This study explores a group of 26 Korean EFL secondary teachers' experience with process drama during an intensive teacher training program conducted in the spring of 2013. The drama session consisted of five two-hour classes which introduced the main features of process drama by implementing it with the participants. Questionnaires, trainees' reflections, trainee's adaptation materials and researcher's teaching log were used to find out how the teachers perceived process drama and in what ways they wanted to adapt it in their teaching context. The result of the study shows that all of the teachers want to use process drama techniques in their classroom since it offers meaningful context as well as engaging atmosphere for the students to communicate spontaneously. The combination of tableau and thought-tracking is regarded as the most useful technique to adapt their classroom materials because it would provide opportunities not only to practice productive skills but also to develop creativity. More teacher training program and teaching materials about process drama were suggested to be developed for the convenient use of teachers.

 I. Introduction  II. Literature Review   1. Process Drama and L2 Learning   2. Adaptation Principles and Techniques  III. Methodology   1. Participants   2. Research Aims and Data Collection  IV. Results   1. The Most Adaptable Process Drama Strategy   2. Challenging Factors to Implement Process Drama  V. Discussion  VI. Implication and Conclusion  References  APPENDIX A  APPENDIX B  Appendix C

• Hae-ok Park(International Graduate School of English)