Drama Techniques in Literature Teaching: A Conceptual Exploration in ESL/EFL Contexts

Abstract

The integration of literature in English language teaching has long been recognized as an effective way to promote linguistic, cultural, and affective development. In recent years, drama techniques have emerged as powerful pedagogical tools that transform the literature classroom into an interactive and embodied space for learning. This conceptual paper explores how drama can enhance the teaching of literature in ESL and EFL contexts. Drawing on existing frameworks of literature pedagogy (Collie & Slater, 1987; Carter & Long, 1991) and drama pedagogy (Maley & Duff, 2005; Kao & O’Neill, 1998), it proposes a conceptual model in which drama serves as a mediating process between literary texts, language engagement, and learner development. The paper argues that drama techniques not only foster language acquisition and cultural understanding but also cultivate empathy, critical interpretation, and willingness to communicate. The proposed framework emphasizes drama’s role in bridging linguistic competence and literary appreciation, offering insights for educators and researchers seeking innovative approaches to literature-based language teaching.