Published Paper Details:

This paper brings out the issue of poor participation of learners in classroom activities at tertiary level to the foreground. It tries to probe the reasons for poor participation of the learners in the language classroom. In order to find actual participation of the learners in different contexts using different variables the study collected data from the target group of students on their participation in the classroom activities. The active participation of the learners in the classroom determines the effective learning in the language classroom. The data collected using random sampling from 16 colleges from Telangana show that 20 percent of students actively participated, 46 percent of students participated moderately and 34 percent of students were passive participants. Upon inquiring the students and teachers and classroom observation it was understood that the poor participation is due to selection of teacher dominant methods of teaching. So, this study tried to experiment with the drama techniques for maximum level of student participation in the classroom. This paper shares the finding of the empirical study which used drama techniques to enhance the participation of learners in the given context. It also discusses the changes brought by the intervention classes. Finally, it showcases the difference between the pre-intervention classes and post-intervention classes.