An Interview to Explore the Importance and Integration of DBP (Drama-based Pedagogy) in Enhancing the English-Speaking Skills of the Undergraduate Students

Abstract

This study explores the undergraduate students' response to the integration of drama pedagogy with their regular curriculum to enhance their English-speaking skills. Grounded in the Sociocultural Theory (SCT) and Drama-Based Pedagogy (DBP) Model as a framework for integrating drama activities into language learning, the study explores the students' responses and their thoughts about how this integration could be useful for them in enhancing their English proficiency. An interview method is employed to collect qualitative and quantitative data. Undergraduate students, both male and female, belonging to the undergraduates of the B. Tech Marine Engineering study programme at the Maharashtra Academy of Naval Education & Training (MANET), MIT Art, Design and Technology University, participated in the interview. The interview questions were regarding their personal experiences of drama participation, and their view of using the DBP model for enhancing their pronunciation, fluency, and conversational skills. A questionnaire was used as an instrument for the exploration and analysis of the students' opinions. The findings were expected to reveal positive opinions of students on using Drama-Based Pedagogy Model to enhance their speaking abilities and confidence. The study underscores the importance of integrating arts with language learning with the aim of upgrading the English-speaking competencies of students personally, academically and professionally. It aims to get an insight to the students’ readiness for future prospects, and to inform the formation of innovative strategies tailored to the needs of the learners for enhancing their communication competence. It was revealed by the study that most of the respondents preferred some primary forms of lifelong learning, some fun-filled drama activities to enhance their speaking skills to help them in their future careers and professional development. Although most of the respondents highly appreciated the inclusion, to enhance speaking skills and command of English, some also had apprehensions regarding the possibility of implementation and credibility of drama activities from texts in English.