Integrating drama and digital technology for English learning

Abstract

The reported study investigates high-school ESL learners’ responses to an innovative English learning experience that integrates drama and digital technology in the teaching-learning lab setting (Lehr-Lern-Labor). An essential part of the so-called Digital Drama Lab seminar (DDL), the teaching-learning lab gives pre-service English teachers, namely, the seminar participants, a platform to experiment with this drama-digital integration (DDI) approach as they teach a group of high-school learners (N = 28). The study employed an exploratory mixed-methods research design to examine both positive and negative experiences of the teenage learners and identify the respective contributing factors. Findings suggest a reciprocal relationship between drama-based activities and digital technology in the English education context. Digital tools were reported to mitigate challenges and discomfort induced by drama-based language activities, while drama activities were found to create an engaging, supportive, and meaningful environment conducive to authentic language use. The results highlight the potential of the DDI approach in promoting a positive English learning experience, especially for less advanced learners. In addition, this approach appears to have great potential for addressing controversial and intercultural topics in language classrooms.