Speaker
Description
Many language learners experience anxiety when speaking English, particularly in presentations or spontaneous communication. This interactive workshop demonstrates how drama-based techniques can create a safe rehearsal space where students practice speaking before high-stakes communication. Participants experience scaffolded activities using voice work, impromptu speaking, and improvisation to reduce communication anxiety. Drawing on classroom research in a Cambodian university context, the session provides practical techniques teachers can adapt to build learner confidence and communicative competence
Abstract section 2: Contribution/research questions
Drama-based pedagogy offers a practical way to address speaking anxiety by creating collaborative, embodied learning environments. Activities such as improvisation, role-play, and process drama allow learners to experiment with language and communicative identity in supportive classroom communities (Piazzoli, 2018). These rehearsal activities encourage creativity, interaction, and risk-taking while helping reduce anxiety associated with public speaking (Royka, 2002).
Abstract section 5: References
Gregersen, T., MacIntyre, P. D., & Meza, M. D. (2014). The motion before the movement: Emotion in second language communication. The Modern Language Journal, 98(2), 550–562.
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA. The Modern Language Journal, 103(1), 262–274.
Piazzoli, E. (2018). Embodying language in action: The artistry of process drama in second language education. Palgrave Macmillan.
Royka, J. G. (2002). Overcoming the fear of using drama in English language teaching. The Internet TESL Journal, 8(6).*
Abstract section 4: Outcomes/results
Participants will leave with practical, transferable activities for developing learner confidence and communicative competence. Teachers will gain strategies for scaffolding speaking practice, reducing communication anxiety, and creating supportive classroom environments that help students express their local voices in global communication contexts.
Abstract section 3: Content/method
Activities include voice training that develop vocal range, impromptu speaking tasks that encourage quick thinking for spontaneous language production, and short improvisation exercises that build interactional competence. These techniques illustrate how teachers can move learners from low-risk rehearsal activities toward more confident academic speaking.
Abstract section 1: Relevance
Developing confident speakers is a central goal of communicative language teaching, yet many learners experience significant anxiety when speaking English. Research on second language emotion and willingness to communicate shows that anxiety can limit participation and reduce opportunities for meaningful language use (Gregersen et al., 2014; MacIntyre et al., 2019). In many university contexts, particularly in Asian educational environments, students may be hesitant when required to speak publicly due to fear of mistakes or limited experience with interactive speaking tasks.
| Title | Using Drama to Build Confident Global Communicators |
|---|---|
| Teaching Context | College and university education |