Abstract Speaking is widely regarded as one of the most challenging skills for EFL learners, shaped by linguistic, affective, and pedagogical factors. Although drama-based pedagogy can foster authentic interaction, its use in Indonesian higher education remains limited. This qualitative case study investigated Indonesian university students’ perceptions of drama-based speaking activities following a semester of structured drama instruction. Data from ten group interviews with 30 students, including six focal participants analyzed in depth, were examined using iterative thematic analysis. Findings reveal that while students valued role-plays, improvisation, and storytelling as opportunities for authentic communication, these benefits were constrained by psychological barriers, limited opportunities for interaction, performance-oriented assessment, and entrenched teaching practices. Students also voiced aspirations for more learner-centered and supportive pedagogies. The study concludes that drama’s affordances are not automatic but require thoughtful task design, teacher mediation, and formative assessment, offering insights into how drama can bridge linguistic and socio-affective dimensions of EFL speaking instruction.
Friatin et al. (Thu,) studied this question.