The effect of drama based instructional program on EFL Jordanian learners' speaking performance

Abstract EN

This study examines the effect of drama-based role play instructional program on EFL Jordanian ninth grade students' speaking performance.

It is an attempt to answer if there are there any statistically significance differences in students' speaking performance attributed to the drama-based instructional program (namely; role play technique) on the post-test mean scores.

A total of 40 participants were assigned randomly into two groups: the control and experimental groups at That Rass Secondary School for Girls in Southern Almazar Directorate of Education, Jordan during the second semester of the academic year 20172018-.

For data collection, a pre/post speaking test and a rating scale were used.

The collected data were analyzed using proper statistical measures such as One-Way ANCOVA.

The results revealed that the drama-based role play instructional program had a significant effect on the five skills of the speaking performance (pronunciation, vocabulary, grammar, fluency and comprehension) in favor of the experimental group.

The researcher recommended conducting training workshops on role paly and drama-based instructional programs for EFL teachers.

Also, drama techniques should be infused in the speaking activities in the textbooks