Perceived Benefits of Drama-based Projects in English Literature Learning: A Case Study

Abstract

Drama-based projects have gained recognition as an engaging technique in English as a Foreign Language (EFL) literature instruction, yet little is known about how English majors in Vietnam perceive the benefits of this technique for language learning over time. This short-term qualitative case study investigates the perceived benefits across three phases of a drama-based project among English majors at Ho Chi Minh City University of Economics and Finance. Data were collected from twenty students’ biweekly diaries and follow-up interviews with five selected participants over a six-week period. Results reveal that students experienced emotional, cognitive, and interpersonal growth across the phases. Participants’ perceptions of drama evolved significantly over the six-week project. Initial anxiety gradually gave way to positive emotional fulfillment, deeper literary understanding, increased engagement with literary texts, and enhanced language and personal skills. Moreover, collaboration progressed from basic task sharing to strong teamwork cohesion. These findings highlight the pedagogical potential of drama in promoting both linguistic and interpersonal development. The study offers implications for integrating structured, reflective drama tasks into EFL literature curricula to foster deeper engagement and holistic learning outcomes.

Received: 30^th June, 2025; Revised: 29^th August, 2025; Accepted: 16^th April, 2026