Using Theatrical Skills to Enhance Language Fluency and Situational Learning of Pre-Service Teachers: An Experimental Study

Abstract

Teachers need effective communication to convey their message. Several studies in Pakistan have highlighted the need for better communication skills in pre-service teachers to positively influence their students' language learning. Theatrical skills are not only considered an interesting tool for teaching language in the classroom but also help pre-service teachers become more immersed, active, and effective when delivering their message. A quasi-experimental research design with a pretest-post test control group was chosen to determine the effect of using theatrical skills to enhance pre-service teachers' language fluency and situational learning. A study group of 30 female prospective teachers enrolled in the B.Ed. program at a women's university were introduced to theatrical skills for an entire semester as part of their "English Communication Skills" course. A parallel section of 30 students was kept as the control group, with all other conditions remaining the same. The data collected using two researcher-made rubrics, the "Verbal Communication Inventory" and the "Situational Learning Checklist," revealed a significant difference in the pre- and post-performance of teachers on both instruments. The study suggests that theatrical skills should be incorporated and integrated into teachers' training programs and their professional development activities to enhance their confidence in using language for teaching purposes.