This study explored the impact of drama-based pedagogy (DBP) on Grade 12 English Home Language (EHL) students' self-directed learning (SDL) skills and motivation to learn (MtL) at a private school in South Africa. A mixed-methods research approach was used to collect data before and after engaging the 20 learner participants in drama-based activities. The data were generated through focus group interviews, Williamson's (2007) questionnaire on self-directed learning, and observation. Poetry was used as "sample content" to measure the impact of DBP. The findings indicated that DBP had a positive effect on both learners' SDL skills and MtL, as both increased after the use of DBP to teach selected prescribed poems. This can be attributed to the fact that DBP allows for learner engagement and active learning, counteracting traditional teacher-centred practice that is largely test-driven.

MEd (Curriculum Studies), North-West University, Potchefstroom Campus

Masters