International Journal of Human Research and Social Science Studies

The study examines the effectiveness of on-stage performance-based literary activities in developing practical language skills in foreign language classrooms in the context of Vietnamese higher education. In Vietnam, traditional language teaching methods are often focused on grammar, vocabulary memorization and written exams, which can limit students’ opportunities for authentic communication and active participation. To address the above problem, the research proposes the employment of dramatization, role-play, storytelling, poetry performance and simulated discussions to English literature lessons at Hanoi Law University.The research is grounded in the theories of Communicative Language Teaching (CLT) and Social Constructivism, which stress authentic interaction, cooperation and learner-centered education. This study, by adopting an action research approach, explores the effect of performance-based activities on students’ speaking fluency, pronunciation, confidence, creativity, critical thinking and teamwork skills. The data collection involved classroom observations, student feedback and interviews.

Findings suggest that the on-stage performance activities greatly enhance students’ communicative competence, motivation and engagement. Students grew in confidence in using English and in their active involvement in literary interpretation. The study concludes that performance-based learning is an innovative and effective way to develop practical language skills in the context of foreign language education regardless of the challenges such as exam-oriented systems and cultural barriers.

Performance-based learning, Communicative Language Teaching, Drama in language education, Speaking skills development, Vietnamese higher education, Action research

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