The Benefits of Drama-Based Activity : Focusing on Learner Autonomy

Integrating drama into English language learning context has been used as an intriguing teaching strategy to engage students. This article investigates how utilizing a drama-based activity impacts on college students’ language learning and autonomy in foreign language classroom. This study employed a mixed-method study. Survey questionnaires were administered, and in-depth focus group interviews were conducted. In addition, video clips of classroom presentation were collected. Overall, the findings suggest that drama-based activity played an important role of promoting L2 oral fluency. With regard to enhancing students’ autonomy, the drama-based activity provided i) opportunities making students engage in meaningful negotiation with peers in which they are key agents of their learning; ii) enjoyment of learning and collaboration with their peers increasing their motivation to learn; and iii) promote interdependent learning leading to shaping autonomous learning. Some crucial implications of this study are discussed to highlight how the potential impact of dramabased activity could be optimized to increase learner autonomy. Furthermore, teachers should be aware of the significance of drama-based activity for transformative learning. It is recommended that further research should focus on teacher’s awareness of the significance of learner autonomy in teaching contexts where drama-based activity was integrated into foreign language learning.