The Effectiveness of Storytelling and Drama Techniques in English Language Education

Name of Author : Dr. D. Joy Christina Sara Jayakodi, Dr. S. Rajendran

Abstract: Storytelling and drama are increasingly used as learner centred approaches in English language education. They provide students with meaningful opportunities to use English in contextualized, communicative, and imaginative situations. This research article examines the role of storytelling and drama techniques in developing learners speaking, listening, vocabulary, pronunciation, confidence, creativity, and interactional competence. The study adopts a qualitative literature review approach and synthesizes findings from research on storytelling, role play, improvisation, dramatization, puppetry, and group performance in English language classrooms. Previous studies indicate that storytelling improves learners comprehension, vocabulary acquisition, speaking fluency, pronunciation, writing, and retention of language structures. Drama techniques similarly promote active participation, authentic communication, collaboration, motivation, and reduced anxiety. However, their effective implementation may be affected by large classes, limited instructional time, inadequate teacher training, lack of materials, and learners reluctance to perform in front of others. The article concludes that storytelling and drama should be integrated systematically with language objectives rather than used only for entertainment. Proper planning, scaffolding, group work, rehearsal, and formative assessment can make these techniques effective tools in English education.

Keywords : storytelling, drama, English language teaching, role play, communication, speaking skills, learner centred education

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