The Effect of Drama Instruction on Knowledge of idioms among Iranian EFL learners

The present study concentrated on the effect of drama instruction on knowledge of idioms among IranianEFL learners at Islamic Azad university, Kazerun, Iran. The study encompassed ۴۱ EFL learners split intocontrol and experimental groups, employing an experimental approach. The aim was to assess the effect ofdrama instruction on knowledge of idioms through pre- and posttest assessments. Although no significantdisparity in knowledge of idioms emerged between the control and experimental groups, the latterdemonstrated improved posttest performance despite starting with lower pretest scores. It can be deducedthat students undergoing drama education exhibit a statistically significant variation in scores compared totheir peers. Therefore, drama instruction affects knowledge of idiom among Iranian EFL learners anddrama-based instruction contribute to the development of knowledge of idioms to some extent. Theseoutcomes could offer valuable insights to curriculum designers, educators, and language learners