Implementing a Process Drama Based on Content Literary Texts in a Primary EFL Setting

The goal of this study was to explore the process of implementing a process drama in order to facilitate real communication among participating students. To provide the target language input, the study utilized content literary texts. Twenty-four sixth graders participated in the study. Data was collected from various sources such as worksheets, transcripts of both process dramas and the interview, journals written by students and the teacher, and the survey. Research questions were set up to address major issues of the study. The qualitative analysis of data revealed three major findings with several subcategories. The first finding was that content literary texts along with three steps of reading served EFL learners as appropriate language input and were effective in establishing a foundation for a process drama. The second finding presented the transition process in which students could utilize input from the texts and produce both written and spoken language. Finally, the third finding showed that how systematic procedure of implementation provided primary EFL learners an opportunity to experience process drama as a place for real communication. Based on the results, suggestions for follow-up studies were provided.