enhancing idiom mastery in iranian efl students through drama instruction

This study explored the impact of drama-based instruction on the comprehension of idioms among iranian efl learners at islamic azad university, bushehr. a total of 41 efl learners participated, divided into control and experimental groups. the research employed an experimental design, utilizing pre- and post-test evaluations to assess the effect of drama instruction on idiom knowledge. initially, there was no significant difference between the two groups’ idiom knowledge. however, the experimental group demonstrated significant improvement in their post-test scores, despite having lower initial scores. these results indicate that drama instruction can effectively enhance idiom comprehension among iranian efl learners, offering a creative and engaging approach to language teaching. the study highlights the positive role of drama-based teaching methods in language acquisition and provides valuable insights for curriculum developers, educators, and language learners. by emphasizing the potential of innovative instructional strategies, this research contributes to the ongoing discourse on effective language teaching methods and the importance of incorporating diverse pedagogical approaches to foster deeper language understanding and proficiency.