This paper presents a case study of developing a blended reading program for Korean EFL middle school students using a process drama methodology to generate intrinsic motivation to read, improve reading comprehension and language fluency, and foster twenty-first-century skills such as creativity, communication, and cooperation. For the development of the reading program, a needs analysis was conducted using student questionnaires and diagnostic tests. From results of the needs analysis, sample lessons were designed based on the process drama methodology following its planning principles and strategies. Based on feedback from teachers and students after piloting the sample lessons, the blended reading program was finalized. The proposed blended reading program is expected to help Korean EFL middle school students build a positive attitude toward reading English books and develop reading comprehension, language fluency, and 21st-century core competencies. It will also encourage English teachers to use innovative teaching methods in English education.

This study investigates how process drama, with a special focus on the teacher-in-role strategy, brings about change in an L2 teacher’s practice. As a reflective practitioner researcher, the teacher who aims to integrate drama into L2 classrooms investigates how her practice changes during the planning phase of her workshops by analyzing her reflective journals through thematic analysis, interpreting the analysis findings and relating them to data collected through observations and interviews. Both cases of teacher-in-role used within the conventional teacher frame and that used beyond the frame were present. In the former case, teacher-in-role resulted in making a teacher-centered pre-scripted performance. However, in the latter case, the teacher being in role created a drama world where the improvisational and spontaneous side of teacher-in-role was developed, resulting in changing the teacher’s practice as follows: First, the teacher-in-role strategy encouraged the teacher to find ways to enhance learners’ commitment to the drama experience by engaging them in improvisation. Second, adopting the strategy led the teacher to exercise imagination, being sensitive to learners’ responses. Lastly, the teacher taking on a role made the teacher think of ways to provide L2 support that promotes the process of co-constructing the drama world.

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.