Shifting Learning Atmosphere through Process Drama: Teaching English POS in Indian Classrooms

Abstract

Abstract This paper investigates the effectiveness of process drama in teaching English parts-of-speech to middle school students in an eastern Indian school. For the application part, we developed process drama-based lesson plans following the structural approach and implemented them among the students of class VII studying English as a second language. The study employed a quasi-experimental design, with a pretest-posttest approach to data collection. Additionally, the facilitator consistently took observational field notes to understand the utility and limitations of process drama in a second-language classroom. The twenty-day intervention program resulted in significant growth in the treatment group and showed seminal benefits over the traditional method of teaching parts-of-speech through the structural approach. Moreover, observational field notes indicated the welcoming attitude of learners towards process drama-based language pedagogy and assisted in understanding the utility and limitations of process drama as a pedagogical tool in a second language classroom. The findings of this study have implications for language educators, curriculum designers, and policymakers, offering valuable insights and practical recommendations for integrating process drama in L2 teaching methodologies in diverse educational settings.