Jul 2026· International Journal of Drug Delivery Technology· Vol 16· 0 citations· 6 references
Abstract
English communication proficiency has become an essential competency in the increasingly
interconnected global landscape, yet conventional pedagogical methods often fall short in fostering authentic,
spontaneous, and confident oral expression among learners. Performing arts encompassing drama, role-play,
storytelling, improvisation, readers' theatre, and puppetry offer a rich, experiential modality for developing
English communication skills that transcends the limitations of traditional classroom instruction. This study
investigates the potential of performing arts as a creative pedagogical approach to enhancing English language
communication among learners, with particular emphasis on speaking, listening, pronunciation, vocabulary, and
pragmatic competence. Drawing upon interdisciplinary perspectives from applied linguistics, educational
psychology, drama education, and second language acquisition theory, the research examines how arts-integrated
language teaching methodologies influence learner engagement, communicative confidence, and linguistic
competence. Employing a qualitative review methodology based on secondary literature, empirical studies,
curriculum reports, and pedagogical frameworks, the study explores the multidimensional effects of arts-based
learning on English communication development. The findings indicate that performing arts activities
significantly enhance oral fluency, prosodic awareness, vocabulary retention, and communicative confidence
while simultaneously addressing affective barriers such as language anxiety and inhibition. The study also
identifies key institutional, methodological, and contextual factors that influence the effective integration of
performing arts in English language teaching contexts. The findings suggest that a structured performing arts
pedagogy, when thoughtfully implemented, can serve as a transformative and inclusive approach to English
communication skills development across diverse educational settings
Developing English communication competence has emerged as a fundamental priority in foreign language acquisition, notably at the secondary education level, where students are required to communicate successfully at school and in real-life environments. However, despite ongoing teaching/learning strategies, secondary school learners continue to face challenges in communicating fluently in English and expressing their ideas confidently. Insufficient opportunities for authentic classroom communication may be one cause of these difficulties. The present research explores the significance of classroom oral presentations as a pedagogical approach for building English communication abilities among secondary students. The study aims to understand how systematic oral presentations effectively enhance learners’ ability in communication, critical thinking, pronunciation, vocabulary, and grammatical use. This contribution is grounded in Richards (2006) Communicative Language Teaching (CLT), which prioritizes meaningful and effective communication as the fundamental target of language acquisition, viewing language learning as a process of interaction and engagement. The study employs a qualitative approach, drawing on classroom observations, semi-structured interviews with second-year baccalaureate learners, and evaluation of classroom oral presentations in a Moroccan public secondary school. The findings of this research demonstrated that the participants face multiple challenges hindering the development of their communication skills. It also showed that oral presentation-based education effectively encourages students’ English communication abilities by enhancing their self-confidence, correct pronunciation, critical thinking, and interaction. It showed that students feel motivated and free to use their English effectively during their class oral presentations. This research concludes that implementing regular oral presentation activities into English classes provides authentic opportunities for learners to strengthen their overall English communication skills. The study contributes to existing literature by providing evidence on the significance of implementing regular oral presentations in encouraging students’ English communication skills. It further provides practical instructions for incorporating systematic oral presentations into high school education to generate a more effective educational environment.
Mohamed Tahar Es-Siddiki, Khadija Ouyazi· Journal of English language...· 0 citations
The study aims to demonstrate that integrating AI-supported learning activities with communicative teaching strategies improves total communication and offers practical recommendations for curriculum developers, teacher educators, and higher education institutions.
N. Palani· International Journal of Cre...· 0 citations
This study examines the implementation of Communicative Language Teaching (CLT) in elementary school contexts to enhance students’ communicative competence. The study addresses the gap between theoretical assumptions of CLT and its practical application in classrooms, particularly within the Indonesian educational setting. The objective of this research is to analyze how CLT strategies are applied and to evaluate their impact on students’ speaking skills and classroom interaction. A qualitative research design was employed, involving classroom observations, interviews with teachers, and document analysis. The findings indicate that the use of communicative activities such as role play, group discussions, and interactive tasks significantly improves students’ confidence and ability to communicate in English. However, several challenges were identified, including limited teacher proficiency, lack of instructional resources, and constraints related to traditional teaching practices. The study concludes that CLT is an effective approach for promoting active learning and communicative competence in elementary education. Its successful implementation requires adequate teacher training and contextual adaptation. These findings contribute to the development of more effective language teaching practices in primary education.
Keywords: communicative competence; communicative language teaching; elementary education; speaking skills
Role-playing games (RPGs) have become an increasingly popular form of media that offers extensive exposure to English through narrative, dialogue, and interaction, suggesting potential as tools for English language learning. However, there is a need to explore the trends in research on their pedagogical use. This study employed the PRISMA framework to analyze 42 peer-reviewed studies on RPG-based learning in English language learning environments. The findings indicate that RPGs provide immersive, contextualized environments aligning with experiential and constructivist learning theories. Learners demonstrate improvements in vocabulary, communication skills, motivation, and socio-emotional development. Studies highlight authentic interaction opportunities found in MMORPGs, vocabulary learning strategies used by ESL learners in RPGs, and gains in vocabulary and communicative skills. Furthermore, recent scholarship emphasizes that these digital environments significantly bolster learner motivation and autonomous engagement. Despite limitations such as methodological heterogeneity and reliance on self-reported data, RPGs show strong potential as effective media in English language learning.
Rico Satria Firhansyah, Francisca Maria Ivone, Nanang Zubaidi· Eduvest - Journal Of Univers...· 0 citations
This article presents an innovative pedagogical experience in university-level Chinese as a Foreign Language (CFL) education that integrates narrative reading and cooperative audiovisual production. The study explores how cooperative audiovisual production and multimodal storytelling may contribute to the development of linguistic competence, learner motivation, and intercultural engagement in CFL learning contexts.Implemented over three academic years (2022–2025) at the Complutense University of Madrid, the project combined the reading of Chinese short stories with the cooperative creation of audiovisual narratives inspired by those texts. A longitudinal mixed-methods design was adopted, integrating quantitative data from evaluation rubrics and student questionnaires with qualitative evidence derived from classroom observations, reflective journals, and content analysis.The findings suggest that cooperative audiovisual production may support the development of pronunciation, narrative organization, learner motivation, and creative participation, while also fostering symbolic and intercultural reflection through collaborative meaning-making. The results further highlight the importance of teacher mediation in sustaining group cohesion, creative autonomy, and pedagogical continuity throughout the production process.The study concludes that integrating audiovisual storytelling into CFL instruction may contribute to more participatory, multimodal, and culturally situated language learning experiences. At the same time, the exploratory nature of the study and the limited sample size invite cautious interpretation and point to the need for further research across diverse educational contexts.
Xiaoling Wang, Aurora Centellas Rodrigo· Revista Internacional de Len...· 0 citations
The present study investigates the pedagogical potential of digital storytelling and video essays in English as a Foreign Language (EFL) classrooms, with a particular focus on their impact on learner engagement and language development. Drawing on constructivist and communicative approaches to language teaching, the paper argues that narrative-based instruction enhances vocabulary acquisition, fluency, and discourse competence by situating language within meaningful contexts. In parallel, video essays are examined as multimodal learning tools that integrate visual, auditory, and textual elements, thereby fostering digital literacy and critical thinking. The study explores how these tools contribute to learner autonomy by engaging students in content creation and reflective practice. Methodologically, the article combines theoretical analysis with practical classroom applications, including task design and assessment strategies suitable for intermediate and advanced learners. Particular attention is paid to the development of critical digital competencies and the evolving role of the teacher as a facilitator of learning. The findings suggest that students demonstrate increased motivation, confidence, and communicative competence when involved in storytelling and video production activities. The paper concludes that integrating storytelling and video essays represents an effective and innovative approach to contemporary EFL pedagogy.
Lia Butucel· Dynamics of the Romance and...· 0 citations
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