Beyond traditional instruction: the impact of Drama Monologue and Photo Elicitation on EFL learner engagement and expressive competence

This mixed-methods quasi-experimental study investigates the comparative impact of two expressive pedagogical strategies, Drama Monologue and Photo Elicitation, on engagement and expressive competence among secondary-level English as a Foreign Language (EFL) learners. Sixty students were assigned to one of three groups: Drama Monologue (n = 20), Photo Elicitation (n = 20), or Control (n = 20). Employing pre- and post-intervention quantitative measures alongside qualitative interviews, findings reveal that the Drama Monologue group demonstrated significantly greater behavioral, emotional, and cognitive engagement, as well as higher expressive competence, compared to both the Photo Elicitation and Control groups. The Photo Elicitation group also showed moderate improvements relative to the Control group. Thematic analysis of qualitative data highlighted processes of embodied voice, visual memory scaffolding, language ownership, cognitive engagement through creative struggle, and critical reflection on traditional pedagogy. These results underscore the transformative potential of arts-based approaches in fostering holistic engagement and meaningful self-expression in EFL contexts. This study contributes to embodied learning theory, visual pedagogy, and TESOL scholarship by directly comparing two underexplored expressive modalities within the same instructional context, thereby illuminating how multimodal strategies can enhance language learning beyond conventional instruction.