Educational drama techniques are invaluable devices for language teachers to engage students in riveting language learning experiences. By creating fictitious plots and putting students in the role of characters, process drama enables language learners to use language in context and develop communication skills in an active and synergistic way. This approach also fosters creativity, critical thinking, and problem-solving skills, which are vital for language acquisition. This study underlines the importance of drama techniques in language teaching and learning, emphasizing their potential to engage learners, improve communication skills, and develop creativity. It probes into the principles of utilizing process drama techniques in language teaching through a qualitative content analysis of systematic observation notes concerning the English with Educational Drama program that was underway for 11 weeks from the beginning of December 2021 until the end of February 2022. Analyses of collected data entailed codification and classification of the content, which resulted in the identification of nine themes, which brought about the formation of nine principles: preparation, repetition, entertainment, unpredictability, diversity, flexibility, willingness, collaboration, and feedback. These principles are presented and discussed in detail. The principles were found to guide the effective use of process drama techniques in training English teachers and teaching English to young learners. This study contributes to the flourishing research on drama techniques in language education and proposes guidelines for language teachers interested in employing process drama techniques in their classrooms. We hope that the identified principles will help teachers plan and apply effective and engaging language lessons while also enhancing learner motivation and participation.
