Students’ perceptions of and attitudes to drama in English language education

The purpose of this dissertation is to explore vocational upper secondary students’ perceptions of and attitudes to using drama activities as a part of English language education. Data collection for this project was performed during a teaching practice period at a vocational school in the south of Sweden with the exception of interviews that took place afterwards. The participating students perceived the use of drama activities as something positive. Significant factors in the analysis were mainly the effects of role play, the importance of beneficial group dynamics and the influence of the school setting. A key point that emerges from this dissertation is the benefit of varying lessons and working towards reducing students’ anxiety to speak