Abstract:

The paper aims to reveal the effect of using dramatic activities on improving English communicative skills of grade 4th participants and to present specific dramatic techniques suitable for teaching English as a foreign language to primary school children.

The first part of the study reveals some theories that support the use of drama in the educational process and all the benefits of these techniques are described. Using drama to teach English results in providing context for developing all the necessary language skills within the safe environment of the classroom; drama involves learners physically and emotionally in the process of foreign language acquisition which helps memorization and enhances motivation; analyzing plot and characters and working in groups develops students’ social and intercultural competences.

The duration of the experiment was 6 weeks in the beginning of the 2020- 2021 school year. Two experimental groups of forty-five 4th graders were engaged in performing and filming roleplays to learn a specific grammar structure (present simple – in affirmative, negative and question forms) and a control group of forty-six students who were taught the same tense and its structure through the traditional teaching methods that the textbook provides. A pre-test was administered to both groups – first to check their knowledge on present simple tense and second, to determine the overall level of English language competence of the two groups. The post-test after the completion of the experiment revealed significant difference in favour of the experimental group which was proved by the higher percentage of the correct answers.

Using drama in the English classroom provides not only emotions and cooperation in class but also improves language skills and teacher-student interactions.

Keywords:

Drama, filmed activities, teaching English, Present simple tense.