FROM GRAMMAR TO DRAMA: THE IMPACT OF SOCIODRAMA ON SPEAKING PROFICIENCY IN EFL CLASSROOMS
This paper provides a brief retrospective overview of prominent foreign language teaching methods, focusing on how speaking skills have been approached within each. Special attention is given to the integration of the sociodrama method in teaching English speaking. A small-scale classroom experiment was conducted with 30 university students at B1–B2 levels, divided into two groups: one using traditional instruction and the other employing the sociodrama method. The results suggest that the sociodrama-based class demonstrated greater student engagement, improved fluency, and more dynamic interaction. This study contributes to the ongoing discourse on speaking-focused instruction and the effectiveness of experiential learning strategies
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