Unveiling the 21st Century Pedagogical Implications of Dramatization and Lecture Approaches through the Lens of EFL College Students

The 21st century pedagogy triggers for myriad of challenges to teachers locally and internationally as it necessitates for innovation in pedagogy to cater to the curiosity and hunger for learning of English as Foreign Language (EFL) college students. The mixed method design and methodical analysis of data unveils that due to the introduction of dramatization approach, experimental group outpaced the control group of learners statistically and intellectually. Thus, this calls for the resourcefulness of EFL teachers internationally to always be inventive and proactive during teaching-learning process (TLP). EFL teachers should not just be confined with one or two teaching approaches since 21st century leaners are more explorative, inquisitive, and interested to discover the undiscovered opportunities. EFL teachers are then recommended to be always on the lookout for new schemes in teaching to keep pace with the learning styles of the new generation. In consideration of the foregoing findings, researchers generally endorse that dramatization be exploited during TLP to develop the total aspect of learners to be better individuals becoming the stronghold and hope of each country worldwide. Nevertheless, the study limits only on catching research-based findings to the RQs given. Henceforth, future inquiry using qualitative design is the pertinent study to be conducted.