AbstractThis 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 whe.....