Modern learning is seen to take many forms to enhance the improvement of English language; which has been perceived to be the key determinant in communication. English learning is perceived to be a complicated language even to those who use it as their mother tongue language. There are various approaches are employed in the effort to trigger more comprehension of this language. This article provides a future evaluation on an existing innovative program. Specifically it evaluates how drama writing would result in improving English. In addition, it provides an evaluation of the future improvement on the drama writing which would lead to eventual improvement of English.
Through justification that has been provided from many perspectives, the use of drama writing and techniques has been favored. Firstly, drama writing has been perceived to be fun and entertaining, together with the perception of its ability to provide a learning motivation. In addition, it is noted to provide various opportunities for language users based on the fact through this form of writing, feelings are engaged; which can have the possibility of providing an experience that is very important to the participants of English language.
According to Maley (2005), there are various perspectives that have been perceived to support the drama writing and language use. First, Maley (2005) emphasizes that through this form of writing, the language skills are integrated in a way that is very natural. As an individual engages in drama writing, there is an inner feeling which triggers key feature that is usually experienced in careful writing. The most integral activity is the spontaneous expression which is perceived as an integral activity from which there is the requirement of writing and reading, which constitute the input and output.
Drama writing is also perceived to integrate both communication aspects verbally and non-verbally, resulting to the mind and body being brought together, and ensuring that a balance is restored between the learning aspects that are both intellectual and physical. In addition, the affective and cognitive domains are drawn together, thus making the thinking and feeling importance to be restored. In most cases, drama writing will trigger drama acting through which a whole person form of learning is emphasized as well as the inputs through which the range extended by the learners is enhanced by capitalizing on their strengths. In so doing, unequaled opportunities are offered through which the learner’s differences are catered for.
Likewise, the fostering and sustenance of the motivation is usually enhanced through variety coupled with the transfer of the learning responsibility from the teacher the person that is learning; this is where this responsibility belongs. Maley adds that through drama writing, a learning style that is open and exploratory is encouraged where there is enhancement of imagination and creativity for growth enhancement. This is followed by having a positive effect on the dynamics and atmosphere of the classroom, therefore resulting to forming a group that is fully bonded where learning together is enhanced.
According to Fleming (2006), drama writing is perceived to be centered on the learner based on the fact that it leads to operation on the basis of active cooperation. Therefore, this is perceived to result in embodying the approach through which communal and social theory is emphasized, therefore not being a fully individual learning aspect. This form of writing will obviously trigger the use of drama activities through which there is promotion of various ways through which the language can be used in situations that are concrete.
Besides, based on some studies by some researchers, drama writing has been suggested to have a possibility of promoting interesting ways through which English language is motivated to the teachers and also to the students. Through this perception, it is suggested that as a result of drama writing, learning can be enhanced in various ways which is inclusive of acting. In addition, the drama writing enhances the clear advantage of language learning in regards to motivation, the use of the context in the language and learning the contexts that are cross curricular.
Basically, there are various studies which have been perceived to support the drama writing benefits which are inclusive of Brumfit (1991) together with Maley and Duff (2001). According to Maley and Duff (2001), the resulting activities of drama writing are apparently activities through which the students are given the opportunity of using their own personality to enhance creation of materials based on English language among other languages. Drama writing will result in drama acting and through this; the students will have the possibility of being provided with an opportunity through which they can use the language in expression of several emotions to enhance providing solution to problems as well as decision making. Aldavero (2008) notes that through drama writing, the students will be given an opportunity through which they can communicate in a language that is foreign with an inclusion of very little vocabulary.
In order to be able to make a future evaluation of the drama writing role on English improvement, let us evaluate various ways through which the drama writing is understood. According to Susan (1982), drama writing is perceived to trigger the writers into portraying situations that are imaginary on a piece of paper. This is otherwise perceived to be connected to the “pretending” world, through which the writer uses imagination to project to another situation, which may not be within the classroom, into another person.
Therefore, it can be clearly understood that through drama, a particular form of communication can be fostered to the language learners. This is basically approved based on the perception of Brumfit (1990) in which drama writing has been perceived to have a clear advantage to learning of English language. The writes are given a chance through which they are able to communicate. In addition, Berlinger (2000) provides various factors which are perceived to make drama writing a tool that is very powerful in the classes where English language is learned.
Through this approach, there are various areas that are outlined by Berlinger (2000) as powerful where the usefulness of drama writing to the learner is seen. One of the benefits under this approach is perceived to be based on the perception that through drama writing, the English learners are given an experience in which they can use language for a communication that is genuine. If the learners have to communicate in a successful way, they will need to have a language structure mixture together with functions. This will give an opportunity through which the learning of language will be made an experience that is motivating and active. In addition, the learners will be able to gain confidence as they use the language in a spontaneous manner.
Barbu (2007) build another perspective through which the drama writing is perceived to enhance the communication in the students. Based on this approach, it is perceived that there may be a possibility of teaching not enhancing goal fulfillment. It is perceived that through the conventional English, it may not be possible for the students to have the opportunity through which they will be able to use language in a manner through which fluency can be enhanced and this is mainly based on the fact that there is no opportunity through which the learners can exercise their writing creativity. Therefore, an alternative is usually offered in drama writing through which the students are given the opportunity to develop their language in a very meaningful way. This is the opportunity through which the situations are provided for writing and reading. Stevick (1980) provides another perspective based on which drama writing is perceived to enhance restoration of situation totality through reversing the process of learning, from the meaning and to the form of language. This is what increases the meaningfulness in the language coupled with making attempts which enhances students’ ability as they prepare for the situations in the real life. Therefore, in learning of the language, there must be an appeal to the aspect of personality creativity intuition together with the part of conscious (Sam, 1990).
To enhance future improvement of English through drama writing, there has to be conformation of the activities of communication to certain principles. There is need for there being the student knowledge of how they are doing as well as the purpose of learning. The drama writing will have to be considered as an activity that is communicative through which communication will be fostered in learning coupled with provision with various opportunities through which English language will be used. This perspective is also supported by Vernon (1997) who perceives that through the use of drama writing, fluency will be promoted in self-expression encouragement and through which the drama writing will motivate the students to using the English language in a creative way.
Vernon (1997) also adds that drama writing also holds the opportunity of developing and improving English among the learners through the development of communication skills through fluency, cooperative learning and awareness intellectually. This will also create the opportunity that is mentioned by Peregoy and Boyle (2008) in which a clear advantage will be created to learning of English language. Students will be encouraged to write in addition to being given a chance through which they can communicate and express themselves in a very creative writing style through drama writing.
The role of drama writing on the improvement of language has been provided in various ways in this article. The future of English language improvement will be based on how the learners will evaluate and incorporate drama writing as one of the ways through which English can be improved. There are various benefits that have been provided in this essay as resulting from the use of drama. Through drama writing, there is an opportunity through which the individual personalities will be developed. The natural abilities of the students will also be developed through a process in which self-expression can be enhanced, based on the arousal of imaginations and interests.
This is a way which has been identified to hold an opportunity for encouraging adaptability and giving an experience to the learners through which they will be successful in the future real life circumstances by being armed with creativity which they can utilize even in the situations outside the classroom. To enhance development of English to another level, there is need for improvement of the already highly incorporated approaches in drama writing which is seen to have various ways through which it results to improvement of the learning and understanding of English as a widely used language.
