Journal of new advances in English Language Teaching and Applied Linguistics

Journal of new advances in English Language Teaching and Applied Linguistics

Effect of Drama-Based English Classes on Iranian EFL Learners’ Speaking Fluency, Class Engagement, and Self-Esteem

Authors
Yasaman Esmaeili 1
Mahmood Hashemian 2
Javad Alipour 1
1 English Department. Faculty of Letters and Humanities, Shahrekord University, Shahrekord, Iran
2 English Department, Faculty of Letters & Humanities, Shahrekord University, Shahrekord, Iran
10.22034/jeltal.2025.specialissue/2
Abstract
Some challenges L2 teachers face in L2 classrooms can be eliminated through some techniques, like using drama and theater. The goal of this study was to investigate the (possible) effects of theater on Iranian L2 learners’ speaking fluency, classroom engagement, and self-esteem. For this purpose, 60 intermediate L2 learners were selected from Safir Institute of Shahrekord, using a placement test, and were divided into 2 groups: Those interested in theater made up the experimental group, and the rest formed the control group. The participants answered 2 speaking questions orally and 2 questionnaires for class engagement and self-esteem as the pretest. After 12 hr of treatment, they answered 2 other speaking questions and 2 questionnaires for class engagement and self-esteem as the posttest to investigate whether they had improved during the treatment. After collecting the data and running one-way ANCOVA, the results revealed that using theater improved the participants’ L2 speaking fluency and class engagement. However, there was no significant difference between the performances of the experimental participants and the control participants in terms of self-esteem. Implications of the findings of this study are that L2 teachers can take advantage of theater to make their L2 classrooms more entertaining and effective.
Keywords
Class Engagement
Drama
Fluency
Self-Esteem
Theater
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Journal of new advances in English Language Teaching and Applied Linguistics
Volume 7, Issue 3
Call for Paper
Embracing Compassion-Based Approach: Needs to Redefine Education in Emerging Dawn for Gen Z Students
December 2025
Pages 23-55

  • Receive Date 09 May 2025
  • Revise Date 23 August 2025
  • Accept Date 07 September 2025