a scripted play, improvisation, learner-centered method, teaching English as a foreign language

Cite as: Bessadet, L. (2022). Drama-Based Approach in English Language Teaching. Arab World English Journal, 13 (1) 525-533.


Beatty, K. (2015). Language, Task and Situation: Authenticity in the Classroom. Journal of

     Language and Education, 1, (1), 27–37.

Cruz, J. R. (2010). The Role of Literature and Culture in English Language Teaching.   

     Available at:

Davies, P. (1990). The Use of Drama in English Language Teaching. TESL Canada Journal,

     Revue ESL du Canada, 8, (1), 89-96.

Dunn, J. P., Harden, A., & Marino, S. (2013). Drama and Writing: Overcoming the

hurdle of the blank page. In M. Anderson & J. Dunn (Eds.). How Drama Activates

      Learning: Contemporary Research and Practice (1st ed., pp. 245–259).Bloomsbury.

Dwi Astuti, W. N. (2016). Using Local Drama in Writing and Speaking. JELTL, 1, (1), 53-77.

Fleming, M. (2006). Drama and Language Teaching: the Relevance of Wittgenstein’s Concept

Of Language games. Humanising Language Teaching, 8, (4), 97-110.

Hall, G. (2005). Literature in Language Education. New York: Palgrave.

Hill, J. (1986). Teaching Literature in the Language Classroom. London: Macmillan.

Holden, S. (1982). Drama in Language Teaching. London: Longman.

Kao, S. M., Carkin, G., & Hsu, L. F. (2011). Questioning Techniques for Promoting

Language Learning with Students of limited L2 oral Proficiency in Research in Drama

Education. The Journal of Applied Theatre and Performance, 16, (4), 489–515.

Landy, R. J.  (1982). Handbook of Educational Drama and Theatre. London: Greenwood Press.

Learner-Centered Psychological Principles: A framework for School Reform and Redesign

(1997). APA Work Group of the Board of Educational Affairs Washington, D.C.: American

Psychological Association. Available at:

Maley, A., & Duff, A. (1978). Drama Techniques in Language Learning: UK: Cambridge

University Press.

Mosaddaq, B., & Tahani, R. K. (2021). The Influence of Applying the Principles of Experiential

Coyote Drama (ECD) Methods in Teaching English Language from the English Language

Supervisor’s Perspectives in Jenin City (case study)”. Available at: mosaddaq- barahmeh

Purcell-Gates, V., Degener, S. C., Jacobson, E., & Soler, M. (2002). Impact of Authentic

Literacy on Adult literacy Practices. Reading Research Quarterly, 37, (1), 70–83.

Saman, M. (2018). Using Drama and Drama Techniques to Teach English Conversations to

English as A Foreign Language Learners. IJALEL, 7, (6), 63-68.

Sariçoban, A. (2004). Using Drama in Teaching Turkish as a Foreign Language. Eurasian

      Journal Educational Research, 8, (14), 13-32.

Thompson, G., & Evans, H. (2005). Thinking it Through: Linking Language Skills, Thinking

      Skills and Drama. London: David Fulton Publishers.


Received: 11/21/2021
Accepted: 3/7/2022  
Published: 5/24/2022 

Dr. Latéfa BESSADET is a Senior Lecturer at Dr. Moulay Tahar University of Saida, Algeria. She has taught English at the Department of English Language and Literature since 2012, including teaching literature, culture, and academic writing. Her research areas are modern and post-modern American literature, didactics, and research methodology.