Engage, Perform, Speak: The Impact of Drama and Digital Activities on Myanmar EFL Students
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This study investigates how drama-based instruction (DBI) combined with digital learning tools affects English oral communication ability among Myanmar secondary EFL students. Despite DBI demonstrating well-documented pedagogical benefits globally, few researchers have examined its integration with digital technologies in the Myanmar educational context. A quasi-experimental design engaged 23 EFL students (Grade 5-9) in a 20-hour intervention combining systematic dramatic activities – including drama games, readers’ theater, role-playing, character improvisation, and hot seating – with targeted digital learning tools (Padlet for collaborative discussions and peer feedback; Wordwall for interactive quizzes and vocabulary activities). Pre- and post-tests assessed students’ English oral communication ability across five components: fluency, grammatical accuracy, vocabulary usage, pronunciation, and conversational strategies. Paired sample t-test analysis revealed statistically significant improvements across all assessed communication components (p < .01). The integration of drama techniques with strategically selected digital platforms created an effective learning environment for developing essential oral communication ability among Myanmar EFL students. Future research should examine long-term retention effects and investigate scalability across diverse educational settings with varying technological tools.
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