Effect of Drama in Task-based Language Teaching (TBLT) on the Enhancement of Junior Middle School Students' English Oral Abilities

Abstract

Drama in task-based language teaching is an interactive way to enhance junior middle school students' English speaking abilities. The importance of English proficiency has grown significantly due to globalization and the international nature of many professions. For junior middle school students, developing strong oral English skills is crucial as it lays the foundation for effective communication and academic success in higher education and beyond. Traditional teaching methods often emphasize grammar and written exercises, which may not adequately develop students' oral abilities.  This paper presents the use of drama in task-based language teaching with the aim to (i) Identify the students’ interested, confident and willing to participate in English learning, and (ii) Identify the tone of voice, tasks, conversations and theme test in oral abilities before and after Task-based Teaching.  The study primarily employs experimental methods, using questionnaire and oral test. A two-month teaching experiment was conducted with two classes at Huanghekou Town Middle School to verify the practical application and effectiveness of the drama in task-based teaching method in oral English instruction.  The research results indicate that the drama in task-based oral teaching is conducive to creating a positive oral English teaching environment. It successfully stimulates students' enthusiasm and self-assurance in acquiring spoken language skills, greatly improving their proficiency in oral English. Furthermore, this instructional approach significantly enhances pupils' ability to understand spoken language.  Overall, the inclusion of dramatic elements in task-based oral education has a beneficial effect on the enhancement of students' overall language proficiency. It improves their ability to speak and understand spoken English, showing potential for use in teaching oral English to junior high school students. Research implication included (i) Enhanced pedagogical strategies, (ii) Curriculum development, and (iii) Teacher training and professional development. Suggestion for this research included (i) Integrate real-world tasks, (ii) Regular assessment and feedback, and (iii) Foster a supportive learning environment.