“Sorry, you’re muted!”

The challenges and opportunities when using drama as a language learning tool online

Authors

  • Shakiratul Hanany Abd Rahman University of Warwick
  • Nicole Berríos Ortega University of Warwick

DOI:

https://doi.org/10.31273/jppp.vol2.2022.1229

Keywords:

drama, process drama, online drama, language learning, virtual learning, COVID-19

Abstract

The COVID-19 crisis is an unprecedented tragedy that has affected the education sector worldwide in a way that no one has probably ever imagined before. The ongoing lockdowns had forced schools and higher education institutions (HEIs) to close, and this has had a huge impact on us as we were planning for our drama modules for language learning to be conducted face-to-face. In this reflective piece, we recollected not only the challenges that we faced along the way, but also the opportunities that we saw whilst navigating drama in this whole new online world. 

Author Biographies

  • Shakiratul Hanany Abd Rahman, University of Warwick

    I am a language teacher and I teach English to English as a Second Language (ESL) learners in a higher education institution in Malaysia. Prior to teaching at my current institution, I taught English at a secondary school and also worked in a telecommunication company in Malaysia.

  • Nicole Berríos Ortega, University of Warwick

    I am a language teacher from Chile. I hold a MA degree in Drama Education and English Language Teaching from University of Warwick. I have worked as a language teacher at school level in Chile. At Warwick University, I have worked as a tutor at the School of Modern Languages and Cultures and co tutor of literature and drama for TESOL module in Applied Linguistics. 

Journal of PGR Pedagogic Practice Issue 2 Cover

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Published

2022-10-17

Issue

Vol. 2 (2022): Virtual, physical or somewhere in between: Postgraduate pedagogies in the wake of the pandemic

Section

Articles

License

Copyright (c) 2022 Shakiratul Hanany Abd Rahman, Nicole Berríos Ortega

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.