School of Languages at XJTLU Conference 2024

When language learners fail to engage actively with the learning materials, comprehending and incorporating the content becomes a formidable challenge. In instances where students exhibit hesitancy in verbal expression, introducing a scaffold or employing alternative structures proves advantageous in fostering the development of speaking skills.
Incorporating improvisational activities, specifically those rooted in acting and comedy, presents an inclusive approach suitable for learners of varying proficiencies and interests. These exercises offer a dynamic platform where grammar, vocabulary, and pronunciation lessons can be seamlessly brought to life, providing an enjoyable and authentic avenue for immediate application.
This research project investigates the potential advantages of incorporating drama-based approaches (DBA) into an EAP listening and speaking class, focusing on enhancing those oral skills in addition to the willingness to communicate (WTC) among intermediate pre-undergraduate students in the New Generation Academy Department at the American University of Central Asia (AUCA).
In fact, traditional language teaching methods seem to fall short in promoting the development of these vital skills in EFL learners. Among the multifold reasons is the characteristics of the students. For instance, Shanta (2014) observed that students in similar contexts to the one at NGA, where the project has been implemented, often exhibit reticence and trepidation when tasked with expressing themselves in a second language. Besides, the current teaching approaches at schools make it worse for these students to transition to the university atmosphere (Lizzio, Wilson & Simons, 2002). To address this gap, a comprehensive intervention using drama as a pedagogical tool has been implemented.
This action research employs a mixed-methods approach, combining quantitative data gathered through pre- and post-intervention questionnaires with qualitative insights obtained through interviews, and classroom observations.
Keywords: Improv, listening skills, speaking skills, Willingness to communicate, spontaneous speech