Exploring Emotional Engagement in Drama-Based Learning for ESL Student

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.