This study evaluates the effectiveness of English as a Foreign Language (EFL) speaking pedagogy in Goma’s secondary schools, focusing on teachers’ instructional strategies, learners’ perceptions, and the potential of drama-based instruction to enhance communicative competence. Using a mixed-methods design that integrates surveys, interviews, focus groups, and classroom observations, the research uncovers a persistent gap between teachers’ stated use of communicative methods and learners’ limited opportunities for authentic oral interaction. While teachers acknowledge the value of speaking skills, classroom practices remain shaped by grammar-oriented curricula, exam-driven instruction, and resource constraints. Learners, despite high motivation, face affective barriers such as fear of mistakes and peer mockery. Findings highlight that drama-based instruction, through activities like role-play, improvisation, and storytelling, fosters engagement, confidence, and interaction, making it a promising learner-centered alternative to traditional approaches. The study concludes that integrating drama meaningfully into EFL pedagogy can bridge the gap between curriculum goals and communicative realities, transforming classrooms into spaces of participation and linguistic empowerment.
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