The use of drama on developing pronunciation of young learners

This study investigates the effects of drama activities on the development of young learners' pronunciation skills in English language teaching. The use of drama techniques such as exploration, role-play, improvisation, and written performances to improve young learners' pronunciation is examined. The research was conducted using a mixed-method approach that utilized both quantitative and qualitative data collection methods. The study involved a total of 30 young students, one control group and one experimental group, each consisting of 15 students between the ages of 14 and 15 in the 8th grade studying in the same middle school in Konya. The groups learned the same target topic. The experimental group used a series of drama activities as part of the English curriculum, while the control group used the regular teaching method without drama activities. Data were collected through pre-and post-tests, classroom observations, and student's personal diaries. The information was obtained by recording students' reading-aloud tasks as pretest and posttest pronunciation analysis. The study emphasized the role of drama in creating an engaging and interactive learning environment for young learners. This result demonstrated the value of social interaction, creative problem-solving, and innovative technology-based approaches in drama-based activities. The results of this study are expected to demonstrate the fact that young learners' pronunciation skills can be improved through drama-based language instruction and raise awareness of the potential advantages of using drama activities in English language teaching, especially in the area of pronunciation.