Improving English Pronunciation of Bhutanese Esl Learners Using Creative Drama
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The aims of the study were (1) to compare the learners’ English pronunciation ability before and after learning with creative drama, and (2) to explore the learners’ opinion towards the implementation of creative drama instruction. Twenty-five Bhutanese ESL learners selected through cluster sampling, with a 12-week studying pronunciation using creative drama instruction. The English pronunciation ability test and interview were used to obtain qualitative and quantitative data. The quantitative analyzed data included the mean scores, standard deviation, and Wilcoxon signed ranks test, and the qualitative data from the interview were analyzed using content analysis.
The results revealed that pronunciation ability was higher after studying with creative drama at the .05 level of significance (z=- 4.396b, p=.000). In the interview findings, all participants asserted a positive opinion towards creative drama instruction in both the improvement of their English pronunciation abilities and learning activities.
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