Journal of new advances in English Language Teaching and Applied Linguistics

Journal of new advances in English Language Teaching and Applied Linguistics

Enhancing Idiom Mastery in Iranian EFL Students Through Drama Instruction

Document Type : Original Article

Authors
Seyedeh Khadijeh Najafi 1
Zahra Eftekhar Al Hosseini 2
1 Department of English, Kazerun Branch, Islamic Azad University, Kazerun, Iran²
2 Department of English Language and Literature, Bushehr Branch, Islamic Azad University, Bushehr, Iran¹
10.22034/Jeltal.2024.6.1.6
Abstract
This study explored the impact of drama-based instruction on the comprehension of idioms among Iranian EFL learners at Islamic Azad University, Bushehr. A total of 41 EFL learners participated, divided into control and experimental groups. The research employed an experimental design, utilizing pre- and post-test evaluations to assess the effect of drama instruction on idiom knowledge. Initially, there was no significant difference between the two groups' idiom knowledge. However, the experimental group demonstrated significant improvement in their post-test scores, despite having lower initial scores. These results indicate that drama instruction can effectively enhance idiom comprehension among Iranian EFL learners, offering a creative and engaging approach to language teaching. The study highlights the positive role of drama-based teaching methods in language acquisition and provides valuable insights for curriculum developers, educators, and language learners. By emphasizing the potential of innovative instructional strategies, this research contributes to the ongoing discourse on effective language teaching methods and the importance of incorporating diverse pedagogical approaches to foster deeper language understanding and proficiency.
Keywords
Drama
EFL Learners
Idioms
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Journal of new advances in English Language Teaching and Applied Linguistics
Volume 6, Issue 1 - Serial Number 1
March 2024
Pages 108-123

  • Receive Date 22 March 2024
  • Revise Date 22 May 2024
  • Accept Date 28 May 2024