Enhancing oral production in higher education efl learners: outcomes and insights from drama-based pedagogy

This action research explores how drama-based pedagogy can enhance oral production in English as a foreign language among higher education students in Colombia. The study addresses the problem of low oral proficiency and students’ lack of confidence when speaking English, despite its relevance in ac...

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Autores:: Hernández Solana, Brayan

Tipo de recurso:

Fecha de publicación:: 2025

Institución:: Universidad de Córdoba

Repositorio:: Repositorio Institucional Unicórdoba

Idioma:: eng

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network_acronym_str	UCORDOBA2
network_name_str	Repositorio Institucional Unicórdoba
repository_id_str
dc.title.none.fl_str_mv	Enhancing oral production in higher education efl learners: outcomes and insights from drama-based pedagogy
title	Enhancing oral production in higher education efl learners: outcomes and insights from drama-based pedagogy
spellingShingle	Enhancing oral production in higher education efl learners: outcomes and insights from drama-based pedagogy investigación-acción Aprendizaje colaborativo Desarrollo lingüístico Confianza emocional Educacion superior Pedagogía basada en el drama Aprendices de inglés como lengua extranjera Produccion oral Action Research Collaborative Learning Linguistic Development Emotional Confidence Higher Education Drama-Based Pedagogy EFL Learners Oral Production
title_short	Enhancing oral production in higher education efl learners: outcomes and insights from drama-based pedagogy
title_full	Enhancing oral production in higher education efl learners: outcomes and insights from drama-based pedagogy
title_fullStr	Enhancing oral production in higher education efl learners: outcomes and insights from drama-based pedagogy
title_full_unstemmed	Enhancing oral production in higher education efl learners: outcomes and insights from drama-based pedagogy
title_sort	Enhancing oral production in higher education efl learners: outcomes and insights from drama-based pedagogy
dc.creator.fl_str_mv	Hernández Solana, Brayan
dc.contributor.advisor.none.fl_str_mv	Pastrana Muñoz Juan Carlos
dc.contributor.author.none.fl_str_mv	Hernández Solana, Brayan
dc.contributor.jury.none.fl_str_mv	Boccia Cristina Herrera Naranjo Sol
dc.subject.proposal.none.fl_str_mv	investigación-acción Aprendizaje colaborativo Desarrollo lingüístico Confianza emocional Educacion superior Pedagogía basada en el drama Aprendices de inglés como lengua extranjera Produccion oral
topic	investigación-acción Aprendizaje colaborativo Desarrollo lingüístico Confianza emocional Educacion superior Pedagogía basada en el drama Aprendices de inglés como lengua extranjera Produccion oral Action Research Collaborative Learning Linguistic Development Emotional Confidence Higher Education Drama-Based Pedagogy EFL Learners Oral Production
dc.subject.keywords.none.fl_str_mv	Action Research Collaborative Learning Linguistic Development Emotional Confidence Higher Education Drama-Based Pedagogy EFL Learners Oral Production
description	This action research explores how drama-based pedagogy can enhance oral production in English as a foreign language among higher education students in Colombia. The study addresses the problem of low oral proficiency and students’ lack of confidence when speaking English, despite its relevance in academic, professional, and social domains. The project aims to explore how Drama-Based Pedagogy can promote interaction based oral production in a language center with a group of foreign university learners at Corporacion Universitaria Antonio Jose de Sucre was to implement drama-based tasks. Twelve B1-level students from the Corporación Universitaria Antonio José de Sucre participated in the intervention, which consisted of eight tasks implemented over a seven-day cycle. Data were collected through classroom observations, video recordings, semi-structured interviews, and phenomenological writing protocols. The analysis, guided by iterative coding within action research cycles, revealed three constructs: (1) oral confidence and emotional security, shown in reduced anxiety, increased eye contact, spontaneity, and self-monitoring; (2) linguistic and cognitive development, marked by progress from fragmented, Spanish-reliant speech to fluent, coherent language enriched with vocabulary; and (3) affective, social, and contextual engagement, strengthened through peer collaboration, cultural relevance, and motivation in authentic scenarios. In conclusion, the study demonstrates that drama-based pedagogy is not merely recreational but a transformative approach that strengthens oral competence, motivation, and socio-emotional growth. Although the limited sample and short timeframe constrain generalizability, the results provide evidence that drama-based activities constitute a powerful and contextually relevant strategy for improving oral production in Colombian EFL classrooms.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-11-12T16:05:12Z
dc.date.issued.none.fl_str_mv	2025-11-05
dc.type.none.fl_str_mv	Trabajo de grado - Maestría
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dc.type.content.none.fl_str_mv	Text
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status_str	acceptedVersion
dc.identifier.uri.none.fl_str_mv	https://repositorio.unicordoba.edu.co/handle/ucordoba/9634
dc.identifier.instname.none.fl_str_mv	Universidad de Córdoba
dc.identifier.reponame.none.fl_str_mv	Repositorio Institucional Unicórdoba
dc.identifier.repourl.none.fl_str_mv	https://repositorio.unicordoba.edu.co
url	https://repositorio.unicordoba.edu.co/handle/ucordoba/9634 https://repositorio.unicordoba.edu.co
identifier_str_mv	Universidad de Córdoba Repositorio Institucional Unicórdoba
dc.language.iso.none.fl_str_mv	eng
language	eng
dc.relation.references.none.fl_str_mv	Affifah, N., & Devana, T. (2020). Speaking skill through task-based learning in English foreign language classroom. Jo-ELT (Journal of English Language Teaching), 7(2), 135–144. https://doi.org/10.33394/jo-elt.v7i2.3109 Andersen, C. (2004). Learning in “as‑if” worlds: Cognition in drama in education. Theory Into Practice, 43(4), 281–286. https://doi.org/10.1207/s15430421tip4304_6 Aref, N. (2023). Investigating the relationship between language learning motivation and oral proficiency among EFL learners [master’s thesis, Norwegian University of Science and Technology]. NTNU Open. https://hdl.handle.net/11250/3093064 Aziz, A. A., & Yusuf, Y. Q. (2022). Utilising drama activities to foster students’ motivation and confidence in speaking English. Nurture, 16(2), 65–74. Barrios, F., & Velásquez, E. (2020). The podcast on the development of oral skills in learners of English as a foreign language. Educere, 24(78), 237–251. Beaumont, N. E. (2025). Creative videomaking in diverse primary classrooms: Using drama and technology to enhance oral and digital literacy. Education Sciences, 15(4), 428. https://doi.org/10.3390/educsci15040428 Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. Casallas, M. M., & Cely, N. R. (2021). Contributions of speaking skills to the development of oral communication competence in English. Praxis & Saber, 12(30), 1–22. https://doi.org/10.19053/22160159.v12.n30.2021.13293 Catford, J. C. (2001). A practical introduction to phonetics (2nd ed.). Oxford University Press. Correia, R. C. (2025). Shuttling communicative competence to the 21st century. MEXTESOL Journal, 49(1), 1–10. https://files.eric.ed.gov/fulltext/EJ1468305.pdf Cruz, D. (2022). Dramatization to develop the oral expression of English in fourth grade high school students. Pole of Knowledge, 6(12), 1256–1277. De Alba, M. (2021). The development of oral and written production skills in the foreign language English through engagement with the arts [Tesis de maestría]. Universidad Autónoma de México. De Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. H. (2013). Linguistic skills and speaking fluency in a second language. Applied Psycholinguistics, 34(5), 893–916. Dewan, M. S., & Sharma, B. D. (2025). Enhancing oral communication in English as a second language. Journal of Tikapur Multiple Campus, 8, 18–41. Dunn, J., & Stinson, M. (2011). Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning. Research in Drama Education, 16(4), 617–633. Elliott, J. (1991). Action research for educational change. Open University Press. Ellis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3), 19–45. Fernandez-Fresard, G., Flores-Prado, L., & Duarte, M. (2024). Formative assessment of vocal performance samples of acting students: Why analyse it from a social-behavioural perspective? International Journal of Education & the Arts, 25(24). http://doi.org/10.26209/ijea25n24 Gamayo, J., Nuñez, Y., & Pupo, N. (2022). Communicative tasks for the development of oral expression of English in medical students. Medical Scientific Mail, 26(1), 1–12. García, O., & Flores, N. (2021). The sociopolitical turn in bilingualism: Critical perspectives for the 21st century. Multilingual Matters. Gilakjani, A. P. (2012). A study of factors affecting EFL learners’ English pronunciation learning and the strategies for instruction. International Journal of Humanities and Social Science, 2(3), 119–128. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine. Gonzalez, O., & Ovando, M. (2023). The value of participation in oral communication in the English language class. Journal of Multi-Essay, 17, 50–55. Griffiths, C. (2008). Lessons from good language learners. Cambridge University Press. Guba, E. G., & Lincoln, Y. S. (1985). Naturalistic inquiry. SAGE Publications. Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). Edward Arnold. Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman. Herrera, Y. (2022). Dramatic play as a pedagogical tool to improve oral expression in the area of English as a foreign language in high school students of a public educational institution [Tesis de pregrado]. Hymes, D. (1997). Speech and language: On the origins and foundations of inequality among speakers. In B. Blount & M. Sanches (Eds.), Sociocultural dimensions of language change (pp. 29–66). Academic Press. ICFES. (2023). Informe nacional de resultados del examen Saber 11° 2023 – ICFES. Instituto Colombiano para la Evaluación de la Educación. https://www.icfes.gov.co/wp-content/uploads/2025/04/Informe_Saber11_2023.pdf Inga, R. (2021). Theatre as a didactic strategy to improve oral expression in university students of general studies [Tesis de licenciatura, Universidad Nacional del Centro del Perú]. Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press. Kao, S. M., & O’Neill, C. (1998). Words into worlds: Learning a second language through process drama. Ablex Publishing. Kayi, R. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 12(11). http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Kobayashi, D. (2013). Creativity through drama in language learning. Mask & Gavel, 2(1), 13–19. Onomichi City University. Komul, M. (2023). The impact of drama-based instruction on language skills development in EFL contexts. ResearchGate. https://doi.org/10.13140/RG.2.2.33303.04002 Li, N., & Ismail, L. (2025). Exploring issues in developing EFL learners’ oral English communicative competence: A systematic review. International Journal of Academic Research in Progressive Education and Development, 1, 1–14. Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition (pp. 77–99). Multilingual Matters. Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.). SAGE Publications. Mendieta, K. (2021). Innovation of role-playing in the oral production of the English language in students at a private university, Ate 2021 [Tesis de pregrado]. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass. Moreno, D. (2022). From improv to speaking confidence in 10th graders [Tesis de pregrado, Universidad Pedagógica Nacional]. Murphy, J. M. (1991). Oral communication in TESOL: Integrating speaking, listening, and pronunciation. TESOL Quarterly, 25(1), 51–75. Nunan, D. (1989). Second language teaching and learning. Heinle & Heinle. Nunan, D. (2003). Practical English language teaching. McGraw-Hill Education. Odriozola Ondarzabal, M. M. (2015). El teatro como herramienta para el aprendizaje del inglés: una propuesta de intervención [Trabajo de fin de grado, Universidad Internacional de La Rioja]. Universidad Internacional de La Rioja. Ortiz Cifuentes, L. M. (2022). The Impact of Drama on the Speaking and Self-Confidence of EFL Undergraduate Students at a Public University (Doctoral dissertation, Facultad de Artes y Humanidades). O'Toole, J. (1992). The process of drama: Negotiating art and meaning. Routledge. Pontificia Universidad Javeriana. (2023). Resultados promedio por áreas en las pruebas Saber 11 (2014–2021) [Gráfico]. Pontificia Universidad Javeriana. Rapôso da Silva, F. (2023). Enhancing oral presentation skills in the classroom of a public school. ResearchGate. https://doi.org/10.13140/RG.2.2.19239.83368 Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press. Rojas, L., & Rueda, J. (2019). Teaching English through task and project-based learning to Embera Chamí students. Colombian Applied Linguistics Journal, 21, 85–97. Sağlam, T. (2023). The use of Drama on Developing Pronunciation of Young Learners (master’s thesis, Necmettin Erbakan University (Türkiye) Saharani, A. A. (2023). EFL Students’ Intercultural Awareness in Multicultural Classroom: A Narrative Inquiry. IREELL: Indonesian Review of English Education, Linguistics, and Literature , 1(1), 12–25. https://doi.org/10.30762/ireell.v1i1.1125 ( Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE Publications. Savignon, S. J. (2002). Interpreting communicative language teaching: Contexts and concerns in teacher education. Yale University Press. Schewe, M. (2013). Taking stock and looking ahead: Drama pedagogy as a gateway to a performative teaching and learning culture. Scenario: A Journal of Performative Teaching, Learning, Research, 7(1), 5–27. Stinson, M., & Winston, J. (2011). Drama education and second language learning: A growing field of practice and research. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 479–488. Susanto, A., & Nanda, D. (2021). The use of drama in enhancing EFL learners' communication skills: A qualitative study. International Journal of English Language Teaching, 9(2), 45–58. https://doi.org/10.1234/ijelt.v9i2.2021 Trejo, C. (2019). Dramatization as a didactic strategy to improve oral production in the learning of the English language in students of the Language Center of the Universidad Privada del Norte semester 2019-I [Tesis de licenciatura]. Trung, C. (2023). Effects of applying drama-based activities in speaking classes on EFL students’ speaking performance. International Journal of Instruction, 16(3), 991–1012. Villa, F., & Toro, J. (2022). Fortalecimiento de la expresión oral a través de la implementación de una técnica de discusión grupal “teatro de lectores”. Universidad Libre de Colombia. Wayland, R. (Ed.). (2021). Second language speech learning: Theoretical and empirical progress. Cambridge University Press.
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spelling	Pastrana Muñoz Juan CarlosHernández Solana, BrayanBoccia CristinaHerrera Naranjo Sol2025-11-12T16:05:12Z2025-11-05https://repositorio.unicordoba.edu.co/handle/ucordoba/9634Universidad de CórdobaRepositorio Institucional Unicórdobahttps://repositorio.unicordoba.edu.coThis action research explores how drama-based pedagogy can enhance oral production in English as a foreign language among higher education students in Colombia. The study addresses the problem of low oral proficiency and students’ lack of confidence when speaking English, despite its relevance in academic, professional, and social domains. The project aims to explore how Drama-Based Pedagogy can promote interaction based oral production in a language center with a group of foreign university learners at Corporacion Universitaria Antonio Jose de Sucre was to implement drama-based tasks. Twelve B1-level students from the Corporación Universitaria Antonio José de Sucre participated in the intervention, which consisted of eight tasks implemented over a seven-day cycle. Data were collected through classroom observations, video recordings, semi-structured interviews, and phenomenological writing protocols. The analysis, guided by iterative coding within action research cycles, revealed three constructs: (1) oral confidence and emotional security, shown in reduced anxiety, increased eye contact, spontaneity, and self-monitoring; (2) linguistic and cognitive development, marked by progress from fragmented, Spanish-reliant speech to fluent, coherent language enriched with vocabulary; and (3) affective, social, and contextual engagement, strengthened through peer collaboration, cultural relevance, and motivation in authentic scenarios. In conclusion, the study demonstrates that drama-based pedagogy is not merely recreational but a transformative approach that strengthens oral competence, motivation, and socio-emotional growth. Although the limited sample and short timeframe constrain generalizability, the results provide evidence that drama-based activities constitute a powerful and contextually relevant strategy for improving oral production in Colombian EFL classrooms.IntroductionTheoretical FrameworkConceptual FrameworkOral ProductionTask Based Language LearningDrama-based pedagogyLiterature reviewComprehensive development of linguistic and socio-emotional competenciesReducing anxiety and improving speaking confidenceDramatic Pedagogy as a Tool for Active LearningThe Importance of Teacher Training for Implementing Drama in EFLIntegrating drama methods with technologyProcess drama: fostering spontaneous interaction in l2Drama as a strategy for developing sociocultural and pragmatic competenciesAssessment methodologies adapted to drama in EFLMethodsResearch approach and designIdentification and Diagnosis of the ProblemImplementation of the ActionSystematic ObservationParticipants and ContextIntervention or instructional programData collectionData Collection Process and Instruments within the action research cyclesData analysisPhase 1: Data OrganizationPhase 2: Thorough ReadingPhase 3: Initial CodingPhase 4: Category GenerationPhase 5: Theme Refinement- conceptsPhase 6: InterpretationPhase 7: Verification and ValidationPhase 8: Results RepresentationFindingsOral Confidence and Emotional SecurityLinguistic and Cognitive Development in Oral ProductionAffective, Social, and Contextual EngagementDiscussionConclusionsReferencesAppendicesMaestríaMagíster en Enseñanza del InglésTrabajos de Investigación y/o Extensiónapplication/pdfengUniversidad de CordobaFacultad de Educación y Ciencias HumanasMonteria, Córdoba, ColombiaMaestría en Enseñanza del InglésCopyright Universidad de Córdoba, 2025https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Enhancing oral production in higher education efl learners: outcomes and insights from drama-based pedagogyTrabajo de grado - Maestríainfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionTexthttp://purl.org/redcol/resource_type/TMAffifah, N., & Devana, T. (2020). Speaking skill through task-based learning in English foreign language classroom. Jo-ELT (Journal of English Language Teaching), 7(2), 135–144. https://doi.org/10.33394/jo-elt.v7i2.3109Andersen, C. (2004). Learning in “as‑if” worlds: Cognition in drama in education. Theory Into Practice, 43(4), 281–286. https://doi.org/10.1207/s15430421tip4304_6Aref, N. (2023). Investigating the relationship between language learning motivation and oral proficiency among EFL learners [master’s thesis, Norwegian University of Science and Technology]. NTNU Open. https://hdl.handle.net/11250/3093064Aziz, A. A., & Yusuf, Y. Q. (2022). Utilising drama activities to foster students’ motivation and confidence in speaking English. Nurture, 16(2), 65–74.Barrios, F., & Velásquez, E. (2020). The podcast on the development of oral skills in learners of English as a foreign language. Educere, 24(78), 237–251.Beaumont, N. E. (2025). Creative videomaking in diverse primary classrooms: Using drama and technology to enhance oral and digital literacy. Education Sciences, 15(4), 428. https://doi.org/10.3390/educsci15040428Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.Casallas, M. M., & Cely, N. R. (2021). Contributions of speaking skills to the development of oral communication competence in English. Praxis & Saber, 12(30), 1–22. https://doi.org/10.19053/22160159.v12.n30.2021.13293Catford, J. C. (2001). A practical introduction to phonetics (2nd ed.). Oxford University Press.Correia, R. C. (2025). Shuttling communicative competence to the 21st century. MEXTESOL Journal, 49(1), 1–10. https://files.eric.ed.gov/fulltext/EJ1468305.pdfCruz, D. (2022). Dramatization to develop the oral expression of English in fourth grade high school students. Pole of Knowledge, 6(12), 1256–1277.De Alba, M. (2021). The development of oral and written production skills in the foreign language English through engagement with the arts [Tesis de maestría]. Universidad Autónoma de México.De Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. H. (2013). Linguistic skills and speaking fluency in a second language. Applied Psycholinguistics, 34(5), 893–916.Dewan, M. S., & Sharma, B. D. (2025). Enhancing oral communication in English as a second language. Journal of Tikapur Multiple Campus, 8, 18–41.Dunn, J., & Stinson, M. (2011). Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning. Research in Drama Education, 16(4), 617–633.Elliott, J. (1991). Action research for educational change. Open University Press.Ellis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3), 19–45.Fernandez-Fresard, G., Flores-Prado, L., & Duarte, M. (2024). Formative assessment of vocal performance samples of acting students: Why analyse it from a social-behavioural perspective? International Journal of Education & the Arts, 25(24). http://doi.org/10.26209/ijea25n24Gamayo, J., Nuñez, Y., & Pupo, N. (2022). Communicative tasks for the development of oral expression of English in medical students. Medical Scientific Mail, 26(1), 1–12.García, O., & Flores, N. (2021). The sociopolitical turn in bilingualism: Critical perspectives for the 21st century. Multilingual Matters.Gilakjani, A. P. (2012). A study of factors affecting EFL learners’ English pronunciation learning and the strategies for instruction. International Journal of Humanities and Social Science, 2(3), 119–128.Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine.Gonzalez, O., & Ovando, M. (2023). The value of participation in oral communication in the English language class. Journal of Multi-Essay, 17, 50–55.Griffiths, C. (2008). Lessons from good language learners. Cambridge University Press.Guba, E. G., & Lincoln, Y. S. (1985). Naturalistic inquiry. SAGE Publications.Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). Edward Arnold.Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.Herrera, Y. (2022). Dramatic play as a pedagogical tool to improve oral expression in the area of English as a foreign language in high school students of a public educational institution [Tesis de pregrado].Hymes, D. (1997). Speech and language: On the origins and foundations of inequality among speakers. In B. Blount & M. Sanches (Eds.), Sociocultural dimensions of language change (pp. 29–66). Academic Press.ICFES. (2023). Informe nacional de resultados del examen Saber 11° 2023 – ICFES. Instituto Colombiano para la Evaluación de la Educación. https://www.icfes.gov.co/wp-content/uploads/2025/04/Informe_Saber11_2023.pdfInga, R. (2021). Theatre as a didactic strategy to improve oral expression in university students of general studies [Tesis de licenciatura, Universidad Nacional del Centro del Perú].Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.Kao, S. M., & O’Neill, C. (1998). Words into worlds: Learning a second language through process drama. Ablex Publishing.Kayi, R. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 12(11). http://iteslj.org/Techniques/Kayi-TeachingSpeaking.htmlKemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press.Kobayashi, D. (2013). Creativity through drama in language learning. Mask & Gavel, 2(1), 13–19. Onomichi City University.Komul, M. (2023). 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

Enhancing oral production in higher education efl learners: outcomes and insights from drama-based pedagogy

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