Abstract
The paper explores the viability and practicality of conducting drama in education (DIE) in online mode for second language (L2) learning. Using WhatsApp and Zoom, authors implemented a fifteen-day intervention program with participants studying in grades 6 and 7. This study using qualitative research methods aims to comprehend learners’ and parents’ perceptions regarding the online DIE workshop through semi-structured interviews. Additionally, through facilitator’s observation and field notes, authors examine the adaptability and efficacy of conducting DIE sessions in virtual mode. The study confirms that the DIE can be successfully conducted online as a viable pedagogical approach for L2 instruction and has a significant impact on the learners. However, the research also highlights the challenges faced by the drama facilitator and students during the virtual session. The study holds implications for pedagogical researchers, language instructors, policymakers, and software developers, contributing to a comprehensive understanding of implementing DIE in online L2 instruction.
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