Developing pre-service EFL teachers' symbolic competence and awareness through the use of drama, literature, and films

This study aimed to design and implement an art-integrated syllabus to enhance the symbolic competence of university students training to be English as a Foreign Language (EFL) teachers. Specifically, the present study aimed to: (1) evaluate the impact of this syllabus on the development of symbolic competence in pre-service EFL teachers; (2) identify how this art-integrated syllabus can influence awareness of effective input characteristics for foreign language education (FLE); and (3) explore the potential of this syllabus to influence awareness regarding the use of various types of art-related material in FLE. A mixed-methods research approach was employed, combining quantitative and qualitative data to provide a comprehensive understanding of the influence of the art-integrated syllabus. The findings indicated that the use of drama, short stories, and films significantly improved the pre-service EFL teachers' symbolic competence. Additionally, the participants demonstrated increased awareness regarding the effective input characteristics for FLE and the effective use of various art-related materials in FLE. This study contributes to the literature on symbolic competence development and expands the understanding of the symbolic competence model. It also offers practical implications for foreign language teaching practitioners, highlighting the benefits of integrating artistic elements into language education to foster symbolic competence development and enhanced teaching strategies.