PRIMARY SCHOOL EFL TEACHERS’ PERCEPTIONS ABOUT BENEFITS AND CHALLENGES OF USING DRAMA IN SPEAKING CLASSES

Abstract

This study explores primary‐level EFL teachers’ perceptions about benefits and challenges of using drama to teach speaking in a Central Vietnam province. Employing a qualitative design, 12 Grade-3 English teachers were interviewed, and 24 lessons were observed. Thematic analysis revealed three key benefits: drama situates language in authentic contexts to enhance communicative competence; it builds learner confidence and creativity through role-play and empathetic immersion; and it fosters real-world relevance and collaborative engagement. Teachers also reported five challenges: student anxiety and limited preparation; proficiency disparities within classes; insufficient classroom time for implementation; limited drama facilitation and classroom management skills among teachers; and resource shortages. These findings corroborate prior research on drama’s efficacy and provide new insights into the affective, pedagogical, and systemic barriers primary-level teachers face. The study highlights the need for targeted professional development, tailored task design, and resource support to realize drama’s potential in young‐learner EFL contexts.