Teaching EFL/ESL through Educational Drama: Trends and Effectiveness: A Systematic Review
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Abstract
The main goal of this study is to examine the trends and significant findings regarding educational drama in teaching English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms. This study analysed educational drama techniques literature in English language teaching published in international databases, Web of Science, EBSCO and Science Direct from 2012 to 2022. A bibliometric systematic review was conducted, yielding a total of 44 papers. Then, the authors, journals of publishing and language skills were recognised. An inductive content analysis distinguished two main research themes: linguistic and non-linguistic skills. The findings suggest that educational drama techniques should be adopted and adapted to enhance and integrate the four linguistic skills; speaking, listening, reading and writing. Furthermore, educational drama techniques have been proven to boost non-linguistic skills (social, emotional, motivation and learner autonomy). However, the undeniable benefits of drama in the educational process, both generally and in the fields of EFL and ESL, are still limited to a few countries where authors have experimented with its merits and drawbacks. Nevertheless, it is expected to spread worldwide in the coming years, increasing its reach and impact.
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