Taking literature off page! The effectiveness of a blended drama approach for enhancing L2 oral accuracy, pronunciation and complexity

This article intends to add the rising discussion related employment of authentic plays and drama within a high school compulsory curriculum for enhancing learners’ foreign language (L2) oral skills. In particular, it examines pedagogical use contemporary developing L2 production in terms (1) complexity – syntactic mean length AS-units (MLAS) (2) accuracy global pronunciation accuracy. For this purpose, class 10 final year students with lower-intermediate upper-intermediate level an Italian context was exposed longitudinally blended-drama approach literary play scripts, games techniques, full-scale performance conducted over two total 40 hours in-class lessons. A control group taught through traditional same period. Quantitative data were collected pre-test/post-test design three tasks under different conditions regarding status interaction: proficiency interview (OPI), story-retelling guided role-play (GRP). Findings revealed that significantly improved accuracy, MLAS. There no significant statistical result on between groups. Pedagogical implications teaching practice will be discussed.