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Exploring Emotional Engagement in Drama-Based Learning for ESL
Student
Fasihah Raihani Binti Abdul Rahman, Siti Noor Azilah Abdullah, Siti Sumaiyah Bt Mohamad Lazim,
Nurul Ain Safraa Bt Abdul Nasir, Sofea Binti Lony, Norfairos Hadzir
& Rus Shafrena Sapee@Shafie
Department of Language Education, Universiti Selangor, Selangor, Malaysia
*Corresponding author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100026
Received: 07 November 2025; Accepted: 14 November 2025; Published: 27 November 2025
ABSTRACT
Drama-based learning (DBL) plays a significant role in shaping the emotional aspects of learning English as a
Second Language (ESL), offering Malaysian learners a more engaging alternative to traditional classroom
instruction. While DBL is widely recognised for boosting motivation and reducing anxiety, this study
specifically examines its effects on enjoyment, confidence and peer connection. A Google Form questionnaire
was administered to 100 Malaysian ESL students with prior DBL experience. The findings reveal that learners
reported higher emotional engagement in DBL, with notable mean scores in enjoyment (4.00), emotional
intensity (4.00) and peer connection (4.17), compared to lower scores recorded in traditional lessons, which
ranged from 3.00 to 3.60. Traditional methods were associated with reduced confidence and weaker
interpersonal connections. Overall, the results suggest that DBL creates a more interactive and emotionally
supportive environment where students feel comfortable and confident using English, offering valuable
implications for educators, curriculum designers and policymakers.
Keywords: drama-based learning, ESL learners, emotional engagement, language learning
INTRODUCTION
“Drama should be at the heart of education. The curriculum should be evolved as you go along, with what the
children bring to it”
-Dorothy Heathcote-
The emphasis placed on the holistic nature of education by Dorothy Heathcote, a prominent drama educator,
underscores the potential of drama to significantly influence pedagogical approaches. In the perpetually
evolving educational sphere, there is an increasing imperative for novel, innovative and engaging teaching
methodologies that effectively address diverse student needs and are readily adaptable to contemporary
educational contexts. Consequently, drama, when strategically integrated as a pedagogical tool, offers a
distinctive approach for both student engagement and the refinement of English speaking proficiency.
Drama, defined as an artistic medium encompassing performance, narrative and characterization, serves as a
powerful instrument for knowledge delivery. Its etymological roots trace back to a Greek word meaning "deed"
or "act," traditionally associated with the performative arts such as ballet and mime. Crucially, Drama in
Education (DiE) transcends conventional theater by deliberately integrating storytelling, performative action
and role-play into the curriculum. This methodology is instrumental in fostering a range of crucial student
competencies including teamwork, innovative thought, critical reasoning and empathy; by promoting a more
compelling, character-based perspective. DBL activities, therefore, move beyond passive instruction by
immersing students in real-life scenarios, encouraging the use of language in meaningful contexts and
facilitating a deeper understanding of semantic content (Sim & Kim, 2021).
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Drama-based approaches have long been recognised for their capacity to transform the learning experience by
engaging learners cognitively, emotionally, and physically. Contemporary research on drama pedagogy
emphasises its potential to create authentic, collaborative, and embodied learning environments that promote
deeper language use and personal involvement (Alam, Karim, & Ahmad, 2020; Bessadet, 2022). Within
modern ESL contexts where communicative demands, learner diversity and curriculum expectations continue
to evolve, Drama-Based Learning (DBL) has become increasingly relevant as an alternative to traditional
instructional models. DBL situates learners in imagined or dramatic scenarios through techniques such as role-
play, improvisation, tableaux and process drama, enabling meaning to be actively constructed rather than
passively absorbed (Islam, 2023). This learner-centred, experiential orientation is closely aligned with
sociocultural and constructivist views of language learning that emphasises interaction, mediation and
authentic communication as drivers of linguistic and affective development.
In contrast, traditional ESL instruction in many educational settings remains largely teachercentred, textbook-
driven and focused on accuracy oriented practice. Lessons typically follow a tight sequencing in which the
teacher introduces linguistic forms, students complete the controlled exercises and limited communicative
tasks are provided at the end to finish the process of learning. Such pedagogy often reinforces the Initiation–
Response–Feedback (IRF) pattern, where teacher questioning dominates discourse and students respond with
short, predetermined answers. Despite of this approach supports grammatical accuracy and exam preparation,
it restricts opportunities for spontaneous language use, creative risk-taking and communicative negotiation.
Studies have shown that when instruction is dominated by rigid structures and strong teacher authority,
learners may exhibit reduced motivation, diminished engagement and limited willingness to communicate
(Wang, Patterson, & Long, 2024). These concerns are particularly salient in Malaysian and Asian ESL contexts
where highstakes assessment, syllabus coverage pressures and cultural expectations reinforce procedural plus
teacher-led classroom routines.
Drama-Based Learning has emerged as a promising response to these limitations. Importantly, DBL is not
confined to isolated performance tasks; it represents a structured pedagogical framework with established
methods for language teaching. In ESL classrooms, DBL has been implemented through strategies such as
teacher-in-role, improvisational scenes, hot-seating, process drama, and dramatization of stories or thematic
units (Dawoud, 2024; Uştuk, 2022). A typical DBL lesson often begins with warm-up activities to build trust
and lower anxiety, followed by a dramatic frame that introduces roles and context. Learners collaboratively
negotiate meaning, construct dialogue, draw on target language resources, and interact in character. Teachers
scaffold throughout the process by modelling language, guiding interaction, and facilitating reflection.
Research has documented that such practices enhance speaking fluency, confidence, and communicative
competence by providing meaningful, affectively rich opportunities for language use (Erşin, 2025; Islam,
2023). Furthermore, because drama encourages perspective-taking, emotional expression and interpersonal
engagement, DBL often creates a supportive classroom climate that promotes deeper learner involvement
(Kaisa & Keinänen, 2024).
Despite positive findings, existing studies tend to focus on specific emotional variables mainly focused on
motivation or anxiety reduction when examining the impact of DBL. Indeed even these dimensions are
important, they offer only a partial view of the broader emotional landscape that shapes language learning.
Recent scholarship highlights emotional engagement as a critical predictor of learners’ participation,
willingness to communicate and sustained effort (Wang & Ye, 2021; Ng & Ushida, 2024; Yanbo, 2023).
However, limited research has explored how DBL influences this fuller spectrum of emotional engagement,
particularly in comparison to traditional and teacher-centred ESL instruction. Additionally, few empirical
studies have examined how the specific implementation of DBL like the scaffolding procedures, interaction
patterns and dramatic conventions which most likely to shapes learners’ emotional engagement within real
classroom environments. This gap is significant, as emotional engagement is shaped not only by pedagogical
intentions but by the lived classroom experience of learners.
Addressing these gaps, the present study investigates the emotional engagement of ESL learners participating
in Drama-Based Learning compared with those receiving traditional, a teachercentred instruction. The study
examines whether DBL fosters higher levels of emotional engagement and how these levels differ from those
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observed in conventional classrooms. By employing a more comprehensive emotional framework, this
research contributes to the current understanding of the affective dimensions of ESL learning and offers
insights into how DBL may enrich learners’ experiences beyond linguistic outcomes. Ultimately, the study
aims to inform ESL educators, curriculum designers, and policymakers seeking to implement pedagogies that
support not only communicative competence but also learners’ emotional well-being and holistic development.
LITERATURE REVIEW
1.0 Drama-Based Learning (DBL)
In contemporary educational contexts, Drama-Based Pedagogy (DBP) is recognized as an umbrella term
encompassing a diverse array of dramatic activities including applied theatre, improvisation, structured role-
playing, writing in role, creative drama and process drama (Ranzau, 2017). This broad spectrum of activities
distinguishes DBL from traditional theatrical performance, positioning it as an integrated pedagogical strategy.
Beyond its established educational applications, the immersive and active nature of DBL holds substantial
promise for fostering students' emotional engagement (Chakraborty & Deb, 2023). With its inherent focus on
role-playing, interpersonal interaction and emotional expression, DBL provides a rich environment for
investigating and cultivating students' affective responses to the learning process, a core focus of the current
study.
However, the efficacy of DBL, despite its deep roots in human interaction and storytelling, is contingent upon
its structured implementation. As DBL has consistently demonstrated effectiveness in boosting engagement, its
success is often moderated by student disposition (Kim & Kim, 2021). Students may encounter difficulties
with role-playing due to factors such as introversion or lack of confidence, yet others may significantly thrive
and benefit from the activities, highlighting the need for differentiated and sensitive instructional design (Dilek
et al., 2022).
2.0 Emotional Engagement
According to Connel and Wellborn (1991) and Skinner and Belmont (1993), emotional engagement refers to
the students’ affective reactions in the classroom which includes interest, boredom, happiness, sadness and
anxiety. Emotional engagement plays a significant role in molding and shaping learners’ motivations and
participation in classroom learning activities, specifically when it comes to language acquisition. To add on,
positive emotions such as enjoyment and enthusiasm have been found to enhance cognitive engagement which
leads to better retention and comprehension according to Fredricks, Blumenfeld & Paris (2004). On the other
hand, negative emotions such as anxiety or frustration may hinder language learning by reducing students’
eagerness and willingness to communicate (Dewaele & MacIntyre, 2014). Emotional engagement is essential
for language learning as it influences students’ willingness to communicate with others. Emotional engagement
is essential for language learning as it influences students’ willingness to communicate. Indeed DBL can
enhance positive emotions, but it may also increase anxiety for some students, which in particular might be
uncomfortable with performance-based activities.
2.1Emotional Engagement in Drama-Based Learning
In the context of DBL, emotional engagement is heightened as students actively immerse themselves in role-
playing and storytelling, which fosters a deeper connection with the language (Stinson & Winston, 2011). The
general performative nature of drama encourages learners to express themselves freely, which can boost their
confidence and reduce their language anxiety (Kao & O'Neil, 1998) However, while drama-based learning can
enhance positive emotional engagement, it can also introduce problems and challenges like performance
anxiety or fear of making mistakes. Teachers play a crucial role in creating a supportive environment where
students feel comfortable taking risks, chances and expressing themselves without the constant fear of
judgement (Mercer & Dörnyei, 2020). By incorporating collaborative and low-stakes activities, DBL can foster
effective emotional engagement within their language. Nevertheless, even if DBL offers opportunities to
increased emotional engagement, its effectiveness is dependent on the teacher’s ability to create a supportive
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environment. This is because without a proper scaffolding, some students may feel overwhelmed rather than
motivated.
2.2 Emotional Engagement Factors
Emotional engagement in language learning is a critical dimension of overall student involvement, focusing
on the feelings, attitudes and values students associate with the learning process (Hidi & Renninger, 2006). In
the context of Drama-Based Language (DBL) teaching, this engagement is actively cultivated through
immersive and expressive activities. Six key emotional engagement factors such as interest, enjoyment,
emotional intensity, peer connection, content connection and sense of accomplishment are particularly
influential in shaping students’ affective experiences and their subsequent learning outcomes (Pekrun et al.,
2002; Mercer & Dörnyei, 2020; Hiver et al., 2021). These factors combine to create a dynamic, emotionally
rich environment that moves beyond passive reception to active, embodied participation.
2.2.1 Interest
Interest is fundamentally a key driver of student engagement and is crucial for initiating and sustaining
motivation in learning (Hidi & Renninger, 2006). It is a concept impacted by both situational factors such as
the learning material’s novelty, appeal, relevance and personal preferences (Ainley et al., 2002). In DBL, the
use of role-playing, improvisation and storytelling immediately triggers situational interest, which captures
learners' attention and makes language acquisition inherently more captivating (Kao & O’Neill, 1998). This
initial capture is critical as recent research on task engagement suggests, learners’ deliberate actions in service
of completing a pedagogical task, which includes their focus and curiosity are key elements of productive
involvement (Hiver & Wu, 2023). When learning activities are perceived as innovative and meaningful,
learners are significantly more likely to maintain interest and dedicate higher cognitive effort (Ainley et al.,
2002). Furthermore, as DBL is highly effective in sparking initial interest, a longitudinal study by Shirvan et al.
(2021) on affective factors indicates that while positive emotional states (like those sparked by interest) can be
stable, focused teaching practices can lead to significant improvements in engagement for students who
initially show lower interest levels, highlighting the malleability of this factor in the classroom. However, the
impact of DBL varies; while some students naturally gravitate toward drama, others may require explicit
scaffolding to transform initial situational interest into sustained individual interest.
2.2.2 Enjoyment
Learning enjoyment is conceptualized as the positive emotion experienced during the learning process, which
is linked to higher levels of intrinsic motivation and deeper cognitive processing (Pekrun et al., 2002). Joy,
excitement and contentment are positive emotions that are known to broaden an individual's thought action
repertoire, helping to create a calm and supportive learning environment (Fredrickson, 2001). This, in turn is
essential for lowering language anxiety and promoting involvement, align with Krashen’s (1982) Affective
Filter Hypothesis. DBL is inherently enjoyable as it allows students to use the target language in expressive
and collaborative activities such as character exploration and spontaneous improvisation in a relaxed
environment. This high level of Foreign Language Enjoyment (FLE) is widely recognized for its pivotal role in
facilitating language learning (Elahi Shirvan et al., 2020). Research confirms that enjoyment is vital for
bridging engagement, enhancing motivation and developing positive learning attitudes among ESL students
(Al-Adwan et al., 2022). Enjoyment is often fostered by teacher-related factors, the learning environment and a
sense of achievement (Ting et al., 2023). However, individual personality traits and prior experiences are
significant predictors of FLE (Botes et al., 2024). Therefore, while DBL creates a generally positive climate,
teachers must ensure diverse activities are available to cater to students who may prefer more structured or
quieter activities over high-energy and expressive ones.
2.2.3 Emotional Intensity
Emotional intensity refers to the strength or magnitude of affective responses experienced during a learning
event (Tyng et al., 2017). High-intensity emotional experiences are known to enhance memory retention and
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cognitive engagement by strengthening affective associations with the material, a phenomenon known as the
Emotional Enhancement of Memory (EEM). DBL leverages embodied learning and immersive storytelling to
heighten emotional intensity, such as experiencing the excitement of a narrative climax or the anxiety of
conflict resolution (Winston, 2013). This immersive engagement increases the impact of language acquisition
by making the context unforgettable. However, the influence of intensity is complicated in Second Language
(L2) acquisition. Studies show that emotional words and experiences typically elicit lower emotional reactivity
and reduced memory effects in an L2 compared to the native language (L1), especially for later learners
(Imbault et al., 2021). Therefore, to leverage intensity effectively in DBL, teachers must find a critical balance.
High emotional intensity must be carefully managed to avoid triggering excessive performance anxiety (which
hinders learning), while also ensuring the DBL task requires a high level of language proficiency to achieve
native-like emotional responses, as high L2 proficiency can mitigate this emotional dampening effect (Ferré et
al., 2010).
2.2.4 Peer Connection
Emotional engagement in learning is greatly influenced by social relationships (Wentzel, 1999). Peer
connection increases motivation and creates a sense of belonging through cooperation and social support.
Group activities and role-playing scenarios in DBL require cooperation and communication, fostering peer
connections and a positive atmosphere (Mercer, Dörnyei, 2020). Good peer connections reduce the fear of
making mistakes and promote taking chances when using language. Although DBL promotes collaboration, the
effectiveness of peer interactions depends mostly on classroom dynamics. Some students may struggle with
teamwork due to differing communication styles or social anxieties.
2.2.5 Content Connection
According to Deci and Ryan (1985), content connection is the extent to which students identify with and
derive meaning from the learning metal. Learners are more inclined to engage emotionally and cognitively
when they believe that the material is personally relevant. By enabling students to take on roles and scenarios
that resonate with their experiences and interest, DBL fosters content connection (Kao & O’Neill, 1998). More
meaningful language acquisition is made possible by this meaningful interaction which also increases
emotional engagement. DBL has the potential to strengthen content connection by making abstract concepts
more understandable through role-play and storytelling. However, some students may engage with the
theatrical parts rather than focusing on language acquisition.
2.2.6 Sense of Accomplishment
A robust sense of accomplishment is vital for sustaining motivation and engagement, as it directly reinforces
self-efficacy beliefs (Bandura, 1997). When learners perceive success, even in small yet manageable steps, it
encourages continued effort in language learning. DBL is particularly effective in providing immediate and
tangible opportunities for accomplishment, such as successfully completing an improvised scene, delivering a
rehearsed dialogue or participating in a short performance (Mercer & Dörnyei, 2020). This public, often
immediate, feedback reinforces selfefficacy and gives students process recognition. This enjoyment derived
from successful performance, is described as a sense of accomplishment and reward that motivates greater
success and increased self-confidence to communicate spontaneously in English (Zhao, 2023). Furthermore, a
strong sense of self-confidence built through these accomplishments is integral to fostering intrinsic
motivation, as it makes learners more willing to take risks and persevere through challenges (Ghafar, 2023).
Teachers should leverage DBL by offering diverse opportunities for performance and constructive criticism but
must also complement this creative freedom with clear learning benchmarks to help students track and
internalize their long-term linguistic progress.
3.0 Implementation of DBL in Classroom Teaching and Its Implications
Recent developments in communicative and learner-centred ESL pedagogy have contributed to a growing
interest in the integration of Drama-Based Learning (DBL) into classroom practice. Studies demonstrate that
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DBL is typically implemented through structured drama techniques such as hot-seating, process drama,
teacher-in-role, scripted performance and improvisation, all of which simulate authentic communicative
situations and encourage learners to negotiate meaning collaboratively (Uştuk, 2022; Kaisa & Keinänen,
2024). These dramatic strategies provide rich linguistic environments in which students can practice
spontaneous communication while engaging affectively and socially with the learning content. However,
effective implementation of DBL requires deliberate scaffolding to support learners of varying proficiency and
confidence levels. Research highlights the need for clear role descriptions, teacher modelling, language frames,
reflective debriefing and sequenced task progression to facilitate productive participation (Alam et al., 2020;
Islam, 2023). It is important to notice that some learners especially those with higher anxiety or limited
speaking experience may become overwhelmed by the performative demands of DBL and consequently
disengage (Kim & Kim, 2021; Dilek et al., 2022).
Despite these challenges, recent empirical findings consistently report positive outcomes. DBL has been
shown to improve speaking fluency and accuracy through interactive rehearsal and embodied practice (Erşin,
2025), while also enhancing learners’ confidence and willingness to communicate by reducing fear of
judgment in a collaborative and expressive environment (Islam, 2023; Wang et al., 2024). Emotional
engagement benefits are also widely noted, including heightened enjoyment, curiosity and interpersonal
connection, all of which contribute to sustained motivation in ESL settings (Ng & Ushida, 2024). Nevertheless,
effective DBL implementation is frequently hindered by systemic and pedagogical constraints. Many teachers
lack adequate training in drama pedagogy, which leads to superficial or inconsistent application of DBL
principles (Kaisa & Keinänen, 2024). Structural limitations such as large class sizes, rigid assessment
demands, and exam-oriented curricula further restrict opportunities for extended dramatic sequences and
reflective dialogue (Yanbo, 2023). Moreover, DBL depends heavily on classroom trust and psychological
safety; in contexts where students fear embarrassment or negative evaluation, drama activities may
inadvertently heighten anxiety rather than foster engagement (Botes et al., 2024)
Overall, the implementation of DBL in ESL classrooms presents both promising opportunities and important
challenges. Especially when it is facilitated thoughtfully with appropriate scaffolding, teacher preparation and
institutional support. DBL can humanize language instruction by integrating creativity, emotional expression
and authentic communication. However, its success ultimately relies on teachers’ pedagogical readiness,
supportive school structures and sensitive facilitation that addresses learners’ emotional and linguistic needs.
Theoretical & Conceptual Framework
This study is grounded in the assumption that instructional methodology plays a critical role in shaping the
affective experience of language learners. Drama-Based Learning (DBL) can be characterized by role-play,
improvisation, perspective-taking and collaborative story construction that is posited to generate higher levels
of emotional engagement. DBL is assumed to do so by eliciting positive emotions such as enjoyment, curiosity
and emotional resonance while simultaneously reducing negative affect, particularly anxiety. Traditional ESL
instruction in contrast, is typically teacher-centred and emphasizes controlled practice, accuracy and repetition.
Such approaches offer fewer opportunities for emotional involvement, creative expression or meaningful
interaction; therefore, they are expected to yield lower emotional engagement. In this study, emotional
engagement is conceptualized as a multidimensional construct comprising enjoyment, interest, emotional
intensity, motivation, social connection and anxiety regulation. The conceptual model proposes that the type of
instructional approach, in this case; DBL versus traditional instruction that directly influences learners’
emotional engagement. This relationship forms the basis of the comparative analysis conducted in the study.
This study draws on three interrelated theoretical perspectives stated as Communicative Language Teaching
(CLT), Constructivist Learning Theory, and Sociocultural Theory which aim to explain how Drama-Based
Learning (DBL) can enhance emotional engagement in the ESL classroom. CLT positions language use as a
tool for authentic communication. As described by Richards and Rodgers (1992) and Littlewood (1981), CLT
prioritizes interaction, fluency and meaning-making over mechanical accuracy. DBL aligns with these
principles by immersing learners in communicative scenarios (e.g., role-plays and improvisations) that require
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emotional expression, negotiation of meaning and interpersonal connection which works as key contributors to
emotional engagement.
In Constructivist perspectives (Tomei, 2009; Ekins et al., 2011) view learning as an active, experiential process
in which individuals construct understanding through participation and reflection. DBL embodies
constructivist principles by enabling learners to experience and interpret language situations rather than merely
study them. This experiential dimension supports both cognitive involvement and emotional resonance.
However, drawing on Vygotsky (1978, 1986), Sociocultural Theory emphasizes learning through social
interaction, dialogue and collaborative meaning-making. DBL operationalizes these principles by creating
shared, culturally mediated spaces where learners coconstruct knowledge through performance, discussion and
collective imagination.
Taken together, these theories offer a coherent foundation for understanding how DBL engages learners
cognitively, socially and affectively. CLT explains its communicative authenticity; constructivism explains its
experiential depth; and sociocultural theory explains its collaborative, emotionally rich interactions. Their
convergence supports the study’s assumption that DBL can foster higher emotional engagement than
traditional ESL instruction.
Fig. 1 Conceptual Framework on the Instructional Approach of Classroom
METHODOLOGY
This study employs a quantitative research design to investigate Malaysian ESL learners’ perceptions of
Drama-Based Learning (DBL) and its influence on emotional engagement. Six dimensions of engagement are
examined: interest, enjoyment, emotional intensity, peer connection, content connection and sense of
accomplishment. Data will be collected using a structured questionnaire adapted from previously validated
instruments developed by Ni’mah et al. (2024), Zahara (2018) and Ismail (2024). The survey contains 15 items
rated on a five-point Likert scale (1 = Not at all to 5 = Extremely), allowing respondents to express differing
levels of emotional engagement. All items were constructed to enable meaningful comparison between DBL
and traditional ESL instruction, supporting the instrument’s reliability and content validity. The questionnaire
will be administered online using Google Forms, which enables wide reach, reduces researcher interference,
and ensures both convenience and confidentiality over a two-week response window.
A purposive sampling approach will be used to recruit 100 Malaysian ESL learners aged 18 and above.
Participants must have prior exposure to DBL through coursework (e.g., Theatre in TESL) or through
classroom-based performance activities. This sampling strategy is suitable because the study requires
individuals who have experienced both DBL and conventional instruction in order to provide informed and
relevant responses. To strengthen representativeness despite the sample size, the distribution of the Google
Form will be planned across several demographic categories, including race (Malay, Chinese, Indian and
others), age groups (18–21, 22–24), and education levels (foundation, diploma and undergraduate). This
approach ensures that the sample reflects a range of backgrounds, which enhances the dependability of the
findings.
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Although data collection is conducted online, the recruitment process is targeted rather than open-ended. The
survey link is distributed only to academic groups and programme known to incorporate DBL-related learning
activities, ensuring that respondents fall within the defined inclusion criteria. Using an online platform also
reduces logistical limitations, allowing data to be gathered efficiently across institutions while maintaining
ethical safeguards.
The collected quantitative data will be analysed using descriptive statistics, specifically mean scores for each
emotional engagement factor. The mean will be calculated using the formula Mean = (ΣX) / N, where X
denotes individual responses and N represents the total number of participants. Mean scores from the DBL and
traditional learning conditions will be compared to identify differences in emotional engagement. Graphical
representations such as bar charts will be used to support interpretation. This analytic procedure provides clear,
objective and replicable insights into how DBL influences emotional engagement among Malaysian ESL
learners.
FINDINGS
Emotional Intensity
Fig. 2 Emotional Intensity
“This learning method makes me feel emotionally involved in the learning process.”
Emotional intensity showed the biggest contrast with DBL scoring 4.00 compared to
3.00 in traditional learning. The pie chart highlights that in DBL 32.5% strongly agreed and 38.4% agreed that
they felt emotionally engaged, whereas 19.5% were neutral, 7.9% disagreed and 1.7% ESL learners strongly
disagreed with the notion. In comparison, for traditional learning, 24.7% strongly agreed, and 33.3% agreed
that they were emotionally engaged during traditional learning but 29.6% were neutral, 9.3% disagreed and
3.1% strongly disagreed that learners were emotionally engaged during traditional learning.
Peer Connection
Fig. 3 Peer Connection
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“I feel connected with my classmates when learning through this method.”
DBL significantly enhanced peer connections with a mean score of 4.17 vs 3.50 in traditional learning. The pie
chart shows that in DBL, 39.1% strongly agreed and 33.4% agreed that they felt more connected to their peers
while 21% were neutral and 5.4% disagreed with the statement. However, in traditional learning, 28.7%
strongly agreed and 27.6% agreed that they felt more connected to their peers while 30.8% were more neutral,
10.9% disagreed and 1.8% strongly disagreed with the notion.
Content Connection
Fig. 4 Content Connection
“This learning method helps me better understand and relate to the learning content.”
While DBL performed better in content connection (3.83 vs. 3.67), the gap was smaller than in other
categories. The pie chart shows that in DBL, 348% ESL learners strongly agreed and 43.3% agreed that they
felt connected to the content whereas 18.6% felt neutral and 3.1% disagreed that they felt connected to the
content. On the other hand, for traditional learning, 6.3% strongly agreed and 34.6% agreed that they felt
connected to the content while 30.3% were neutral, 6.3% disagreed and 1.4% strongly disagreed with the very
statement.
Sense of Accomplishment
Fig. 5 Sense of Accomplishment
“I feel a sense of achievement when learning through this method.”
The smallest gap was in sense of accomplishment with DBL scoring 4.17 vs. 4.00 in traditional learning. The
pie chart shows that in DBL 45.8% strongly agreed and 34.6% agreed that they felt a sense of accomplishment.
However, 15.3% were neutral, 3.6% disagreed and
0.8% strongly disagreed regarding the statement. Whereas for traditional learning, 30.9%
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strongly agreed and 38.7% agreed that they felt a sense of accomplishment meanwhile 27.4% were neutral and
only 2.2% disagreed that they felt a sense of accomplishment in traditional learning.
DISCUSSION
The analysis of the questionnaires responses reveals that DBL consistently scores high in emotional
engagement compared to the traditional way.
Emotional Engagement Factor
Drama-Based Learning (DBL)
Mean Score
Traditional Learning
Mean Score
Interest
4.17
3.33
Enjoyment
4.00
3.50
Emotional Intensity
4.00
3.00
Peer Connection
4.17
3.60
Content Connection
3.83
3.67
Sense of Accomplishment
4.17
4.00
Higher Emotional Engagement in DBL
The findings shows that DBL creates a significantly more engaging and interactive learning environment for
ESL students. The higher scores in interest (4.17 vs 3.33) and enjoyment (4.00 vs. 3.50) suggest that students
find DBL activities more stimulating and immersive compared to traditional learning. Additionally, DBL
encourages students to actively participate in scenarios, role-play, and storytelling, which makes lessons feel
more dynamic and relatable for the learners which aligns with Vygotsky’s Sociocultural Theory (1978) which
emphasises the role of social interaction and active engagement in cognitive development. Unlike traditional
learning, they often rely on rote learning and structured exercises. Evidently it shows that DBL allows for
spontaneity and creativity which can make students feel more invested in the learning process.
Emotional Intensity and Connection with Peers
Emotional intensity showed the biggest contrast where DBL scored 4.00 compared to 3.00 in traditional
learning. This suggests that learners experience much stronger emotional responses when participating in DBL.
According to Damasio’s Somatic Marker Hypothesis (1994), emotions play a significant role in decision-
making and learning which means that emotionally engaging learning experiences such as drama can enhance
memory retention and comprehension. The immersive nature of DBL allows the learners to connect deeply
with emotions of the characters they portray and the stories they read, enhancing empathy and emotional
expression within each learner. In contrast, traditional learning methods may lack the same level of emotional
stimulation, as they often involve passive learning through reading, writing and listening exercises.
Plus, peer connection is notably higher in DBL (4.17 vs 3.50), supporting the idea that group interactions and
role-playing creates a stronger sense of community between learners. This finding aligns with Johnson &
Johnson’s (1989) Cooperative Learning Theory which shows that cooperative learning structures such as
drama activities can promote higher levels of social interaction, communication and teamwork. Working
together in DBL drama-based activities requires students to communicate, collaborate and support one another,
fostering teamwork and also social skills. Whereas, in traditional lessons, interaction may be more limited and
often restricted to structured group discussions or presentations, which may not create the same depth of peer
connection.
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Additionally, peer connection is notably higher in DBL (4.17 vs 3.50), supporting the idea that group
interactions and role-playing creates a stronger sense of community between learners. This finding aligns with
Johnson & Johnson’s (1989) Cooperative Learning Theory which shows that cooperative learning structures
such as drama activities can promote higher levels of social interaction, communication and teamwork.
Working together in DBL drama-based activities requires students to communicate, collaborate and support
one another, fostering teamwork and also social skills. Whereas in traditional lessons, interaction may be more
limited and often restricted to structured group discussions or presentations, which may not create the same
depth of peer connection.
Content Connection and Sense of Accomplishment
While DBL shows advantages in more areas, the gap between DBL and traditional learning is narrower in
terms of content connection (3.83 vs 3.67) and sense of accomplishment (4.17 vs 4.00). This suggests that
while DBL enhances engagement, traditional learning still provinces a structured sense of achievement for
students. A possible explanation for this is that traditional lessons often follow clear objectives, assessment
criteria and step-by-step progressions that allows students to measure their own success in a more
straightforward manner. According to Locke & Latham’s GoalSetting Theory, setting clear and structured goals
can enhance motivation and performance which becomes a strength of traditional learning.
On the other hand, content connection is slightly higher in DBL possibly because some of the learners may
struggle in fully grasping the academic material when it is integrated into dramatic scenarios. If the drama-
based approach is not structured well, there may be a risk of students being more focused on the performance
aspects rather than content comprehension. Sweller’s Cognitive Load Theory (1988) suggests that excessive
cognitive load can hinder learning which may explain why some students find it challenging to connect with
academic contents when engaged in drama-based activities.
The Practical Implications
The findings also indicated that DBL has several positive effects on language learners. It fosters increased
motivation and confidence, as the emotionally stimulating environment of DBL helps learners feel more at
ease which reduces their language speaking anxiety and encourages them to express themselves in English.
Furthermore, DBL promotes stronger peer relationships as role-playing and group activities facilitate
communication and teamwork which creates a positive classroom atmosphere. The engaging nature of DBL
also aids in better retention of language skills, including vocabulary, pronunciation, and fluency. However, it is
important for teachers to ensure that DBL activities are well-structured, striking a balance between creative
expression and language acquisition so that learners benefit from both the enjoyment of acting and the
development of their language. However, it is important for teachers to ensure that DBL activities are well-
structured, creating a balance between creative expression and language acquisition. This prevents learners
from focusing solely on acting and ensures that they are also developing their language skills.
CONCLUSION
This study highlights the significant impact of Drama-Based Learning (DBL) on ESL students’ engagement
and learning experience. To specify, the findings indicate that DBL fosters higher emotional engagement with
students displaying a greater interest, enjoyment, and emotional intensity compared to the traditional learning
methods. This aligns with Vygotsky’s Sociocultural Theory (1978) that emphasises active learning through
social interaction. The immersive and participatory nature of DBL also encourages spontaneous
communication, role-playing and storytelling which makes lessons feel more relatable and dynamic within the
learning process. Additionally, Johnson & Johnson’s (1989) Cooperative Learning Theory supports the idea
that DBL strengthens peer relationships by promoting collaboration, teamwork, and mutual support. Unlike
traditional learning which often relies on structured exercises and passive participation, DBL allows for deeper
emotional connections, enhancing students’ motivation and willingness to engage in language learning.
Nevertheless, while DBL does enhance engagement, its impact on content connection and sense of
accomplishment is only slightly higher than traditional learning. This suggests that while DBL makes lessons
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more memorable, structured learning from traditional learning still provides a clear sense of achievement.
Locke & Latham’s Goal-Setting Theory (1990) explains this by emphasising how defined objectives and
progress tracking enhances motivation. To add on, some students may struggle with fully grasping academic
content within drama-based scenarios if the activities are not well-structured. Sweller’s Cognitive Load Theory
(1988) suggests that an excessive cognitive burden such as balancing performance and content learning can
hinder comprehension which indicates the need for a well balanced approach where DBL remains engaging yet
structured enough to ensure meaningful learning.
The study’s limitations primarily stem from the relatively small number of items included in the questionnaire.
To prevent participant fatigue, the survey was intentionally kept concise while still addressing key dimensions
of emotional engagement. Porter et al. (2004) caution that overly lengthy surveys may compromise response
accuracy, increase dropout rates and contribute to disengagement. Accordingly, this study prioritized brevity
without compromising the measurement of emotional engagement when comparing DBL with traditional
learning approaches. Future research could extend this work by incorporating qualitative methods such as
interviews or open-ended responses to provide richer insights into students’ emotional engagement in drama-
based contexts.
Overall, these findings reaffirm that the integration of DBL when applied within a structured pedagogical
framework, can create a more stimulating and emotionally supportive learning environment. Such an approach
not only enhances students’ confidence and reduces language anxiety but also strengthens peer relationships
and fosters sustained emotional engagement. Moreover, the interactive nature of DBL contributes to
improvements in vocabulary retention, pronunciation and fluency. Nonetheless, meticulous planning remains
essential to ensure that students concentrate not only on performance but also on the development of linguistic
competence. Future studies may further explore strategies to optimize DBL for enhancing both engagement
and academic comprehension, as well as to evaluate its long-term impact on language proficiency across
diverse learner populations.
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