Utilizing the pre-test post-test control group design, this experimental research, ascertained the effectiveness of the creative dramatics in the development of English communication skills among the 50 randomly selected high school freshmen students at the Northern Iloilo Polyethic State College in Estancia, Iloilo. The studentsa were matched according to their english performance and gender. Two groups were formed consisting 25 students each, the first group were subjected to creative dramatics method and second group were subjected to the conventional teaching. The experiment lasted for four weeks and the students' English Communication Skills were measured through the use of a teacher-made test. Descriptive statistics employed were the means and standard deviations. The t-test for dependent and independent samples, the One-Way Analysis of Variance, and the Pearson's r set at .05 alpha level were utilized as in inferential statistics. The study found out that the experimental subjects' English communication skills shifted from "average" to "high" after the intervention, while the control subjects maintained an "average" English communication skills . Significant differences existed in the pre- and post intervention English communication skills among the experimental subjects grouped according to gender. Significant differences existed in their pre intervention English communication skills when grouped according to their parents' annual income and in their post intervention English communication skills when grouped according to high school of origin. The experimental students' differed in their pre- and post intervention English communication skills--in favor of their post-intervention skills. Significant differences existed between the pre- and post intervention English communication skills among the following groups of control subjects: entire group, the males, those from public elementary schools, and low income parents-- in favor of the post intervention skills. The pre-intervention English communication skills differed significantly between the experimental and control subjects grouped according to high English performance--in favor of those in the experimental group and in their post-intervention communication skills in the following groups: entire group, those from public elementary school, and those with high English performance-- all in favor of the experimental group. Positive and significant correlations existed between the pre- and post English communication skills among the experimental and control subjects.