“CLT Pedagogy Through Drama-Based Online Zoom Classes”

Abstract

The integration of drama into communicative language teaching (CLT) has gained prominence as an innovative pedagogical tool for enhancing linguistic skills, confidence, and collaboration. This study investigates the effectiveness of drama-based online Zoom classes in improving English language proficiency among secondary and higher secondary students in rural Vadodara district. The COVID-19 pandemic accelerated the shift to virtual learning, necessitating the adoption of interactive teaching methods. Drama serves as an immersive medium that enhances pronunciation, fluency, and peer collaboration in a stress-free environment, offering a creative approach to language learning. Using a mixed-methods approach, quantitative data from performance evaluations and qualitative data from interviews were analyzed. The findings revealed that students demonstrated significant improvements in oral fluency, confidence, and collaborative learning through drama-based CLT. Furthermore, the study highlights the positive impact of drama in overcoming language anxiety, enhancing cultural awareness, and promoting critical thinking. This study advocates the incorporation of virtual drama into mainstream English language teaching, suggesting that it can foster communicative competence and bridge the gap between traditional and digital learning environments.