Abstract
Aim. The present study intends to explore how process drama can be effectively used and implemented in Indian classrooms. It further highlights the aspects of the conventional classrooms and discusses why Indian students are lacking in productive skills of the English language and how it can be diagnosed through using the theory and practice of process drama as an instructional method.
Methods. Data collection method through a questionnaire has been used in the study and SPSS version 20 was implemented to access, analyse, and comprehend the data. The reliability and validity have been checked through a pilot study before conducting the questionnaire and the suggestions of an expert were incorporated.
Research Restrictions. The present study is limited to the Indian classrooms, and more specifically, the respondents were chosen from undergraduate classrooms of different faculties with the aid of purposive sampling. Consequently, the results of the study cannot be implemented thoroughly, but the praxis of using process drama can be a potent strategy to teach English in ESL classrooms, according to the level, background, and nature of the learners.
Practical Application. The findings of the study clearly indicate that the use of process drama in classroom pedagogy has a positive impact on receptive and productive language skills.
Cognitive value. The modern classroom pedagogy needs an approach of teaching which can foster the learning process more easily and emphasise all four language learning skills in an effective way.