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.

Reader's Theater is an activity that is often utilized in classrooms for younger learners. However, this activity, which fosters a cooperative learning environment, can also be used to increase the fluency of Japanese university EFL learners. This article explains how the author uses Reader’s Theater (hereafter called RT) with adult learners and how it can be scaffolded in a Japanese university setting through the introduction of information on the Japanese voice acting industry. Moreover, the benefits of implementing RT in the EFL classroom, potential challenges when doing so, and different ways of addressing these challenges are also discussed. The article focuses on the use of cooperative learning strategies, such as the jigsaw technique, which can be used to enhance student voice acting skills, delivery, pronunciation, and teamwork. Utilizing strategies like these can help ensure that RT will be an engaging activity for students in an English-medium classroom.