Effects of Applying Drama-Based Activities in Speaking Classes on EFL Students’ Speaking Performance

Abstract

The purpose of this study is to investigate the effects of applying drama-based activities in speaking classes on high school English as a foreign language (EFL) students' speaking performance in terms of grammar, vocabulary, pronunciation, fluency and discourse management; and their perceptions of implementing dramabased activities in speaking lessons. This quasi-experimental study which used the mixed method approach was conducted with the participation of sixty eleventhgrade students at a high school in Can Tho city. The quantitative data from the results of the pre-test and post-test were done to find out the effects of applying drama-based activities on high school EFL students’ speaking performance. The quantitative and qualitative data from the questionnaire and interviews focused on students’ perceptions of implementing drama-based activities in speaking lessons. The findings of the study reveal that drama-based activities had positive effects on students’ speaking performance, especially in term of discourse management and students had positive perceptions of implementing drama-based activities in speaking lessons