A case is made for the use and practice of drama and dramatic activities in order to engage students in the second language (L2) classroom. This article also attempts to clarify terms such as drama, theatre, and dramatic activities within a second language classroom context. In order to make the case for drama in the L2 classroom, well-established trends in contemporary pedagogy are presented. Coupled with Maley & Duff’s benefits of drama in the L2 classroom, the overall intent of this article is to empower L2 instructors and give them the theoretical and practical tools to brave potentially hostile educational environments that may not be open to dramatic activities in the classroom. In short, while teachers may instinctively know the value and benefits of drama to their language learners, they may at times need to convince administrators, fellow teachers, and even themselves of the benefits.

This article describes a set of lessons used in a university EFL course and presents empirical, classroom-based research. The set of lessons, Page to Stage, was designed to teach English through the use of drama, dramatic activities, and theatre production-more specifically: dramatic adaptation of Japanese folktales, playwriting, readers theatre, and the rehearsal, memorization, and performance of original, student-written plays. At the end of the lesson and course, students were surveyed on their beliefs regarding the lesson's effects on their motivation, level of English, use of prosody, and confidence when speaking in public. The students' enjoyment of certain aspects of the lesson as well as the lesson as a whole was also surveyed. Results showed that the students saw self-improvement along all points, while they feel that their motivation and use of prosody improved most. Regarding enjoyment, students most enjoyed (from most enjoyable to least enjoyable) watching other students perform, working together in groups, using Japanese folktales as reference for the playwriting, the readers theatre, the final performance, and playwriting.Students least enjoyed memorizing the scripts in preparation for the final performances. Based on the results, a case is made for the benefits of drama, readers theatre, and theatre production in the EFL classroom. Feature ArticlesOzaki, Y. T. (Ed.). (1970). Japanese fairy tales.

This article describes a set of lessons used in a university EFL course and presents empirical, classroom-based research. The set of lessons, Page to Stage, was designed to teach English through the use of drama, dramatic activities, and theatre production—more specifically: dramatic adaptation of Japanese folktales, playwriting, readers theatre, and the rehearsal, memorization, and performance of original, student-written plays. At the end of the lesson and course, students were surveyed on their beliefs regarding the lesson’s effects on their motivation, level of English, use of prosody, and confidence when speaking in public. The students’ enjoyment of certain aspects of the lesson as well as the lesson as a whole was also surveyed. Results showed that the students saw self-improvement along all points, while they feel that their motivation and use of prosody improved most. Regarding enjoyment, students most enjoyed (from most enjoyable to least enjoyable) watching other students perform, working together in groups, using Japanese folktales as reference for the playwriting, the readers theatre, the final performance, and playwriting. Students least enjoyed memorizing the scripts in preparation for the final performances. Based on the results, a case is made for the benefits of drama, readers theatre, and theatre production in the EFL classroom.