The perspectives of EFL instructors on the use of drama in class

Drama has emerged as a valuable pedagogical tool in English as a Foreign Language (EFL) education, offering significant benefits such as promoting authentic language use, enhancing student engagement, and reducing language anxiety through context-rich, interactive activities. These methods provide learners with opportunities for spontaneous language production and immersive practice, fostering both linguistic competence and confidence. This study aimed to explore EFL instructors' perspectives on the use of drama in language education, focusing on the challenges they encounter in applying drama-based pedagogies and the practical strategies they propose for more effective integration. The research was conducted through semi-structured interviews with twelve instructors from a tertiary-level English preparatory program in Turkey. Data were collected using open-ended interview questions designed to capture instructors' beliefs, experiences, and perceptions of drama as a teaching method. To enhance the credibility and transparency of the analysis, the MAXQDA 2020 software was utilized for coding and organizing data, facilitating efficient data management and visualization of emerging thematic relationships. Thematic analysis identified key themes, including the benefits of drama in promoting authentic language use, fostering creativity, and creating supportive, low-risk environments for communication. However, participants also identified significant barriers, including institutional constraints, time limitations, and the need for professional training. To address these challenges, instructors emphasized the importance of structured professional development, flexible curricula, and supportive institutional policies that recognize the educational value of drama. These findings contribute to a more comprehensive understanding of the role of drama in EFL contexts, supporting the development of more dynamic, student-centered language instruction. Keywords: Drama-based pedagogy, EFL instruction, teacher perspectives, language learning, educational innovation.