This study explores the effectiveness of drama based teaching includingplay scripts and as a full-scale performance for developing learners’ oral skills in terms of pronunciation accuracy and proficiency and their positive attitudes towards foreign language learning. The motive to undertake this study rises from astonishing results obtained when dramatic approaches were applied in a university context or as an extracurricular activity in the language classroom. A class of Iranian students with a lower-intermediate to upper intermediate level of language took a text-based approach of dramatic lessons followed by a performance-based approach conducted within a term, total of 20 lessons. A control group was taught through a conventional communicative approach. The data was collected based on IELTS speaking test through an oral pre-test and a post-test oral proficiency using dramatic strategies: interview, story-retelling and guided role-play. A follow-up interview was used in order to elicit learners’ implication toward the drama based approach, learners’ preferences, their connection with the procedure, their productivity for enhancing language skills, deficiencies and difficulties encountered. The results indicate that drama-based approaches significantlydeveloped learners’ pronunciation accuracy and proficiency. The conducted interview displays dominantly positive attitude towards the use of drama based approaches.
