Drama-Based Learning and Self-Confidence: Insights from Malaysian Higher Education

English language anxiety remains a significant barrier for undergraduates in Malaysia, often impeding their willingness to communicate effectively in academic and professional settings. Drama-based learning is recognised as an innovative and experiential method that not only enhances language skills but also boosts self-confidence. This study examines how drama activities incorporated into a drama-based English communication course at a Malaysian public university increase students' confidence in speaking English. A qualitative case study using semi-structured interviews was conducted with three lecturers who taught the course. The constant comparison method was employed to identify recurring themes during data analysis. Findings suggest that activities such as monologues, improvisation, drama production, poetry recitation, and language games helped students overcome anxiety, develop social interaction skills, and build confidence to communicate spontaneously in English. The results underscore the effectiveness of drama as a teaching tool in higher education, fostering an environment that encourages students to take intellectual risks and express themselves freely. This research provides valuable insights into ongoing discussions about learner-centred methods in English language teaching, emphasising the potential of drama to alleviate language anxiety and promote communicative competence. The study ultimately recommends greater integration of drama into university curricula as a strategic approach to enhancing language learning outcomes.

drama-based learning, self-confidence

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