The effect of drama usage on foreign language speaking fluency of high school students

This research aims to determine the effect of drama usage on foreign language speaking fluency in high schools through students' opinions. The research was conducted by interview method, which is one of the qualitative research design. The data were collected through semi-structured interview forms by using interview techniques. The study group of the research consists of 24 high school students who study at the 11th grade at a public high school in Van Province in the 2022-2023 academic year. The data collected through semi-structured interview forms then evaluated with descriptive analysis by the researcher and two coders. At the end of the analysis, Miles and Huberma's (1994) reliability formula used and it was found that the consensus of the researchers and coders on the categories and sub-codes was 90%. As a result of the research, the preference of the the drama method in foreign language lessons creates individual awareness, discovers students' strengths and weaknesses, increases students' self-confidence, supports social skills between students with group activities and also allows them to cooperate and communicate positively as well as changes their prejudices for foreign language lessons, facilitates memorization of foreign language words. Moreover the drama method is effective in foreign language pronunciation and grammar learning and helps students to improve their self-esteem, supports social skills between group activities and students, facilitates cooperation and improves the fluency of speaking in a foreign language through the opinions of students. Keywords: Drama, Foreign Language, Learning Fluency, Student Opinions