This paper aims at examining the extent to which the English drama inspired by the Northeastern Thai folklore “Pachit-Oraphim” in an English classroom can reduce high school students’ classroom anxiety in speaking English. The participants were thirty-six students in the tenth and eleventh grades, who were enrolled in an English class under the School-Based Management for Local Development (SBMLD) program at a local high school in Bua Yai district, Nakhon Ratchasima province. Based on Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires (Horwitz, Horwitz, & Cope, 1986) and focus-group interviews, the results reveal that the participants showed a significant increase in their self-confidence to speak English by lowering their classroom anxiety. The results also suggest that the use of folk drama could potentially alleviate their anxiety of speaking English and promote their positive attitudes toward English communication in the classroom. Moreover, students appreciated their local culture by performing this folk drama in authentic sociocultural situations. This study will be potentially beneficial for English teachers who would like to enhance students’ speaking skills through a fun and meaningful folk drama performance. Culturally-responsive English language teaching through folk drama familiar to students can be an adaptable language pedagogy to increase their confidence to engage in the English classroom.

Drawing on the critical practice of affect theory, this paper reads Toni Morrison’s Beloved’s nuanced representations of love and selfishness as instances of a racialized affect. While many critics have generally noted Morrison’s dramatization

Kumaravadivelu’s (2003) introduction and development of ‘postmethod’ led to the demise of methods and a dramatic change in the language teaching profession. In fact, it can be claimed that the arrival of postmethod pedagogy in language teaching

by the dramatic turns of political changes, Irish childhood presents the Irish poets of different generations with the challenging task of reworking literary tradition, national history, and identity. To understand how contemporary Irish poets, Seamus Heaney

. This paper examines dramatic techniques in Caryl Churchill’s latest play Love and Information (2012) through the lens of Marxist and poststructuralist theories. In this paper, I argue that Churchill appropriates Bertolt Brecht’s dramatic elements of epic

of English people living in the upper class, and how English girls live and are depressed in lower position with men’s oppression and without freedom. She illustrates their living through her narratives – dramatizing gender inequality, which are filled

the dichotomous quality commonly attributed to law. By juxtaposing the implementation of law and religious practices, the novel’s dramatization of the collision between these two forces shows that emotion and feeling are never absent from the allegedly

and argues that Hosseini exploits this particular cross-cultural value in order to generate appreciation of the female sex under the extensively oppressive Taliban rule. As a result, Hosseini succeeds in achieving dramatic impact and creating memorable female

of literature, comprising a variety of contents that are narrative, lyrical and dramatic in nature. Some of the difficulties teachers face while teaching English through poetry are the students’ proficiency level, the teachers’ method of teaching and the chosen

of literature, comprising a variety of contents that are narrative, lyrical and dramatic in nature. Some of the difficulties teachers face while teaching English through poetry are the students’ proficiency level, the teachers’ method of teaching and the chosen