This article examines the use of technology through creative collaborative drama writing as opposed to using only the traditional “chalk and talk” methods of teaching for Language Classes based on the students’ perspectives. The research was conducted with first year English Literature students who took a Literary Terminology course over a period of ten weeks. The data were collected through observation of the course instructor and interviews. A qualitative approach was used in this study. A case study was chosen and questions were prepared for a semi-structured interview form in order to gather data. Content analysis was used to examine the data. The purpose of this study is to reveal the importance of alternative, innovative and effective teaching applications in English language teaching. It is believed that, if teachers or teacher candidates experience student-centred and modern teaching methods, they will have increased capacity to deliver lectures with higher quality. When the findings of the research are examined, it can be seen that the teachers experienced time management problems, both before and after the application. Consequently, it is believed that teachers and teacher candidates require time management training for class activities.
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