Abstract
This paper aims to develop understanding of EFL teachers’ educational reflective practice in the context of international schools and understand how the boundaries of knowledge and practice are advanced through research. It explored the feasibility, strengths, and challenges of implementing drama-based pedagogical method in English L2 classroom in international education settings in China. Out of ethical consideration, the author must emphasize here that the research is hypothetical, and it will not be carried out using my learners.
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