THE EFFECTIVENESS OF READERS’ THEATRE IN ENHANCING READING FLUENCY, COMPREHENSION, AND MOTIVATION AMONG SECONDARY ESL LEARNERS

Abstract

The article critically examines the effectiveness of Reader’s Theatre (RT) as a performance-based literacy intervention in learning English as a Second Language (ESL) in secondary students as an effective approach to EFL instruction. Unlike the more common reading teaching method (and especially rote decoding and silent comprehension), RT is a multi-modal, collaborative, and emotional mode of literacy development. The research investigates the degree to which RT enhances major reading skills such as oral fluency and understanding, reading motivation, and reading anxiety as well as the level of its scalability to different educational settings. The study employs a secondary data analysis methodology to synthesize the results of 10 empirical studies that were published in 2015-2023. The criteria selected studies which used RT as a central instructional method, pre and post intervention data were available and secondary ESL/EFL populations were targeted. The data were collected and analysed using a mixed-methods perspective, which included quantitative measure of performance (e.g., words per minute, Likert-scaled answers) and qualitative information (themes) based on student and teacher narratives. Results showed statistically significant improvements in reading fluency (average improvements of 20+ WPM) and comprehension (10-17 percent improvements) and significant improvements in reading anxiety and improved learner motivation. In addition to learning the skill, RT contributed to the development of peer cooperation, self-efficacy, and emotional security, making it a two-level strategy, which supports the development of cognitive and affective needs. The instructional versatility, inclusivity, and classroom dynamics described by the teachers who made RT reports were also positive. The study finds that RT is not a peripheral practice but rather a transformational literacy framework that redefines the way the process of reading is taught, perceived, and experienced. The fact that it is cross-culturally applicable, can be implemented using low required resources, and its implementation is aligned with such theories of constructivist learning, affective engagement, and performance-based pedagogy implies high prospects of its widespread usage in contemporary ESL teaching. Future longitudinal research, digital RT app, and additional investigation of the role of RT in writing and identity formation are recommended. Readerer Theater can help teachers who teach in a multicultural, multilingual classroom to enhance their students' academic performance and learner voice, providing an effective, equitable, and scalable solution to enhancing meaningful literacy development in diverse, multilingual classrooms.