Empowering Rural Education in China: Unveiling the Impact of Drama-Based Pedagogy on Grade Six English-Speaking Proficiency
- Xiao Hua , Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia, 43600.
- Harwati Hashim , Associate Professor, Development of Innovative Curriculum & Pedagogy ResearchGroup, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia, 43600.
- Khairul Azhar Jamaludin , Doctor, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia, 43600.
ABSTRACT
Aim: The purpose of this research is to investigate the impact of drama-based pedagogy on the English-speaking proficiency of rural Chinese sixth graders. Aiming to improve educational outcomes in rural areas, this study seeks to reveal the effectiveness of drama pedagogy as a distinctive teaching strategy designed to enhance English-speaking learning results and overall language skills. Method: Employing a quasi-experimental design, the intervention consisted of a structured drama programme tailored to meet the linguistic needs of the participants. Pre- and post-intervention assessments conducted to measure changes in English-speaking proficiency. Results: The findings indicated that participants who experienced drama-based pedagogy demonstrated a better grasp of English-speaking proficiency, encompassing areas such as grammar, vocabulary, pronunciation, fluency, and comprehension. Notably, improvements in vocabulary and pronunciation particularly pronounced when compared to peers who did not receive this type of instruction. Conclusion: These results underscore the potential of drama-based pedagogy to address language acquisition challenges in rural contexts and highlight its role in fostering dynamic and engaging learning environments. This study offers valuable insights into innovative teaching methods aimed at improving English-speaking proficiency in resource-constrained settings, ultimately advocating for the integration of drama-based pedagogy into rural education programmes.