Role Play in English Language Classrooms: Bridging Drama and Pedagogy for Effective Language Learning

Author(s)	Ms. Muthukumari U, Dr. Shalini Infanta L
Country	India
Abstract	This action research study explores the use of role play as a dynamic pedagogical tool in tertiary English language classrooms, bridging the gap between drama as performance and language pedagogy. Conducted with Polytechnic students, the study investigates how structured role play activities enhance learners’ verbal and non-verbal communication, collaboration, and confidence. Drawing on observations, learner reflections, and performance assessments, the research highlights the transformative potential of integrating drama techniques into language teaching. Findings reveal that role play not only improves speaking fluency and pragmatic competence but also fosters learner autonomy and motivation. The study advocates for greater incorporation of drama and theatre practices in tertiary language education, emphasizing their capacity to enrich both the learning experience and pedagogical strategies in contemporary classrooms.
Keywords	Role play in language learning; Drama in ESL classrooms; Drama pedagogy; Learner engagement;
Field	Sociology > Linguistic / Literature
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-01-23
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.67122

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