VietTESOL International Convention 2026

As Vietnam moves towards treating English more as a second language than a foreign language, classrooms are under growing pressure to give students more chances to use English for genuine communication. In many classrooms, however, listening lessons still stop at checking answers, while speaking activities often remain controlled and predictable. This study explores whether listening-triggered drama tasks based on authentic materials can help create a small-scale “micro-ESL environment” in the EFL classroom, where listening leads into interaction.
The study was conducted in two Grade 12 classes at a high school for the gifted in Vietnam. In each lesson, students worked with authentic texts containing social and emotional content, then took part in structured drama activities based on what they had heard. These tasks required them to interpret the texts, take on roles, and respond to peers, rather than simply repeat prepared language. Data came from classroom observations, video recordings of student performances, and short student reflections.
The findings suggest that the drama activities encouraged more spontaneous use of English and greater student participation. Many students seemed more willing to speak without full preparation, respond to classmates’ ideas, and express their own views during performance. Although the study is small in scale, it suggests that listening-triggered drama may be one practical way to connect listening and speaking more meaningfully in line with current language education reforms in Vietnam.