Review Article: Beyond the Classroom — Do Drama and Project-Based Learning Impact Students’ English Skills?

Abstract

This review article explores the role of drama and Project-Based Learning (PjBL) in enhancing English language proficiency, particularly speaking skills. The urgency of this study lies in the increasing demand for communicative competence and collaborative skills in 21st-century language education, prompting a deeper exploration of innovative pedagogical approaches. The article reviews 30 empirical studies published in the last ten years, categorized into four thematic areas: (1) drama in learning English, (2) drama for developing speaking skills, (3) PjBL in drama, and (4) PjBL in English speaking. A systematic literature review method was used to analyze relevant journal articles sourced from reputable databases. The results reveal that drama-based learning promotes student engagement, confidence, and fluency, while PjBL enhances critical thinking, collaboration, and authentic language use. Moreover, drama and PjBL create dynamic, learner-centered environments that support linguistic and personal development. The discussion highlights the pedagogical implications of integrating these methods in English classrooms and emphasizes the need for teacher training and curriculum alignment. In short, this review affirms that drama and PjBL significantly impact students’ English-speaking abilities and collaborative character, making them valuable strategies for contemporary language instruction.