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Abstract
With process drama, which combines aspects of drama and education, children are given the freedom to actively explore and make meaning of language using their creativity. This article offers a theoretical foundation and rationale for the use of process drama, as well as an exploration of the possible applications of this method in English language teaching. The primary theories underlying the use of process drama in language instruction are examined, with a focus on how it may foster an immersive and interesting learning environment. In doing so, this study assesses the efficacy of process drama techniques and offers a comprehensive analysis of the several theoretical frameworks that promote the use of process drama in language teaching. Through conceptual analyses of learning theories like behaviorism, the sociocultural approach, the psychological and cognitive approach, multiple intelligence theory, cognitive load theory, communicative approach and the humanistic approach, it improves a thorough understanding of the potential of process drama in English language instruction and its ability to positively impact the learning experience. This article is expected to contribute to the literature and thus to researchers in this field, as well as to guide foreign language teachers and process drama practitioners by providing a theoretical framework.