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Using process drama in EFL education: A systematic literature review
Shujie Luo1,2, Lilliati Ismail1, Norhakimah Khaiessa Binti Ahmad1
1Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia.
Heliyon
|June 7, 2024
Summary
Process drama significantly boosts English as a Foreign Language (EFL) learning by enhancing language skills and outcomes. This pedagogical approach also aids EFL teacher development, confirming its effectiveness in education.
Area of Science:
- Education
- Applied Linguistics
- Pedagogy
Background:
- Process drama, an active learning strategy, is recognized for its pedagogical value in language education.
- However, systematic research on its specific impact on English as a Foreign Language (EFL) remains limited.
Purpose of the Study:
- To systematically review and evaluate the existing literature on the effectiveness of process drama in EFL teaching and learning.
- To identify key factors influencing EFL outcomes when using process drama.
Main Methods:
- A systematic literature search was conducted using keywords 'process drama' and 'EFL' across major academic databases (2003-2023).
- Thirty relevant studies, including articles and theses, were selected and analyzed based on their characteristics.
Main Results:
- Process drama demonstrates a significant positive impact on EFL learning and teaching.
- Key benefits include enhanced language skills, improved student learning outcomes, and professional development for EFL teachers.
Conclusions:
- Process drama is a valuable and effective pedagogical tool for improving EFL education.
- Further research can explore specific implementation strategies and long-term effects on language acquisition.
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