DRAMA-BASED ENGLISH LESSON : PERCEPTIONS AND CHALLENGES OF UiTM TESL STUDENTS

Keywords: Drama-based English Lessons, Perceptions, Challenges.

This research investigates the use of drama-based English lessons in student-centered communicative education, specifically in the Teaching English as a Second Language (TESL) program at Universiti Teknologi MARA (UiTM). It identifies a gap in existing literature in understanding students' experiences of this innovative pedagogy and aims to explore UiTM TESL students' perceptions of the effectiveness of drama-based English lessons and identify the challenges faced by students. The study uses a qualitative descriptive methodology, including observation, interviews, and documentation. Direct observations revealed positive lecturer-student interactions and varying levels of student involvement. However, some students expressed reservations due to anxiety and group dynamics. Further interviews revealed the engaging and effective nature of drama-based lessons for language learning. Challenges such as anxiety, lack of self-confidence, and uncooperative group dynamics indicate the need for targeted interventions and support mechanisms. The research suggests the adoption of a balanced and interactive teaching methodology that incorporates drama techniques. It emphasizes the importance of ongoing teacher training and professional development programs to equip educators with the skills necessary to integrate drama-based activities into their teaching practice effectively. The insights and recommendations provided by this research can benefit various stakeholders in English education—including educators, curriculum developers, and educational institutions—by enhancing teaching effectiveness and optimizing learning outcomes for students.