Multiple Intelligences and Drama Techniques: A study in Rural ESL classroom

Abstract

Drama is useful for language learning. It shifts the classroom from teacher centric to learner centric.  Language learning can benefit from the use of drama as it moves the focus of the classroom from the teacher to the learner.  The objective of this study is to examine how drama techniques can be effective in developing linguistic skills in ESL classrooms, particularly for rural students. This study is aimed to determine whether the use of drama techniques can improve both linguistic intelligence and interpersonal intelligence among undergraduate ESL students. The study was conducted in a rural undergraduate Government college from the perspective of teachers and students. The study revealed that Linguistic intelligences and interpersonal intelligences improved through the use of drama techniques, such as readers theatre, skit, and role-play. ‘The Merchant of Venice’ was the textbook for the BCom III sem students. And drama techniques were used to teach the play in the ESL classroom. There were total 40 participants in the study. A mixed-methods approach was used in this study, involving both quantitative and qualitative methods such as document analysis, semi-structured interviews, feedback, and questionnaires. Findings from this study suggest that the use of drama techniques led to improvements in both linguistic intelligence and interpersonal intelligence among undergraduate ESL students. The study also revealed that the use of drama techniques was well received by both the teachers and the students