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Improving Students’ Language Proficiency Through Drama in the EFL Classroom
LI Pei-qi
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DOI:10.17265/2159-5836/2025.08.007
School of Air Transportation, Shanghai University of Engineering Science, Shanghai, 201620 China
This paper examines the application of drama-based pedagogy in EFL classrooms, demonstrating how script analysis, role-playing, and improvisation can effectively enhance students’ integrated language skills. The study highlights the unique advantages of dramatic texts for pronunciation training, subtext interpretation, and cultural understanding, while providing practical teaching methods including conflict scene selection and stage direction adaptation. Findings indicate that drama techniques reduce learning anxiety, boost motivation, and create authentic language contexts, serving as an effective bridge between literary study and language practice.
drama-based pedagogy, EFL teaching, language skills enhancement, role-playing activities, authentic language context
Journal of Literature and Art Studies, August 2025, Vol. 15, No. 8, 647-650
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