Using Drama Techniques to Promote Inclusive Practices in the EFL Classroom with Learners with Special Educational Needs: In-service Teachers’ Attitudes and Experiences - Acta Universitatis Sapientiae

Acta Universitatis Sapientiae, Philologica, 17, 2 (2025) 51–66

DOI: 10.47745/ausp-2025-0016

Abstract. The role of educational drama and the successful implementation of drama techniques in teaching foreign languages have been confirmed by various research findings. There is a growing need for English as a foreign language (EFL) teachers to find appropriate tools to improve the teaching and learning of EFL to satisfy learners with special educational needs (SEN). The paper focuses on the link between the incorporation of drama techniques and teaching learners with SEN in the higher level of primary school with close attention to special needs connected with cognition and learning (e.g. dyslexia, dysgraphia, etc.) and needs connected with social, emotional, and mental health (e.g. ADD, ADHD, etc.). The paper presents the findings of document analysis and semi-structured interviews with in-service EFL teachers at the higher level of primary schools with Hungarian language of instruction in Slovakia. The major aim of the interviews was to investigate EFL teachers’ attitudes and self-efficacy in implementing inclusive practices, their attitudes and experiences concerning teaching learners with SEN and using drama techniques. A secondary aim was to examine the current situation in schools and the support EFL teachers receive in their institution. Based on the findings, implications for management strategies, teacher education, and teacher training courses or trainings are discussed.

Keywords: learners with special educational needs, drama techniques, higher level of primary school, in-service EFL teachers’ attitudes, inclusive education