The present study attempted to investigate the effect of dramatization as a classroom activity in teaching English skills on Iranian EFL learner's oral proficiency. The questions which this study tried to answer were 1) whether dramatization in teaching English skills might enhance Iranian EFL learner's oral proficiency, 2) whether gender has significant effect on Iranian EFL learner's oral proficiency regarding using dramatization in teaching English. To answer these questions, 100

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... were selected randomly from a male/female group of intermediate level students studying in Simin language institute in Chaboksar, Guilan, Iran. First, an OPT test was administered to the students .Then, a total of 60 students were homogeneously selected and divided randomly into two groups of 30, an experimental group and a control group. In order to evaluate the student's oral proficiency, IELTS oral proficiency test was administered to both groups as a pre-test. The experimental group received drama activities as a treatment during ten sessions while the control group received no treatment. Finally, a post-test of oral proficiency was administered to both groups. This test was constructed by the researcher herself and piloted to determine its validity and reliability. The results of the study were computed and analyzed through SPSS (statistical package for social sciences) and it was observed that the Iranian EFL learners in the experimental group received higher scores after being treated with 10 sessions of drama activities. Also, the results indicated that males and females' oral proficiency is the same regarding the implementation of dramatization in English classes.