Improving EFL Literature Teaching via AI-Enhanced Drama: A Comparative Analysis Utilizing Doctor Faustus
DOI:
https://doi.org/10.31185/wjfh.Vol22.Iss3/Pt2.1778Keywords:
Key Words : AI, Drama, EFL Education , Elizabethan Drama , Doctor FaustusAbstract
This research examines how effective traditional methods are compared to AI-assisted techniques in teaching drama to students learning English as a Foreign Language (EFL). By looking at student engagement, language growth, and creative expression in both methods, the study seeks to uncover the teaching benefits and drawbacks of using artificial intelligence in drama lessons. A mixed-methods approach that includes both quantitative measures and qualitative observations was used with EFL students at the University of Al- Farahidi in Baghdad. The results show that AI-supported drama teaching boosts motivation, offers personalized feedback, and encourages creative performances, while traditional methods help build basic skills and foster social interaction. The findings imply that combining traditional methods with AI tools can enhance EFL drama education, offering useful insights for teachers aiming to update their language teaching practices.
Downloads
References
Carter, R., & Long, M. (1991). Teaching literature. Longman.
Crystal, D. (2008). Think on my words: Exploring Shakespeare's language. Cambridge University Press.
Greenblatt, S. (2001). Renaissance self-fashioning: From More to Shakespeare. University of Chicago Press. (Originally published in 1980)
Gregersen, T., & MacIntyre, P. D. (2014). Capitalizing on language learners' individuality: From premise to practice. Multilingual Matters.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. (Note: You may have misquoted "Holmes and Automatic M PIL.T. U, 2022"—this reference appears unclear or possibly fictitious; if a real 2022 AI education source is meant, please provide its correct title.)
Lauponse, A., Chieu, M. T., & Wang, C. (2019). AI and natural language processing in literary education: Transforming Shakespeare. Journal of Literary Technology Studies, 12(3), 45–60. (Note: This is likely fictional unless you confirm the correct source; please verify.)
Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge University Press.
Li, W., & Ni, X. (2021). Enhancing spoken English learning with AI-based speech recognition tools. Language Learning & Technology, 25(2), 88–105.
Luckin, R. (2017). Towards artificial intelligence-based assessment systems. Nature Human Behaviour, 1(3), 1–3. https://doi.org/10.1038/s41562-017-0055
Maley, A., & Duff, A. (2005). Drama techniques: A resource book of communication activities for language teachers (3rd ed.). Cambridge University Press.
Paran, A. (2008). The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Language Teaching, 41(4), 465–496. https://doi.org/10.1017/S026144480800520X
Selwyn, N. (2016). Is technology good for education? Polity Press.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (in press). Systematic review of research on artificial intelligence applications in higher education – Where are the educators? International Journal of Educational Technology in Higher Education.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Sarah Ismail Ibrahim Majeed Ismail Fayadh
This work is licensed under a Creative Commons Attribution 4.0 International License.
