Enhancing intercultural communication skills: The impact of drama in Chinese language teaching

1 Impact of drama on language teaching

The Chinese teaching method emphasizes memorization as a means of grasping concepts and trusting that the most effective approach to teaching is straightforward. Contextual learning, particularly through drama, offers a rich environment where language is applied in real-life scenarios, fostering deeper comprehension of vocabulary, grammar, and idiomatic expressions (Chi et al., 2021). Drama activities represent any activity where students act out roles, either as themselves or as someone else, in a made-up scenario, and can also tap into students’ intrinsic motivation, making language learning enjoyable and personally relevant. The emotional engagement associated with dramatic activities enhances motivation, encourages active participation, reduces anxiety, and fosters a positive learning environment (K. Gong et al., 2019). As adults surpass the age of language acquisition typically associated with children, their language learning approaches differ. However, an effective second or foreign language class hinges on the teacher’s role, irrespective of students’ age. Playful teaching methods are integral to direct instructional experience (DIE), enhance learning experiences, increase engagement, and accelerate language skill development (Ibrahim et al., 2022).

2 Drama for language learners and teachers

Emphasizing the advancement of learning and educating languages beyond German, English, Spanish, Japanese, and Italian, which form an established tradition in language education, is crucial. The Chinese government has made concerted efforts to promote Chinese as a second language (CSL) and Chinese as a foreign language (CFL) teaching, aiming to empower every citizen. The development of CSL/CFL learning and teaching is associated with various issues related to teaching Chinese to non-Chinese speakers worldwide (Y.F. Gong et al., 2020). In recent years, educational institutes have been implementing active learning methods rather than traditional learning methods, in which students actively participate in the procedure of learning (Alasmari & Alshae’el, 2020). Success in learning depends on the commitment and efforts of learners who take the first step toward autonomy (Dalziel & Piazzoli, 2019). Drama is a potent tool for both language learners and teachers, fostering a dynamic and engaging language learning environment. For learners, drama provides a context for practical language application, enhancing communication skills and cultural understanding. The intrinsic motivation cultivated through enjoyable and meaningful activities contributes to increased engagement and confidence. Learners benefit from the immersive and collaborative nature of drama, developing empathy and a deeper connection to the language (Y. Wang, 2023). Learning an additional language requires language teachers to learn about another culture, thereby enabling them to experience different cultures from within, empathize with diverse others, and enrich the human capacity to embrace diverse experiences. Learning both language and culture together is essential for successful language acquisition, as culture and language are inseparable (Kim, 2020). Traditional language learning doesn’t provide much opportunity for the usage and practice of language learning. Hence, by adopting drama for language learners as well as teachers, they will develop an opportunity to acquire a language that enhances reading comprehension, develops vocabulary, and promotes the use of language in real-world scenarios (Gillette & McNish, 2023). Learning language through the drama activity cultivates motivation and participation among students. Engaging oneself with drama evolves oral skills, grammatical structures, vocabulary grasping skills, and communication skills (Schenker, 2020).

3 Students’ emotional and social development

In the domain of language education, drama emerges as a potent instrument for nurturing emotional expression. Students actively engage in portraying diverse roles and situations, providing them with a direction to delve into complex emotions genuinely. Also, collaborative ventures and role-play within dramatic settings encourage social engagement, prompting effective communication and empathy among students, consequently refining their interpersonal aptitude. Additionally, involvement in dramatic exercises stimulates critical thinking, as students analyse characters, scenarios, and conflicts, thus facilitating a profound understanding of language complexities and cultural dynamics (Dubovyk et al., 2020). Drama serves as a vibrant avenue for learners to express and delve into intricate emotions within a nurturing setting in language education. Participation in activities related to drama and immersing oneself in dramatic scenarios prompts learners to navigate diverse linguistic and cultural landscapes, encouraging critical thinking as well as skills to solve problems in language learning. Both second language acquisition and teaching entail emotional engagement. Given teaching’s dual nature as both an intellectual and social activity, emotions significantly impact language instruction, affecting teachers’ practices and learners’ experiences (Richards, 2022). Engagement in dramatic activities offers young learners an outlet to explore and convey their emotions, nurturing empathy and self-reflection as they take on various roles and situations. Collaborative elements like role-play and improvisation within drama sessions enhance social skills, promoting effective communication and teamwork among peers. In addition, involvement in storytelling and problem-solving exercises within a dramatic context stimulates critical thinking as children assess scenarios, make choices, and express themselves creatively in the language being learned (Mohamed & Barakat, 2023). Programs designed for socio-emotional learning not only aid students in acquiring social skills but also assist teachers in classroom management while helping students manage anger and problem-solving.

4 Novelty and contributions

The major contribution, as well as the novelty, are provided in the following manner:

5 Research objectives

The structure of the research is followed in the manner described below: Section II provides an overview of related works. Then, the theoretical framework and hypothesis development is outlined in Section III. Section IV presents the detailed description of the methodologies used. The findings of the analysis are tabulated and explained in Section V. Discussion is offered in Section VI followed by practical and theoretical implications. Finally, the article concludes in Section VII, followed by limitations and future scope and recommendations.

1 Impact of drama in education

Numerous studies have explored the connection between drama and different facets of education. Pan and Lin (2023) examined how Chinese reading abilities correlate with cognitive-linguistic skills, emphasizing language learning’s role in cognitive development. They assessed listening comprehension, word listening skills, cognitive linguistics, reading comprehension, and non-verbal intelligence quotient (IQ) in 179 kindergarteners from Hong Kong. Their findings highlighted a strong connection between reading comprehension, vocabulary knowledge, and non-verbal IQ, emphasizing the role of language learning in cognitive development. Özkaya (2022) addressed challenges in drama production, promoting enthusiasm for drama education to enhance language awareness. Analysing preferred script structures among local teachers and students, the study aimed to address challenges in drama production and foster enthusiasm for drama education in English classrooms. Sun (2023) highlighted drama’s integration into creative writing programs, enhancing educational experiences. By exploring methodologies and communication strategies, the research highlighted the significance of creative writing as an academic field and its contribution to enriching educational experiences. Allern et al. (2022) advocated for using drama to promote moral education in China, aligning with current school reforms. Y. Wang (2023) explored how process drama deepens learners’ understanding of culture. By engaging participants in various drama projects and conferences, process drama was found to offer multiple perspectives for in-depth subject exploration. In addition to language and cultural education, drama also plays a significant role in science education. Genc (2023) emphasized creative drama’s role in science education, facilitating understanding of scientific concepts. By immersing students in real-life scenarios, drama makes science more accessible and enjoyable, igniting curiosity and encouraging further learning. Kabadai (2023) explained how drama in preschool aids children’s cognitive and social growth. It gets them involved and helps them learn about thinking, feelings, and getting along with others all at the same time. When teachers use drama in their lessons, it helps kids remember what they’ve learned better because they’re experiencing it firsthand, making a bigger and longer-lasting impression on them.

2 Enriching language education through dramatic techniques

Dramatic pathways to language education delve into the integration of dramatic techniques within language education, suggesting that drama serves as a rich path to enhance language learning and teaching (Zakopoulos et al., 2023). This implies utilizing theatrical elements like role-playing, improvisation, and interactive activities to engage learners effectively. Such techniques not only facilitate language learning but also encourage creativity, confidence, and communication skills among students (Liu et al., 2023). Besides, drama offers diverse pathways or strategies within language education, enabling customized methods to address the diverse requirements and preferences of learners (Kosyakova et al., 2022). By exploring these different pathways, educators can better understand how to leverage drama to create dynamic and immersive language learning environments. Regarding critical thinking, the integration of drama into language education inherently promotes this skill. By engaging in dramatic activities, students are prompted to analyse, interpret, and evaluate language and cultural contexts, thereby enhancing their comprehension and involvement with the material (Ma & Liu, 2023). For example, role-playing scenarios may require students to critically assess characters’ motivations and actions, prompting thoughtful reflection and discussion. In addition, the study on technology adoption behaviors among language teachers by Zakopoulos et al. (2023) aligns with the opinion of using drama in language education as well as sustainability education. Just as technology integration enhances language instruction, incorporating dramatic techniques can similarly enrich teaching practices and student learning experiences. By embracing innovative approaches like digital storytelling or virtual role-playing, educators can harness the potential of drama to captivate students and improve their language skills. This information underscores the multifaceted benefits of incorporating drama into language education, from enhancing language skills to encouraging critical thinking and technological literacy. By thoughtfully integrating and exploring dramatic techniques, educators can establish dynamic and effective learning environments that empower students to develop proficiency and cultural competence as language learners.

3 Implementation of drama in language education

Benbow et al. (2023) investigated how acting in plays could help people learn languages better. They focused on a play about the First World War performed by university students in Melbourne, Australia, who were learning German. The idea for the project came from teachers and advanced students in the German program. They wanted to use German history and culture to explore the war. They organized the play and talked to the students who took part to see what they thought. They found that the students felt they learned a lot about German history and culture. They also got better at speaking German and understanding its culture. The study shows that looking at things from a different country’s perspective, like Germany’s in this case, can assist students in language acquisition and enhance their understanding of its associated culture. Anggraini (2023) aimed to see how students feel about using drama to learn English through projects. The research wanted to know if drama helps students learn on their own and gives them more chances to practice English. To do this, a questionnaire approach was used to gather insights into students’ experiences with drama-based learning. The study used a method where it collected data by giving students a questionnaire to fill out. The results showed that using drama in learning was helpful for students. It helped them learn independently and made it easier for them to practice English. Overall, the study found that drama-based learning is effective for English language learning, making it easier and more enjoyable for students to learn the language. Mirhosseini et al. (2023) examined the policies that regulate the recruitment of teachers for the English language in Iran as outlined in official national policy documents and evaluated their implementation within selected educational institutions. By employing qualitative content analysis on seven significant documents, the study identifies three primary categories of recruitment policies: the prioritization of Islamic values, the emphasis on aligning with educational system objectives, and the focus on teachers’ competencies and knowledge. To gain insight into how these policies are put into practice, interviews are conducted with individuals engaged in the recruitment of English language teachers across various educational settings, including public schools, private language institutes, and universities. These interviews uncover disparities between the prescribed policies and their actual implementation in these specific contexts. Also, the research suggests the necessity of further investigation into language education policy, advocating for the investigation of particular subfields, such as language teacher education, materials development, and assessment policies. Rouffet et al. (2023) aimed to evaluate how effectively national communicative language teaching (CLT) objectives were being incorporated into foreign language (FL) classrooms in the Netherlands and to uncover the factors influencing this process. By systematically analysing classroom practices, the study aimed to investigate how CLT objectives were being implemented through learning activities and assessments. By examining teaching methods and assessment strategies in FL classrooms, the research found that the emphasis was predominantly on grammar and vocabulary acquisition in isolation, with comparatively less focus on developing reading skills. Various factors, including the availability of educational resources and teachers’ beliefs about language learning, were identified as contributing to the observed misalignment. Additionally, the study highlighted how assessments negatively impacted the implementation of CLT, potentially hindering the adoption of communicative teaching approaches.

4 Research gap

Many studies on drama in language teaching might have a broader focus, encompassing various languages. The investigation addresses gaps within the realm of Chinese language education, considering the unique linguistic and cultural aspects associated with Mandarin learning. While drama’s impact on language acquisition might be explored, there is a research gap in terms of its specific influence on intercultural communication skills. The study could seek to fill this gap by concentrating on how drama activities enhance learners’ ability to communicate effectively across cultural boundaries. Some existing literature might be more theoretical, lacking empirical evidence or robust experimental designs. Research could contribute by employing a rigorous research methodology and potentially integrating both quantitative and qualitative methodologies to offer robust empirical evidence supporting the influence of drama on Chinese language instruction. Existing research emphasizes immediate effects while overlooking the enduring impact of drama on language education. The investigation could fill this gap by investigating the sustainability and lasting effects of drama-based interventions on intercultural communication skills over an extended period.

1 High level of intercultural communication skills

Intercultural communication skills encompass the capacity to effectively engage and exchange information with individuals from diverse social groups and cultures, emphasizing receptiveness to novel concepts and proficiency in foreign languages (Ilie, 2019; Kalabievna et al., 2019). Successful intercultural communicators exhibit adaptability, open-mindedness, and conflict resolution abilities, fostering positive relationships and effective communication in multicultural environments (Bodrič, 2020; Haerazi & Nunez, 2021). Participation in drama activities within Chinese language classes cultivates an increased level of intercultural communication skills among students (J. Lee & Song, 2019). Through immersive experiences, students gain a comprehensive grasp of language and cultural subtleties, fostering empathy and a broader understanding of diverse worldviews (Eichbaum et al., 2023). This process equips them to navigate cross-cultural interactions with sensitivity and adaptability, promoting a richer exchange of ideas and experiences in a globalized world (Fang et al., 2022). Individuals with high intercultural communication skills demonstrate a heightened awareness and sensitivity to cultural differences, adapting communication styles and behaviors based on the cultural context (Abacioglu et al., 2020; Noels et al., 2020).

2 Greater interest and motivation in learning

Academic achievement depends on deep interest, which drives learning, shapes academic trajectories, and integrates energy with education (Howard et al., 2021). Motivated students display a keen interest in learning or related activities, driven by intrinsic or extrinsic factors (Borah, 2021). Situational interest, influenced by enjoyment and perceived value, can enhance engagement and attention, positively impacting learning outcomes (Thomas & Kirby, 2020). The synergy between interest and motivation is potent, with genuine interest catalysing motivation, goal-setting, and persistence (Legault, 2020). Drama-based language teaching has the potential to amplify interest and motivation among Chinese language learners by captivating attention, engaging emotions, and infusing a sense of accomplishment (Berger et al., 2023). Through immersive scenarios and performances, students connect with the language on a deeper level, encouraging curiosity and intrinsic motivation (Shaules, 2019). Also, drama integrates language learning into real-life contexts, enhancing relevance and intrinsic motivation (J.C. Chen & Kent, 2020). Individuals with a strong interest and motivation in learning are often intrinsically motivated, finding satisfaction in the learning process itself (Fishbach & Woolley, 2022).

3 Sense of teamwork and cooperation

In Chinese language education, encouraging a collaborative and cooperative atmosphere is crucial for accomplishing educational objectives. Teamwork involves collaborating across organizational boundaries to accomplish shared objectives, promoting collaboration, responsibility, and efficiency (Loussouarn et al., 2021; McCauley, 2021). Cooperative learning strategies, such as placing students in small groups and rewarding collective progress, enhance both individual and group learning experiences (Amorim Neto et al., 2020). Drama activities within Chinese language teaching provide a platform for cultivating teamwork and cooperation among students (Li & Fu, 2020). By participating in collaborative dramatic scenarios, students learn to work harmoniously towards common goals, engaging in active listening, mutual support, and effective communication (Oke & Fernandes, 2020). This collaborative effort instills a shared understanding of each other’s strengths and contributions, fostering respect and appreciation for diverse talents (Fisher et al., 2020). Effective communication, role clarity, and a culture of listening further enhance teamwork dynamics (Mehdiyev, 2020; Paige et al., 2021).

4 Holistic and immersive learning experience in drama activities

This is the fundamental aspect explored in both general education and drama activities within Chinese language teaching. In general education, holistic learning is perceived as transformative, impacting various stages of the employee lifecycle, from recruitment to productivity (Koohang et al., 2023). It emphasizes non-linear behavior, offering learners diverse outcomes and enhancing academic performance and soft skill development (Beck et al., 2024). This method encourages active participation and encompasses cognitive, emotional, social, and practical elements (Dengel et al., 2021). Similarly, drama activities in Chinese language teaching provide a multi-dimensional learning experience, engaging students on cognitive, emotional, and sensory levels (Peng et al., 2023). Through dramatic elements, students connect linguistic concepts with cultural nuances and historical contexts, fostering deeper language proficiency (Jao et al., 2022). Drama activities also encourage emotional engagement and empathy, prompting personal connections with the material (Grant & Pérez, 2022). Moreover, incorporating movement and physical expression enhances sensory experiences, allowing participants to convey emotions and intentions effectively (Al-Hammadi et al., 2020).

5 Positive and enjoyable learning atmosphere in Chinese language classrooms

The positive and enjoyable learning atmosphere encompasses the context and physical setting conducive to effective learning, fostering motivation and engagement among students (Ustun et al., 2022). This environment encourages a supportive learning atmosphere where students are encouraged and motivated to actively engage in their educational journey (Irzawati, 2021). Drama-based education, as highlighted in the second section, plays a significant role in creating such an environment by offering interactive and engaging learning experiences that encourage students to be proactive contributors to their learning process (Y.J.J. Lee & Liu, 2022). Through drama activities, students engage creatively and imaginatively with linguistic and cultural concepts, promoting a relaxed and favorable outlook on learning (Egbert, 2020). The incorporation of humor, creativity, and personal expression in drama activities enhances student enjoyment and satisfaction, leading to positive emotions such as motivation and improved retention (Docena et al., 2023). Additionally, integrating Chinese culture into the classroom and incorporating interactive and engaging activities like role-playing and language games further contribute to the promotion of a positive and enjoyable learning atmosphere (Fong, 2021; Hamzah et al., 2023).

6 The overall language proficiency in drama-based language teaching

Overall language proficiency, including the capacity to effectively use language in spoken as well as written format across various contexts, is a critical component of language learning (Gu et al., 2021; Tursunovich, 2022). It involves linguistic competence, cognitive skills, and socio-cultural understanding, including the capacity to comprehend spoken language, express ideas clearly, and engage in effective verbal communication (Kanwal et al., 2022; Myers-Scotton & Jake, 2020). Integrating dramatic elements into language instruction offers a unique dimension to the learning process, enhancing linguistic skills holistically (Zhao et al., 2023). Drama-based language teaching provides students with real-life language experiences, allowing them to immerse themselves in authentic communication contexts (Hestiana & Anita, 2022). This method promotes language skills by encouraging students to use their knowledge spontaneously and participate in meaningful interactions (Beaumont, 2022). Assessing students’ language proficiency in drama-based language teaching involves evaluating their ability to express ideas, thoughts, and emotions verbally, assessing pronunciation and intonation, and measuring listening comprehension within dramatic contexts (Ebadi & Bashiri, 2020). Thus, drama-based language teaching positively influences overall language proficiency, contributing to a more comprehensive grasp of the Chinese language.

1 Research design

The article utilized a descriptive quantitative analysis to examine the role and importance of drama in Chinese language teaching. Gaylor (2011) utilized quantitative analysis to examine the development of drama in classroom education. The findings revealed that teacher training is essential to fostering the experience of drama among students in the classroom. The data for this present study was collected from 237 Chinese language learning teachers and students at different universities in China. The data collected was analysed utilizing the SPSS (statistical package for the social sciences) software.

2 Target population and samples

The study’s participants included Chinese language teachers and learners from various universities across China, chosen due to their direct involvement and experience in Chinese language education. The selection criteria ensured that participants had prior exposure to drama activities within language teaching or learning contexts. This approach was adopted to assess the impact of drama on language acquisition and teaching outcomes effectively. The reason for including both students and teachers in the study comes from their respective roles in the educational process. Students, being the primary recipients of the educational intervention, offer valuable insights into how drama-based language teaching impacts language acquisition and enhances intercultural communication skills. On the other hand, teachers contribute their practical expertise and insights into enhancing language learning outcomes through drama, enriching the understanding of the topic. To ensure the precision as well as reliability of the study’s results, a probability sampling technique was employed to select participants from diverse university settings across China. The data was subsequently collected from the chosen samples using the questionnaire method. The questionnaire included items designed to capture participants’ prior experience or exposure to drama activities within Chinese language learning or teaching contexts. Therefore, highlighting and discussing participants’ prior experience with drama activities enhances the clarity and context of the results of the research.

3 Data collection procedure

This article seeks to explore the significance and impact of drama in the teaching of the Chinese language. The survey was conducted among students and teachers and utilized probability sampling techniques to gather data from 169 Chinese language learning students and 68 Chinese language teachers. This probability sampling method is employed because it ensures that each individual in the population has an equal opportunity to be chosen, and it is considered the most effective approach to ensuring that all sampling units accurately represent the population (Curtin et al., 2005; Fowler, 2009). Specifically, 169 Chinese language learning students and 68 Chinese language teachers, all possessing relevant experience in drama teaching or learning, were approached for participation. Direct visits to various universities across China were conducted to engage with potential participants. During these interactions, the participants were informed about the effectiveness of using drama-based pedagogy for language teaching and learning, assurances regarding the confidentiality of their data were provided, and all the necessary insights were informed to the participants. Subsequently, participants’ contact information, particularly email addresses, was collected to facilitate the distribution of a well-structured questionnaire electronically. This questionnaire comprised two sections: one about participants’ demographic details and the other containing inquiries directly aligned with the scope of learning language through drama-based teaching. Participants were thoroughly instructed on how to accurately respond to the questionnaire items in alignment with the study’s scope. Upon completion, the filled-out questionnaires underwent rigorous screening measures to eliminate any irrelevant responses. Ultimately, a total of 237 meticulously selected questionnaires were deemed suitable for subsequent methods, guaranteeing the strength and accuracy of the research’s conclusions. The detailed questionnaire is discussed in Appendix A.

4 Demographic details

Demographics are statistics about the characteristics of the population of interest. Table 1 presents information about the participants’ demographics. Based on details about the students’ genders, 89 were male and 80 were female. As per age, 78 students aged 18 to 20 years, 57 students aged 21 to 22 years, and 34 students were aged above 23 years. According to the university of the students, 32 were pursuing at Peking University, 33 were pursuing at Xiamen University, 31 were pursuing at East China Normal University, 35 were pursuing at Nanjing University, and 38 were pursuing at Wuhan University.

OPEN IN VIEWER

Table 1.

Demographic details of students.

Profile	Description	Frequency	Percentage
Gender	Male	89	52.66
	Female	80	47.34
Age group	18–20 years	78	46.15
	21–22 years	57	33.73
	23 years and above	34	20.12
College/ University	Peking University	32	18.93
	Xiamen University	33	19.53
	East China National University	31	18.34
	Nanjing University	35	20.71
	Wuhan University	38	22.49

The demographic details of the students are shown in Figure 2. Based on the gender of the students, 52.66% were male and 47.34% were female. As per age, 46.15% of students aged 18 to 20 years, 33.73% of students aged 21 to 22 years, and 20.12% of students were aged above 23 years. According to the University of the Students, 18.93% were pursuing at Peking University, 19.53% were pursuing at Xiamen University, 18.34% were pursuing at East China Normal University, 20.71% were pursuing at Nanjing University, and 22.49% were pursuing at Wuhan University.

OPEN IN VIEWER

Figure 2.

Students’ demographic profile.

Table 2 provides the demographic information of the teachers. According to their gender, there are 34 male teachers and 34 female teachers. According to age, five teachers aged less than 30 years, 55 teachers aged 30 to 45 years, and eight teachers aged more than 45 years. As per the profession of the teachers, 20 were professors, 17 were instructors, 17 were academic administrators, and 14 were experts or policymakers. According to the teachers’ experiences, 5 teachers have fewer than 5 years of experience, 49 teachers have experience between 5 and 15 years, and 14 teachers have experience over 15 years. Based on nationality, 59 teachers were from China and 9 teachers were from others.

OPEN IN VIEWER

Table 2.

Demographic details of teachers.

Profile	Description	Number of participants	Percentage
Gender	Female	34	50.00
	Male	34	50.00
Age group (years)	< 30	5	7.35
	30–45	55	80.88
	> 45	8	11.76
Profession	Professors	20	29.41
	Instructors	17	25.00
	Academic Administrators	17	25.00
	Experts/Policymakers	14	20.59
Experience in years	Less than 5 years	5	7.35
	5–15	49	72.06
	More than 15 years	14	20.59
Nationality	China	59	86.76
	Others	9	13.24

Figure 3 provides the demographic details of the teachers. Based on the gender of the teachers, 50% were male and 50% were female. According to age, 7.35% of teachers aged less than 30 years, 80.88% of teachers aged 30 to 45 years, and 11.76% of teachers aged more than 45 years. As per the profession of the teachers, 29.41% were professors, 25% were instructors, 25% were academic administrators, and 20.59% were experts or policymakers. According to the experiences of the teachers, 7.35% of the teachers possess fewer than 5 years of experience, 72.06% of the teachers have 5 to 15 years of experience, and 20.59% of teachers have more than 15 years of experience. Based on nationality, 86.76% of teachers were from China, and 13.24% were from others.

OPEN IN VIEWER

Figure 3.

Teachers’ demographic description.

5 Variables and measures

Variables are evaluated to assess the influence of drama activities on Chinese language teaching. In the study by Al-Khayat and Abdulhaq (2023), drama activities are used as the independent variable. The independent variable is drama activities, which represent the intervention being implemented. The dependent variables include intercultural communication skills, interest and motivation, teamwork and cooperation, holistic and immersive learning, positive and enjoyable learning atmosphere, and language proficiency. Mariani (2023) discussed intercommunication skills as the dependent variable. Each variable is assessed using a five-point Likert scale, where participants rate their agreement with statements about each variable, ranging from ‘strongly disagree’ to ‘strongly agree’, providing information about the perceived effectiveness of drama activities in teaching Chinese language and learning. Variable Coding is presented in Appendix B.

6 Data analysis

The current article explores the importance and role of drama in Chinese language teaching. Data from 237 teachers and students in China was collected, and SPSS was utilized for the analysis of the collected data. Reliability and validity analyses are crucial components of research methodology, particularly in quantitative studies like the one conducted here. Reliability pertains to how consistently and dependably measurements or data are obtained through the research instrument. It assesses whether the results obtained from the instrument are dependable and consistent over time and across different contexts. Validity pertains to the precision and honesty of the research outcomes, assessing whether the research tool effectively measures its intended target and accurately portrays the concept or phenomenon under study. Therefore, this study incorporates analyses of reliability and validity to guarantee the reliability and credibility of the questionnaire data. By conducting these analyses, researchers can ascertain that the questionnaire accurately captures the intended constructs (such as intercultural communication skills, motivation, teamwork, etc.) and that the results obtained are reliable and valid representations of the participant’s perceptions and experiences. This enhances the overall quality and rigor of the study, strengthening the validity of the conclusions drawn from the data. Table 3 presents the descriptive statistics of the variables of the responses obtained from the questionnaire. ‘N’ is the total count of the respondents, the minimum is the lowest value given by the respondents; the maximum is the highest value given by the respondents in the questionnaire.

OPEN IN VIEWER

Table 3.

Descriptive statistics.

Variables	N	Min	Max	Mean	SD
ICS	237	2	5	3.5	1.5
IM	237	2	5	3.5	1.5
TCN	237	1	5	3	2
HIL	237	2	4	3	1
PEL	237	2	5	3.5	1.5
LP	237	1	4	2.5	1.5
DAS	237	1	4	2.5	1.5

Notes. For variable definitions, see Appendix B.

1 Reliability and validity analysis

Table 4 displays the evaluation of reliability and validity for the different variables measured in this investigation. Reliability refers to how consistent and dependable the measurements of each variable are. Validity indicates how accurately the measurements reflect the concept being studied. The table includes seven variables: ICS, IM, TCN, HIL, PEL, LP, and DAS (for variable definitions, see Appendix B). For each variable, three measures are provided: Cronbach’s alpha factor (CAF), composite reliability (CR), and average variance extracted (AVE). CR tells us how well the items within each variable hang together, with higher values indicating better reliability. AVE measures how much variance the items in each variable explain, with higher values indicating better validity. Finally, CAF assesses the internal consistency of the items within each variable, with higher values indicating better reliability. If the value of CR is greater than 0.70, CAF is above 0.8, and the value of AVE is 0.50, it suggests that the construct demonstrates strong validity and reliability. Overall, the table shows that all variables exhibit strong validity as well as reliability, indicating that the measurements utilized in this research are consistent and accurately capture the concepts being investigated.

OPEN IN VIEWER

Table 4.

Reliability and validity.

Variables	CAF	AVE	CR
ICS	0.824	0.646	0.912
IM	0.813	0.554	0.890
TCN	0.885	0.623	0.852
HIL	0.836	0.690	0.886
PEL	0.844	0.673	0.863
LP	0.891	0.709	0.924
DAS	0.882	0.712	0.981

Notes. For variable definitions, see Appendix B; CAF = Cronbach’s alpha factor; CR = composite reliability; AVE = average variance extracted.

2 Discriminant validity and model fit analysis

This analysis aimed to ensure the measurement model used in the study was both reliable and valid. Discriminant validity, presented in Table 5, assesses whether each variable is distinct from the others. If the diagonal values (in bold) exceed the off-diagonal values, it indicates that each variable is measuring a unique concept. This helps prevent confusion between variables. If the AVE square root square is greater than the pairwise relationship of the construct that explains the relationships between observed variables in a statistical model, the discriminant is said to be more prominent, according to Fornell and Larcker (1981). The results are presented in Table 5, emphasizing the values in bold and italics that indicate the square root of the AVE rather than the estimates found off-diagonally, which indicate the pairwise relationships between each factor. They include language competency, interest and motivation, teamwork and cooperation, holistic and immersive learning, intercultural communication skills, a pleasant and attractive learning environment, and theater activities.

OPEN IN VIEWER

Table 5.

Discriminant validity.

Variables	(1)	(2)	(3)	(4)	(5)	(6)	(7)
ICS (1)	0.856
IM (2)	0.611	0.815
TCN (3)	0.430	0.608	0.795
HIL (4)	0.512	0.523	0.475	0.801
PEL (5)	0.503	0.547	0.483	0.571	0.811
LP (6)	0.593	0.426	0.443	0.408	0.595	0.837
DAS (7)	0.594	0.427	0.446	0.409	0.478	0.599	0.841

Notes. For variable definitions, see Appendix B. If the diagonal values (in bold) exceed the off-diagonal values, it indicates that each variable is measuring a unique concept.

Source. Fornell and Larcker, 1981.

Model fit analyses, shown in Table 6, evaluate how well the entire model fits the collected data. Several criteria were considered: The study used several indices to assess model fit (Table 6). The fit values in Table 6, such as a CMIN/DF of 2.89 (close to the suggested value of 3 or lower) and GFI, AGFI, RMR, and RMSEA exceeding the recommended thresholds, show that the proposed model aligns well with the actual data. A fit is considered satisfactory if the RMSEA value is between 0.05 and 0.08 and less than 0.05. The values for the AGFI likewise range from 0 to 1, and values of 0.90 or higher are typically considered to be indicative of well-fitting models. An acceptable fit is one with a CMIN/df value of less than 5, and a good fit is one with a value of less than 2. An acceptable fit is one with a perfect fit, which is one with a value of 0.05 or less for RMSEA, which must be 0.08 or less. The GFI changes based on how many indicators there are for each hidden factor, and it’s adjusted by another index called AGFI. The AGFI as well as the GFI have a range of 0 to 1, and a value of over 9 typically denotes a strong fit with the model. The goal is to minimize the RMR value as much as possible. The perfect fit is shown when the RMR is 0. GFI ranges from 0 to 1, where 1 means it’s a good fit. These analyses ensure that the model accurately represents the relationships between the variables and fits the observed data well, enhancing the study’s credibility and reliability.

OPEN IN VIEWER

Table 6.

Criteria for model fit.

Criteria for the goodness of fit measures	Suggested value	Fit value
CMIN/DF	⩽3	2.89
GFI	> 0.90	0.99
AGFI	> 0.80	0.96
RMR	⩽ 0.08	.035
RMSEA	⩽ 0.08	.069

Notes. AGFI = Adjusted goodness of fit index; RMSEA = Root mean square error of approximation; CMIN/DF = ratio of chi-squares to degrees of freedom; GFI = Goodness of fit index; RMR = Root mean square residual.

3 Hypothesis testing

Hypothesis testing was conducted to evaluate the presence of a notable correlation between the dependent variables (ICS, IM, TCN, HIL, PEL, LP) and independent variables (DAS). The table presents the results of these hypothesis tests, showing the beta coefficient (β) and p-value for each hypothesis. The beta coefficient indicates both the size and direction of the relationship between the independent and dependent variables, while the p-value tells us whether this relationship is statistically significant. Typically, a p-value less than 0.05 suggests statistical significance, meaning that the relationship observed is unlikely to have occurred by chance. Therefore, by examining the beta coefficients and p-values for each hypothesis, the study examines whether DAS significantly influences the dependent variables. Table 7 displays the outcomes of hypothesis testing. Based on these findings, the proposed hypothesis 1 attains a significance level (p-value < 0.05, β = 0.275), Hence hypothesis 1 ‘High-quality intercultural communication skills can be observed in students participating in drama activities in Chinese language classes’ is supported. Based on the hypothesis testing results, the proposed hypothesis 2 attains a significance level (p-value < 0.05, β = 0.385), Thus, hypothesis 2 ‘Drama-based language teaching can create more interest and motivation among Chinese learning students’ is supported. Following the hypothesis testing results, the proposed hypothesis 3 attains a significance level (p-value < 0.05, β = 0.487), Therefore, hypothesis 3 ‘Drama activities can develop a sense of teamwork and cooperation in Chinese language teaching’ is supported.

OPEN IN VIEWER

Table 7.

Hypotheses testing results.

Hypothesis	Dependent variables	Independent variables	β coefficient	p-value
1	ICS	DAS	0.275	0.012
2	IM	DAS	0.385	0.024
3	TCN	DAS	0.487	0.022
4	HIL	DAS	0.562	0.002
5	PEL	DAS	0.635	0.032
6	LP	DAS	0.701	0.041

Notes. For variable definitions, see Appendix B.

Based on the hypothesis testing results, the proposed hypothesis 4 attains a significance level (p-value < 0.05, β = 0.562). Hence, hypothesis 4 ‘Drama activities in Chinese language teaching can develop a holistic and immersive learning experience’ is supported. According to the hypothesis testing results, the proposed hypothesis 5 attains a significance level (p-value < 0.05, β = 0.635). Thus, hypothesis 5 ‘Teaching language through dramas can promote a positive and joyful learning atmosphere in Chinese language classrooms’ is supported. Under the hypothesis testing results, the proposed hypothesis 6 attains a significance level (p-value < 0.05, β = 0.701). Therefore, hypothesis 6 ‘Overall language proficiency is positively affected by drama-based language teaching for learning Chinese’ is supported.

The content of the questionnaire is adequately reflected in the findings. The results of the reliability and validity analysis demonstrate that all variables have good reliability and validity, indicating consistency and accuracy in measuring the concepts under study. The discriminant validity and model fit analyses confirm the reliability of the model of measurement employed within the investigation, demonstrating the distinctiveness among variables and a robust correspondence between the observed data and the proposed model. Additionally, hypothesis testing validates meaningful associations between the dependent variables (ICS, IM, TCN, HIL, PEL, and LP) and the independent variable (DAS), supporting the study’s objectives regarding the impact of drama in Chinese language teaching.

1 Theoretical implications

The present study underscores the transformative potential of drama-based language teaching within the framework of language acquisition and cultural understanding. By integrating Vygotsky’s socio-cultural theory with drama activities, the study illuminates how collaborative learning experiences facilitated by drama enhance language aptitude and cross-cultural communication skills. This integration highlights the significance of socio-cultural context in language acquisition and emphasizes the effectiveness of experiential and immersive methods in developing comprehensive language skills. Also, the study contributes to the theoretical discourse by highlighting the complex connection between motivation, teamwork, and language acquisition within the context of drama-infused language teaching. By explaining these theoretical underpinnings, the study enriches the understanding of the complex dynamics involved in language learning and provides insights into how pedagogical approaches can be adapted to optimize learning outcomes.

2 Practical implications

This investigation extends to educators, curriculum designers, and policymakers involved in language education. The findings emphasize the effectiveness of drama-based approaches in cultivating intercultural communication skills, motivation, and teamwork among language learners. Educators can use these insights to craft engaging and immersive language programs that resonate with students’ interests and promote active participation. Moreover, the research underscores the importance of promoting a positive and engaging learning atmosphere within language classrooms, thereby enhancing student engagement and retention. Practically, this implies incorporating interactive and culturally relevant activities, such as role-playing and language games, to establish an environment that supports learning. In addition, the study supports ongoing professional development initiatives for language educators to enhance their pedagogical skills in integrating drama into language teaching practices effectively. Incorporating drama activities into language learning can improve students’ language skills by providing opportunities for interactive and contextual learning. Through role-playing and improvisation, students can develop their speaking, listening, and comprehensive skills. Drama promotes cultural understanding as students engage in scenarios that reflect real-life situations among Chinese-speaking communities. Also, drama encourages creativity and increases students’ confidence in using language. Group work in drama activities improves teamwork and communication. These activities help language instructors create multipurpose tools that accommodate different skill levels. However, implementing drama in language learning requires careful planning, including selecting appropriate content, managing time, and ensuring clear language objectives. Integrating drama with Chinese language teaching can create engaging and effective learning experiences with language use. Overall, the practical implications underscore the potential of drama-based language teaching to enhance learning outcomes and enrich the educational experience for language learners.

1 Limitations

This study primarily stems from the methodological approach and scope of the analysis. The research investigates the efficacy of drama-infused language teaching from various perspectives, including language proficiency and cultural competence. It relies heavily on self-reported data collected through questionnaires. This introduces the potential for response bias and may not fully capture the nuanced experiences and perceptions of participants. Additionally, the study’s focus on Chinese language teaching and learning in specific university settings in China restricts the generalizability of the findings to various educational environments or language learning initiatives. Also, the study lacks a longitudinal design to assess the long-term effects of drama-based language teaching, which could provide more robust insights into its sustained impact on language acquisition and intercultural communication skills over time. Then, the study does not account for potential confounding variables or alternative pedagogical approaches that may influence the outcomes observed. Therefore, the findings offer valuable insights into the immediate effects of drama-infused language instruction, caution should be exercised in extrapolating these results to broader educational contexts without considering these limitations.

2 Future scope and recommendations

This research could delve deeper into the specific mechanisms through which drama impacts language learning outcomes and explore its applicability in diverse educational settings. Additionally, recommendations include implementing teacher training programs to integrate drama into language curricula, fostering collaboration between language educators and theater practitioners, and designing culturally relevant drama activities addressing diverse learner needs. By doing so educators can optimize language education outcomes and foster cross-cultural understanding in today’s globalized societies by delving deeper into the possibilities of drama-based language teaching.