Dramatization Approach vs. Lecture Method: 21st Century Pedagogy of Literary Life and Works of Rizal

Abstract

The 21st century generation poses challenges of to EFL teachers locally and internationally as it calls for modernity of pedagogy to cater to their inquisitiveness and hunger for learning. The thorough analysis of data discloses that due to introduction of dramatization approach, experimental group outperformed the control group of learners statistically and academically. This data then calls for the ingenuity of EFL teachers locally and internationally to always be innovative and proactive in TLP. EFL teachers should not just be confined with one or teaching method since 21st century leaners are more explorative, inquisitive, and curious to discover the undiscovered possibilities. EFL teachers are then recommended to be always on the lookout for new strategy in teaching to keep pace with the learning styles of the new generation. Moreover, the verified significant difference in the performance of EFL college students who have been exposed to dramatization approach versus the lecture indicates that the exposure to drama presentations has contributed to the variance in statistics tantamount to improved academic performance. In consideration of the above findings, researcher generally recommends that dramatization be exploited to develop the total aspect of learners to be better individuals becoming the stronghold and hope of each country worldwide during TLP. Nonetheless, the study limits only on capturing research-based findings to the RQs given. Hence, future investigation using qualitative design is the relevant study to be conducted. Doing so will provide ample data relative to dramatization and lecture teaching strategies.

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