Staging communication: drama-based learning for speaking competence in EFL undergraduates

Abstract

This dissertation explores a drama-based, task-supported intervention designed to enhance speaking skills among undergraduate EFL students in a Colombian university setting. Rooted in communicative and learner-centered pedagogy, the project reimagines the use of Victorianera literary excerpts as the foundation for collaborative dramatizations. The intervention aimed to improve oral fluency, foster teamwork, and integrate 21st-century competencies within a meaningful, student-led context. Through formative assessment tools such as observation checklists, peer feedback, and self-reflections, students actively participated in rehearsals, script development, and performance. Findings suggest that drama not only boosts linguistic confidence and spontaneity but also revitalizes engagement with literary texts and promotes critical soft skills vital to future educators. The study demonstrates that drama, when paired with task-based learning, offers a creative and inclusive alternative to traditional EFL instruction. It concludes by positioning performance as a powerful space for identity-building and authentic language use in the classroom.