Proceeding of The 5th AsTEN Conference

This study explored on process drama and its potential as a constructivist, experiential, cooperative, and problem-based strategy for second language teaching to match with 21st Century Learning and the competencies of the K-12 curriculum. Conducted using a descriptive-developmental design, the study aimed to develop lesson exemplars using process drama in enhancing listening and speaking skills. Needs assessment was done to 288 students and 12 teachers to collect data on competencies deemed to be difficult. The top 15 most difficult listening and speaking competencies were then utilized for the development of four lesson exemplars which were validated by three drama and language experts prior to a trial demonstration. Results indicated that the developed lesson exemplars gathered validation ratings of 3.51- 4.00, interpreted as “Acceptable Without Any Revision”. After the trial demo, a thematic analysis of the 34 demo participants’ reflections was used to determine whether the lesson exemplars enhanced the identified needs. Seven themes emerged from the thematic analysis which reflect the effectivity of the lesson exemplars in enhancing listening and speaking skills. Each theme was phrased to form the word PROCESS: 1) Practice speaking abilities with ease and confidence; 2) Reinforce listening and observation skills; 3) Optimize opportunities to improve communication skills; 4) Create meaningful experiences by role portrayal and character understanding; 5) Enhance critical thinking skills; 6) Strengthen the sense of real-world connection; and 7) Sustain stress-free, interesting, relevant, and meaningful learning activities or experiences. Further investigation on the use of Process Drama as a teaching strategy across disciplines and grade levels in local classrooms was recommended.