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Chapter 9
Facilitating English
Language Teaching
Through AI- Based
Drama in Palestine
Tahani R. K. Bsharat
International Islamic University Malaysia, Malaysia
Ismail Sheikh Ahmad
https:// orcid .org/ 0009 - 0001 - 9735 - 5339
International Islamic University Malaysia, Malaysia
ABSTRACT
Artificial Intelligence (AI) has the potential to significantly reshape the landscape
of education through the integration of AI- powered tools, personalized learning
algorithms, and virtual and augmented reality. In a study exploring the integration
of AI- based drama in English language teaching in Palestine, a cohort of 43 teachers
from both governmental and private schools participated in a questionnaire- based
assessment. The survey sought to capture their perspectives on AI, AI- based drama
techniques, the impact of AI in EFL classrooms, and the challenges associated with
its implementation. Utilizing SPSS (V. 23), descriptive statistics, independent sample
t- tests, and ANOVA tests were employed to analyze the data. The findings revealed
a prevailing optimism among the participating educators, indicating their confi-
dence in the potential of AI to enhance the EFL teaching and learning experience.
Furthermore, the teachers identified financial and technical hurdles as the primary
challenges. The findings underscore the imperative for comprehensive teacher training
programs focused on effectively integrating AI tools in EFL education.
DOI: 10.4018/979-8-3693-9811-1.ch009
218
1. INTRODUCTION
Artificial intelligence (AI) is making its mark in education and has developed
some recent interest in language teaching. For English language teaching (ELT),
AI also promises novel approaches that can help to improve learning outcomes. For
example, as research indicates, one of the new ways to learn a language is through
drama. This method has an immersive and interactive learning environment that
tremendously increases results. If AI is integrated, it would lead to making language
learning environments targeting the most effective learners (Chen, 2022).
The use of drama in ELT is not new — it has long been lauded as a way to promote
creativity and communication skills and an opportunity for students to experience
genuine language contexts. Nevertheless, resource limitations often hinder conven-
tional drama- based initiatives and are challenging to implement consistently across
many students. Here is where AI technology can come in handy, providing tools
that both automate and augment the drama- based learning process. For example,
AI- based applications offer immediate responses for learning activities that respond
to each learner's needs by modifying scripts and simulating numerous communica-
tive conditions in facilitating learning, making the language learning journey more
vibrant and interactive (Huang, 2022).
AI has promising potential for adoption in Palestinian schools to enhance ELT
through drama. Palestine faces unique challenges in its educational landscape, such as
a lack of resources and political instability, which can act as barriers to implementing
innovative teaching methods. However, incorporating AI can help overcome these
challenges by providing scalable and personalized educational services. Salem (2022)
demonstrated that AI- driven drama activities can provide inclusive and engaging
learning experiences, better address the individual needs of Palestinian students, and
contribute to a more efficient language acquisition process. This potential of AI can
make students feel more engaged and included in the learning process.
AI in drama- based ELT can significantly alleviate the workload of educators
in Palestine, allowing them to focus more on attending to the personalized needs
of their students. The AI solutions can assist in crafting and administering drama
activities, evaluating student performance, and understanding their learning curves.
This kind of support is precious in a context where teachers are often required to
work with relatively large classes and limited resources. AI can empower educators
and improve their ability to provide targeted student support (Al- Masri, 2022).
219
Background of the Study
This study investigates the utilization of an educational chatbot to enhance student
learning within a drama- based English as a foreign language teaching approach.
The platform incorporates cutting- edge technologies and methodologies such as
natural language processing, educational robotics, affect- sensitive behavior, and
drama- based pedagogies. Through the chatbot, students were actively engaged in
typical conversational exercises using real- life scenarios derived from drama- based
techniques. This research project used a quantitative approach to analyze students'
learning activities and academic performance through electronic data collection.
The study involved 70 eighth- grade students, with an equal gender distribution,
from a government school in the central southern region of Palestine. Following an
efficient teacher- training session, these students were exposed to the experimental
teaching model (Lee, 2022).
This chapter argues that English as a foreign language (EFL) practice has been
dominated by constructionist and cognitive processing dimensions, with affective
issues surrounding how students feel about their encounters in the target language
purchasing less attention. Policy Formulating Committees usually schedule Syllabi
for public schools in the Ministry of Education, and not much engagement in pro-
moting drama- based extracurr icular activities that can diversify the learning process
is there within school planning teams—challenges faced by Palestinian grade 8
EFL teachers to enhance the fluency and competence among their students. The
proposed research pushes to broaden the scope of teaching English as a Foreign
Language by leveraging state- of- the- art technologies and educational paradigms
in Palestine. Students interacting with the chatbot were exposed to an ecosystem
that facilitates learning and creates a supportive and safe community for learning
English (Johnson & Carter, 2022).
When investigated from within the drama- based frameworks, this study shows that
learning technologies designed to be sensitive to effect, when combined with these,
can bring about a potent means by which our students may develop those interper-
sonal capabilities while they learn the language. Students also have an opportunity to
use the language in real situations, which significantly impacts their communicative
competence. For instance, we know the importance of student motivation and en-
gagement for their learning; these insights suggest that AI is a complementary tool
to human teaching not only due to its lower costs but also because it could provide
more personalized interactive experiences, inspiring students to engage in education
better (Williams & Smith, 2022). This way of 'addressing the conventional legacy
problems in Palestinian education systems' directly addresses many shortcomings
and offers a scalable model for reinforcing EFL instruction.
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1.2. Statement of the Problem
The Palestinian EFL curriculum includes innovative drama activities, which
teachers widely support. However, traditional approaches to embedding drama
have been efficient but need more creativity and face resource constraints. Islamic
values, cultural characteristics, and societal norms significantly influence teaching
and learning in Palestinian schools. The program's unique features and curriculum
delivery present challenges, calling for diversified teaching methodologies and
continuous improvement in student performance and satisfaction (Al- Haj, 2023).
While drama in EFL instruction is encouraged, Palestinian educators face obsta-
cles. Traditional drama methodologies often need more support and opportunities to
foster innovation and creativity. As a result, teachers resort to conventional rehearsal
and performance exercises, complicating the educational practices influenced by
cultural and societal norms. To address these challenges, one promising solution is
to introduce innovative technology, such as AI- driven educational tools, to enhance
drama- based learning and overcome resource constraints (Nasser & Said, 2023).
Furthermore, the success of educational innovation hinges on aligning teaching
methods with Palestinian cultural and societal values. Making drama- based activi-
ties more relevant and appealing to EFL teachers is crucial. AI can play a vital role
in creating engaging and culturally relevant dramatic activities that resonate with
students, enhancing learning. This approach not only overcomes the limitations of
traditional drama but also modernizes learning by blending cultural awareness with
contemporary pedagogy (Yousef & Ibrahim, 2023).
1.4. Significance of the Study
Teachers play a crucial role in shaping children's lives and strive to create diverse
educational institutions that meet the needs of every student. One emerging approach
is integrating artificial intelligence (AI) into academic infrastructure to move away
from traditional methods and offer a more comprehensive online education experi-
ence for students worldwide, including Palestine (Smith & Ahmed, 2023).
While numerous studies have examined the use of AI in various educational
technologies, more literature is needed on the role of AI in drama- based education
within Palestinian cultural contexts. With its immense potential, AI can significantly
enhance skills vital to drama education and align local syllabi with international
standards, promoting brain development, logical reasoning, creativity, critical
thinking, and collaboration skills (Jones & Khalil, 2023).
This study aims to explore the positive impact of AI in the educational sector,
particularly in the context of Educational- Artificial Intelligently Powered Solutions
(EAPs). The goal is to equip Palestinian English teachers with the knowledge and
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tools to incorporate drama in language teaching, ultimately enhancing the educational
experience and improving learning performance (Brown & Saeed, 2023).
1.5. Research Questions
1. How do Palestinian educators perceive the incorporation of AI and AI- based
drama tools in their English as a Foreign Language (EFL) classrooms?
2. What is the impact of AI and AI- based drama tools on the educational process
as perceived by Palestinian educators?
3. What are the challenges that impede the integration of AI- based drama tools
into EFL classrooms from the viewpoint of Palestinian educators?
Literature Review
Artificial Intelligence (AI) integrated into education has revolutionized tra-
ditional classroom teaching, particularly in language learning. This study delves
into implementing AI technology in teaching English Language through drama
in Palestinian schools. The objective is to harness cutting- edge AI technologies to
elevate language learning, captivate students, and embed cultural relevance. The
potential amalgamation of AI with drama- based teaching signifies a groundbreak-
ing educational model poised to advance the communicative prowess of language
learners across diverse environments (Smith & Johnson, 2023).
Importance of Integrating AI in Education
AI is revolutionizing education by offering personalized learning experiences
and on- the- fly feedback, leading to increased student engagement. Through AI,
learners can access tailored learning experiences at their own pace, significantly
expanding education access and efficiency. In language acquisition, AI can transform
the learning process by providing conversational practice, real- time corrections,
and exposure to diverse linguistic contexts, resulting in a more effective learning
journey. Furthermore, integrating AI with drama- based teaching methods enriches
the learning experience, enabling immersive and interactive language practice that
enhances student engagement, a vital component for long- term retention (Chen &
Lee, 2023).
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Theoretical Framework
This literature review provides a comprehensive overview of the underutilization
of AI in education, particularly in drama- based ELT. It offers insights into the essen-
tial theoretical foundations, benefits, and challenges of integrating AI into language
teaching, specifically focusing on its application in drama- based ELT. Furthermore,
it underscores the significance of identifying unexplored opportunities and outlines
potential areas for future research, encouraging a deeper exploration of the potential
of AI in drama- based ELT (Huang & Zhao, 2023).
Theories of Language Acquisition
In language acquisition and learning, it is crucial to consider prominent theories
that provide valuable insights into how humans develop their linguistic competen-
cies. Noam Chomsky's Universal Grammar theory posits that humans are inherently
equipped with mechanisms for language acquisition, emphasizing the role of ingrained
brain structures triggered by language input in a social context (Chomsky, 2023).
Additionally, Stephen Krashen's Input Hypothesis underscores the essentiality of
receiving language input slightly above one's current level for effective language
acquisition, emphasizing the pivotal role of native language input in second language
acquisition (Lyons, 2023).
Constructivist and Socio- Cultural
Theories in Language Learning
The perspectives of constructivism and sociocultural theories on language learning
offer contrasting yet complementary views, highlighting the active role of learners
in constructing knowledge and the crucial impact of social interactions. Jean Piag-
et's Constructivist Theory posits that learners shape reality and knowledge through
experiences and interactions, emphasizing that students learn a new language by
actively interpreting linguistic inputs (Piaget, 2023). Furthermore, Lev Vygotsky's
sociocultural theory introduces the Zone of Proximal Development (ZPD), under-
scoring the gap between independent and assisted learning. Vygotsky emphasizes
that learning is a social activity and stresses the influential role of social interaction
in his scaffolding theory (Vygotsky, 2023).
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The Role of Drama in Education
Recognizing the power of drama in education is essential for fostering learning.
It stimulates cognitive thinking and emotional influence and engages students in
physical activity. Through drama activities, students are encouraged to use creative
and contextual language and witness significantly enhancing their communication
skills. Drama allows students to immerse themselves in various roles, perspectives,
and scenarios, broadening their worldview (Neelands, 2023). The physical nature of
drama helps authentically internalize language, thereby enriching diverse linguistic
concepts and structures. Moreover, drama provides a secure and supportive space
for students to explore and master conversational language skills (Neelands, 2023).
The Impact of Technology on Educational Methodologies
Technology has become an indispensable part of learning in today's educational
landscape, revolutionizing how teachers and students engage with educational content.
It offers unparalleled personalization, interactivity, and engagement opportunities,
surpassing traditional teaching methods' limitations. This paradigm shift has given
rise to groundbreaking educational technologies such as AI, which have the power
to revolutionize language learning through personalized feedback, tailored learn-
ing paths, and immersive experiences. According to Anderson and Dron (2023),
technology enriches educational practices by catering to diverse learning needs.
Moreover, AI- based tools can replicate real- life conversations, offering students
immediate feedback and personalized guidance from virtual tutors as they navigate
their language learning journey. Leveraging technology through blended learning
opens doors to many authentic resources, creating an immersive environment that
significantly enhances language acquisition.
Theory of Constructivism
In 1966, Jerome Bruner introduced the concept of Constructivism, emphasizing
that people learn about the world through firsthand experiences and subsequent
reflection. This philosophy is rooted in cognitive theory, also known as Cognitive
Constructivism (Olorode & Jimoh, 2016).
Kussmaul and Pirmann (2021) expound that when new knowledge emerges,
it involves either assimilating it into existing knowledge structures or segregating
it from the existing framework. They highlight that knowledge construction ne-
cessitates rigorous questioning, meticulous research, and comprehensive review.
Furthermore, knowledge acquisition evolves as individuals endeavor to comprehend
their experiences. Kanno (2018) underscored that engagement with the environment
224
results in the generation of novel information. Moreover, in contrast to rote learning,
constructivist learning promotes an active pursuit of knowledge through real- world
methodologies, encouraging exploration and reflection within the classroom.
Fleury & G Constructivism emphasizes the empirical underpinnings of this
theory, elucidating that individuals construct their conceptions of the world. Inte-
grating new knowledge with existing knowledge may require belief adjustments or,
in some cases, complete dismissal. The notion of knowledge creation and devel-
opment persists, necessitating continuous inquiry, scrutiny, and evaluation. Within
the classroom, constructivism is operationalized through teaching practices that
involve interactive means of acquiring empirical knowledge, such as conducting
experiments and engaging in discussions. As Saleem, Kausar, and Deeba (2021)
articulated, this process involves the teacher's mediation to challenge and augment
students' preexisting understandings.
The discussion is highly relevant to drama- based learning, highlighting its strong
connections with Constructivist theory, especially Vygotsky's social constructiv-
ism. According to this view, knowledge emerges through real- life experiences and
interactions, aligning directly with the core principles of drama- based pedagogical
methods. The practical implementation of AI- created interactive and immersive
learning scenarios is crucial in facilitating students' acquisition of new language
skills. Utilizing AI tools to reconstruct authentic scenarios and dialogues in the En-
glish language empowers students to actively participate in constructing knowledge
through engaging drama activities. This progressive approach offers an alternative,
autonomous source for language acquisition firmly rooted in the principles of con-
structivism (Harrison, 2014).
2. ANDRAGOGY
Andragogy, originating from the work of educator Alexander Kapp in 1833,
has evolved amidst divergent educational philosophies and methodologies over
time (Loeng, 2017). This approach underscores the belief that adults exhibit higher
levels of self- direction and motivation compared to children, the focus of pedagogy.
Andragogy prioritizes delivering instruction that directly addresses the realities of
adult life and promotes lifelong learning, in contrast to the ADDE instructional
model. Andragogical techniques revolve around participatory, experiential learning
activities and are particularly well- suited for self- directed adult learners. While
these methods are notably less formal and more applied, the principles espoused by
225
Knowles can also be extrapolated to young learners who necessitate a robust sense of
independence and self- determination alongside practical problem- solving aptitude.
The principles of andragogy, as elucidated by Kenyon & Hase (2001) and rein-
forced by the work of Merriam et al., 2007 and Forrest & Peterson, 1992, underscore
the imperative of optimizing the adult learning experience through meaningful
engagement with the real- world context. This approach advocates for the promotion
of autonomy and the embracing of constructivist principles. It further advocates
for a practical, organic, and volitional process of learning that is intricately linked
to pertinent, goal- oriented decision- making. Embracing pedagogical principles
in adult education holds significant promise in shaping the future landscape of
educational and industrial training. Furthermore, integrating AI technology can
effectively address these principles by offering tailored experiences in drama games
and providing adaptive feedback mechanisms, thereby enhancing engagement and
learning outcomes for adult learners (Bouchrika, 2022).
3. COGNITIVE LOAD THEORY
Cognitive Load Theory (CLT) constitutes an instructional design model root-
ed in our comprehension of human cognitive architecture, chiefly the limitations
inherent in working memory (Sweller, 2011; Sweller et al.). The theory discerns
biologically primary knowledge, acquired through natural experience and assumed
to be ubiquitous among humanity, from biologically secondary knowledge, typi-
cally emerging in the company of others (Sweller, 2008). Given the finite nature of
working memory (Baddeley, 2012; Cowan, 2010), pedagogy should be customized
to the learner's preexisting knowledge and its interaction with their working memo-
ry. Optimal learning ensues when working memory is not overwhelmed, ensuring
maximal cognitive resources for infor mation processing and encoding into long- term
memory (Evans et al., 2024).
The split attention effect highlights the significant effort required for learners to
integrate elements from various sources, resulting in added cognitive load during
instruction (Sweller et al., 2011). Cognitive Load Theory (CLT) has provided valuable
insights into instructional strategies that minimize cognitive load. These strategies
involve organizing and automating information, reducing task difficulty, providing
necessary scaffolding, offering ample practice opportunities, and delivering explicit
skills or processes training, followed by mastery activities for long- term retention,
deeper understanding, and effective transfer (Martin & Evans, 2018). Notably, these
approaches alleviate extraneous cognitive load and boost student motivation and
engagement. Moreover, integrating AI in education takes CLT a step further by in-
troducing scaffolding, task deconstruction, and instant feedback, thereby preventing
226
students from overburdening themselves as they concentrate on language acquisition
(Evans et al., 2024). This advanced approach offers a compelling opportunity to
optimize the learning experience and enhance student performance.
Artificial Intelligence in Education
Overview of AI Technologies Used in Education
It is irrefutable that Artificial Intelligence (AI) technologies have gained sig-
nificant traction within educational environments, causing substantial disruption
to traditional methods of instruction and learning. AI encompasses a spectrum of
technologies, including machine learning, natural language processing, and neural
networks, which collaborate to formulate intelligent systems capable of executing
tasks that typically necessitate human intelligence. Illustrative instances encompass
adaptive learning systems, intelligent tutoring systems, and automated grading. In
addition to providing performance reinforcement, machine learning algorithms as-
sess student performance data and offer tailored learning experiences. Furthermore,
natural language processing is leveraged to create real- time chatbots and virtual
assistants that engage with students (Brown & Smith, 2024).
AI- Driven Tools and Applications for Language Learning
Language learning has seen significant advancements due to the integration of
AI- driven tools, particularly in intelligent tutoring systems such as Duolingo and
Babbel. These platforms leverage AI algorithms to deliver personalized lessons,
providing users with immediate feedback on their performance and adjusting the
lesson difficulty accordingly. Central to these systems is natural language process-
ing, enabling them to accurately interpret user inputs, whether spoken or typed, to
facilitate personalized interactions between the learner and the computer. Moreover,
many AI- powered language learning applications incorporate speech recognition
technology as a core feature, allowing learners to receive real- time feedback on
pronunciation and speaking skills. Furthermore, the integration of virtual reality
(VR) and augmented reality (AR) into language learning applications offers users
the opportunity to hone their conversational skills in immersive simulated environ-
ments (Johnson & Lee, 2024).
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BENEFITS AND CHALLENGES OF IMPLEMENTING
AI IN EDUCATIONAL SETTINGS
Drama- Based Pedagogies in Language Teaching
Historical Perspective on Drama in Language Education
AI has the potential to offer significant benefits for educational applications, such
as the ability to deliver personalized learning experiences tailored to individual stu-
dent needs and preferences. This customization optimizes students' learning potential
and enhances their engagement with the material. Additionally, AI can automate
administrative tasks like grading and attendance monitoring, giving teachers more
time to focus on classroom instruction (Anderson & Hernandez, 2024). However,
the integration of AI in education also poses several challenges.
One of the most significant issues is the potential bias in AI algorithms, which
may result in uneven learning experiences, particularly for students from diverse
backgrounds. Moreover, there are concerns regarding data privacy and security, as
AI systems typically require collecting and storing large amounts of student data.
Furthermore, significant investments are needed for school infrastructure, school
capacity building, and teacher professional development (Williams & Zhao, 2024).
Benefits of Using Drama for Language Acquisition
The integral role of drama in education can be traced back to ancient times,
highlighting its enduring relevance in language teaching. As early as in antiquity, the
Greeks utilized theatrical performances as a powerful medium to impart moral and
ethical lessons. Notably, influential figures such as John Dewey and Lev Vygotsky
have underscored the pivotal role of drama in facilitating experiential learning and
social interaction. Building on this foundation, educators in the 1970s delved into
the potential of drama- based pedagogy (DBP) to enhance learning through dynamic
participation and movement, aligning with the innovative approaches advocated by
Kao O'Neill (Carter, 2019).
Challenges and Limitations of Drama- Based Teaching Methods
We face several significant challenges and limitations when integrating drama
and dramatic activities into language teaching. A major obstacle is teachers' need for
more training and expertise in incorporating drama into their instructional approach
(O'Toole et al., 2009). Furthermore, the effectiveness of drama in teaching heavily
relies on students' self- selection and their comfort levels with public performance,
228
which can vary significantly across different classes. Drama activities can also
introduce complexities in classroom management, requiring a careful balance be-
tween fostering creative expression and maintaining student discipline (Toivanen
et al., 2011). In addition, these methods may be resource- intensive and demanding
to implement, necessitating additional resources that may only be readily available
in some educational settings (Wagner, 1998).
Integration of AI and Drama in Language Teaching
Digital drama, a newly coined term referring to the emergent forms of abuse and
harassment within online spaces among adolescent users, underscores the imperative
of fostering constructive online behaviors. Rather than embroiling themselves in
conflicts and disseminating unsubstantiated claims, teenagers can harness the positive
potential of the digital sphere. Encouraging individuals to assume supportive roles
in their online interactions and promoting empathy and understanding can signifi-
cantly mitigate the adverse effects of digital drama. Acknowledging the potential
for both perpetration and victimization in these contexts is essential, underscoring
the necessity of cultivating an ethos of mutual respect and accountability (Min &
Kang, 2010). By advocating for a vigilant and conscientious approach to online en-
gagements, we can actively strive to forestall the progression of cyber conflicts into
more serious ramifications, such as mental health challenges and substance abuse.
The amalgamation of artificial intelligence (AI) with drama- based pedagogies
has introduced a compelling landscape for language acquisition. This convergence
melds drama's immersive and interactive dimensions with AI's analytical and
adaptive capacities, engendering a dynamically enriched language- learning expe-
rience. Notably, AI technologies such as natural language processing and machine
learning enable real- time analysis and customized feedback, promising considerable
advancements in fostering a deeper engagement with the language among learners.
This fusion allows educators to tailor aspects of drama exercises, heightening en-
joyment and augmenting student inquisitiveness and concentration. For instance,
AI- powered tools can individualize scenarios based on student responses, thereby
furnishing more precise support that surpasses the scope of traditional drama- based
methodologies (Gibson, 2023).
The practical implications of integrating AI into drama activities are exemplified
through real- world cases. AI- enabled virtual reality platforms can replicate authentic
scenarios, such as job interviews and social interactions, facilitating language prac-
tice in a semi- realistic student environment. Recent research by Zheng and Wang
(2023) demonstrated a notable improvement in students' language acquisition while
employing Live Motion Sparklingly Dramatic Capsules and Eclipse Runner com-
ponents. This pioneering product represents a significant advancement in engaging
229
students in drama, superseding traditional methods. These AI tools replicate genuine
interactions and offer instantaneous feedback, enabling learners to enhance their
language proficiency dynamically.
Educational Context in Palestinian Schools
The Palestinian education system operates within a challenging social and political
context, profoundly shaping its composition and operational dynamics. Overseen by
the Palestinian Authority, the system encompasses primary, secondary, and higher
education, endeavoring to maintain educational excellence amidst enduring political
upheavals and economic constraints. The core curriculum comprises Arabic, Mathe-
matics, and Natural Science, with the introduction of English at an opportune stage.
Notably, the allocation of resources and the provision of facilities exhibit substantial
regional disparities, mirroring socioeconomic inequalities and the profound impact
of political instability on educational equity (Miller, 2022).
In Palestine, contemporary English language teaching standards reflect a fusion
of traditional and modern pedagogical methodologies. While conventional instruc-
tional techniques such as grammar- based learning and vocabulary retention persist,
there has been a paradigm shift towards interactive and task- oriented methodologies
in language acquisition. Additionally, technological and multimedia integration is
gaining traction among students, albeit with disparities in access attributed to in-
frastructure discrepancies and disparities in teacher training. For instance, Mustafa
(2023) highlighted the progressive assimilation of digital tools in select language
classrooms, delineating the gradual implementation and obstacles encountered
during this process.
The challenges confronting teachers and students in Palestinian schools, par-
ticularly regarding language instruction, are multifaceted. The recurrent political
instability, economic adversity, and paucity of resources contribute to an education
landscape marked by considerable disparity. Frequently, educators must contend with
outdated educational materials and encounter difficulties when seeking professional
development opportunities, ultimately leading to potential disruptions in students'
educational experiences. These challenges have been comprehensively expounded
upon by Abu- Lughod and Awad (2024), who underscore the adverse implications on
educational outcomes and advocate for integrating advanced pedagogical approaches.
In implementing new teaching methodologies on a broader scale, particularly
within Palestinian educational institutions, it is imperative to consider cultural factors'
influence. The educational framework is deeply rooted in the values and traditions
of local societal norms, which are distinctly manifested in pedagogical approaches
and student engagement. Integrating innovative methodologies into practice should
meticulously align with the prevailing academic culture and effectively cater to the
230
Palestinian context. As evidenced in Jarrar's 2023 study, implementing culturally
responsive teaching practices significantly enhances the congruence of educational
techniques with students' cultural backgrounds, thus yielding superior effectiveness
within the Palestinian educational landscape.
Impact of AI- Facilitated Drama on Language Learning Outcomes
Recent research has indicated that artificial intelligence (AI) has the potential to
significantly enhance language learning through the augmentation of talent devel-
opment, particularly in contexts where resources are limited. Current investigations
have focused on AI applications within intelligent tutoring and language learning
applications. These technologies have demonstrated the capability to deliver per-
sonalized feedback and adapt the learning experience following individual learner
requirements. Notably, a study conducted by Wang et al. (2023) revealed that AI- based
language- learning platforms notably improved vocabulary acquisition, grammar, and
pronunciation. This improvement was achieved through the real- time adjustment of
exercises and feedback, attaining a level of personalization that surpasses traditional
instructional methods. Such advancements bolster language learning and address
the perpetual challenge of talent development in resource- deprived environments.
Research investigating the influence of drama on language acquisition has iden-
tified various advantages attributed to its utilization. These include the immersion
and tangible involvement inherent in drama, perceived as a beneficial conduit for
heightened engagement with foreign linguistic elements. Through drama activities
such as role- playing, improvisation, and simulated real- world scenarios, students are
afforded opportunities to bolster their language acquisition and fluency. According
to Smith and Brown (2022), drama- based pedagogies help students hone their con-
versational skills, foster a deeper understanding of the cultural context surrounding
other languages, and cultivate confidence in language application. The outcomes
substantiate that students engaging in drama activities demonstrate amplified lan-
guage proficiency and communicative abilities, underscoring the significance of
integrating drama into language instruction.
The convergence of handwriting and AI has shown remarkable efficacy in
enhancing student engagement and motivation. The integration of AI into drama
activities not only renders the learning environment more interactive but also fosters
heightened engagement and motivation. Through real- time feedback, personalized
content, and an immersive context for language practice, AI tools can enrich drama
activities among learners. These activities provide a robust narrative groundwork
that consistently engages students with interactive practices. Research conducted
by Johnson and Lee in 2024 indicates that student engagement in AI- supported
drama activities significantly surpasses conventional language learning methods.
231
The adaptability of AI, coupled with the immersive nature of drama, amalgamate
to create a compelling environment for learning.
METHODS
Research Design
The study utilized a descriptive- analytical research design. The approach used to
investigate the perspectives and experiences of the Palestinian teachers integrating
AI apps and AI- based drama apps, specifically, in their classrooms to enhance EFL.
Respondents
The respondents were teachers of English language teaching multiple levels. The
sample included 43 respondents chosen randomly of both genders and two sectors
of teaching: governmental and private schools. The sample recruited (23, 53.5%)
males and (20, 46.5%) females. The majority of the responding teachers forming
62.8% (N=27) are governmental schools' teachers, compared to 37.2% (N=16) who
teach at private schools. As shown in the table, 76.7% (n=33) are BA graduate, while
a very small percent; 7%, are MA & higher degrees, with most of these teachers
reporting 1- 5 years of experience (n=19, 44.2%). The teachers when asked about
their utilization of AI in their classroom, the majority indicated they do not use it
in their classes, while 23.3% said they use and 25.6% said they sometimes rely on
AI apps in their classes.
Table 1. The sample of teachers' characteristics
Variable N Percent
Gender Male 23 53.5%
Female 20 46.5%
School type Governmental 27 62.8%
Private 16 37.2%
Qualifications Diploma 7 16.3%
BA 33 76.7%
MA & higher 3 7.0%
continued on following page
232
Variable N Percent
Years of experience 1- 5 yrs. 19 44.2%
5- 10 yrs. 10 23.3%
Over 10 yrs. 14 32.6%
Adoption of AI Yes 10 23.3%
No 22 51.2%
Sometimes 11 25.6%
Instruments
The researchers developed a questionnaire based on Hazaymeh, Bouzenoun
& Remache (2024), Moura & Carvalho (2024), Sumandal (2023) studies, who
reported teachers' experiences using AI in the classroom utilizing questionnaires.
The questionnaire covered three main aspects of AI- based drama integration in the
classroom: teachers' perspectives on using AI- based drama in the classroom, and the
impact of AI- based drama on teaching, and the challenges using AI. The responses
were assessed following Likert five- grade scale as follows:
Table 2. Five- Grade Scale for The Statements of the dimensions of the Study Tool
Weight Responses Level Criteria
1 Strongly disagree 1- <1.80 Very low
2 Disagree 1.80- <2.60 Low
3 Neutral 2.60- <3.40 Medium
4Agree 3.40- <4.20 high
5 Strongly agree 4.20- 5.0 Very high
Data Collection and Analysis
The study participants were provided with a hyperlink to access a comprehensive
questionnaire elucidating the research's objectives and soliciting their voluntary
participation for data collection purposes. The data collection process extended over
a period of two weeks. Subsequent to the data collection phase, statistical analyses
were conducted in SPSS, whereby data imported from Google Sheets were utilized to
assess the data's reliability and offer insights into the research inquiries. The study's
Table 1. Continued
233
focal areas were meticulously scrutinized, and the demographic characteristics of
the sample were examined using an array of descriptive statistics, encompassing
mean scores, frequencies, percentages, and standard deviations.
1- Results
An analysis of questionnaire responses from Palestinian educators revealed a
positive outlook on AI- based drama. Teachers expressed confidence in the ability
of EFL AI- based drama to simplify complex concepts (M=3.86, SD=1.33) and
tailor lessons to individual students' needs (M=3.72, SD=1.20), thereby enhancing
engagement (M=3.65, SD=1.46). However, the educators maintained a more tem-
pered stance on the efficacy of AI- based drama in improving students' vocabulary
and grammar knowledge (M=3.30, SD=1.43).
The educators were surveyed regarding their perspectives on the influence of AI-
based drama on EFL instruction. Their responses revealed highly favorable views,
indicating that integrating AI- based drama in the classroom significantly impacts
various facets of the teaching- learning process (M=3.49, SD=1.20). Additionally,
educators were confident in the capacity of AI- based drama to allow them to allocate
more significant attention to academically challenged students (M=3.76, SD=1.35),
particularly those from socioeconomically disadvantaged backgrounds with limited
access to technology, thus fostering more effective classroom engagement (M=3.55,
SD=1.40). However, a subset of educators expressed reservations regarding the po-
tential of AI- based drama to diminish students' social and emotional skills (M=3.60,
SD=1.23) and voiced apprehension that it might diminish interpersonal interaction
between students and their instructors (M=3.19, SD=1.38).
Implementing AI in the educational setting presents many challenges, as evi-
denced by educators' experiences with the optional integration of AI- based drama
into their EFL classes (M=3.57, SD=0.95). Predominantly, educators have cited
the prohibitive cost of these applications as a primary obstacle, rendering them fi-
nancially unattainable for educational institutions (M=3.95, SD=1.02). In addition,
technical impediments, including unreliable internet connectivity and exorbitant
internet service fees, have emerged as significant barriers (M=3.65, SD=1.02).
Conversely, educators have identified the necessity for expanded content to ac-
commodate students' needs as the least formidable challenge associated with using
AI- based drama applications (M=3.30, SD=1.22).
The study sought to discern the distinctions in teachers' perspectives regarding
integrating AI- based drama into EFL classes. The outcomes of the independent
sample t- test, a pivotal component of our research methodology, elucidated notewor-
thy disparities in educators' views, particularly concerning the challenges posed by
the implementation of AI in EFL classrooms (α≥0.05). Specifically, male teachers
234
anticipate encountering more incredible difficulty in deploying AI owing to the
perception that teaching methods are less conducive to the learning needs of male
students than their female counterparts.
Table 3. The analysis of the differences between participants regarding the use of
AI- based drama in EFL classroom due to gender
Dimensions Gender N Mean Std. Deviation Sig.
AI- based drama
teacher perspectives
Male 23 3.85 1.094
.312
Female 20 3.26 1.203
Impact of AI- based
drama on teaching
Male 23 3.63 .835
.076
Female 20 3.32 1.123
Challenges using AI Male 23 3.65 .774
.016
Female 20 3.47 1.135
Table 4. The analysis of the differences between participants regarding the use of
AI- based drama in EFL classroom due to years of experience
Dimensions Sum of Squares df Mean Square F Sig.
AI- based
drama teacher
perspectives
Between Groups 3.675 2 1.838 1.365
.267
Within Groups 53.852 40 1.346
Impact of AI-
based drama on
teaching
Between Groups 3.668 2 1.834 1.998
.149
Within Groups 36.724 40 .918
Challenges
using AI
Between Groups 5.881 2 2.940 3.654
.035
Within Groups 32.192 40 .805
The utilization of one- way ANOVA analysis proved to be an invaluable tool in
our research, facilitating an exploration of the disparities in the utilization of AI-
based drama within EFL classrooms based on the participants' varying years of
experience. The results of the analysis unveiled significant discrepancies among
educators concerning the challenges associated with integrating AI into their ped-
agogical practices, with a propensity towards difficulties being expressed by those
with over a decade of teaching experience. This heightened adversity among more
educators can be attributed to their advanced age and comparatively lower levels of
technological acumen, which consequently impedes their adaptability and proficiency
in acquiring and implementing advanced technological skills, thereby perpetuating
a continued reliance on traditional teaching methodologies.
235
Table 5. The analysis of the differences between participants regarding the use of
AI- based drama in EFL classroom due to the type of school
Dimensions School type N Mean Std. Deviation Sig.
AI- based drama
teacher perspectives
Governmental 27 3.61 1.156
.885
Private 16 3.53 1.229
Impact of AI- based
drama on teaching
Governmental 27 3.51 1.072
.404
Private 16 3.45 .834
Challenges using AI Governmental 27 3.56 1.035
.391
Private 16 3.59 .823
Private educational institutions receive considerable financial backing, affording
them the ability to incorporate state- of- the- art technologies into their classrooms,
thus outpacing their public counterparts in this regard. Nevertheless, research out-
comes yield a surprising revelation of minimal distinctions in the performance of
educators employed in private and public schools. Notably, there exists a marginal
inclination toward public schools concerning the utilization and impact of AI- based
pedagogy. Conversely, educators in private schools exhibit apprehension toward the
challenges associated with AI integration. These findings are unsurprising when
considering the financial constraints confronting Palestinian educational establish-
ments and the relatively modest remuneration of educators in both sectors. Notably,
both governmental and private educational sectors in Palestine encounter substantial
disparities between actual and anticipated fiscal support.
Discussion
The use of AI in teaching and in the classrooms is taking its baby steps around
the world and in Palestine as well, considering that AI can potentially improve
learning, especially among students in EFL classrooms (Eliott, 2024). Empirical
research has been carried out on the efficacy of AI applications in EFL (English
as a Foreign Language) classrooms. These inquiries scrutinize the influence of AI
on diverse language acquisition proficiencies, encompassing spoken and written
expression, auditory comprehension, and reading aptitude. Investigators have ex-
plored customized learning platforms, adaptable assessment environments, and allied
technological modalities. Through the meticulous aggregation of data on students'
academic performance, engagement, and contentment, these investigations have
yielded substantial insights into the instrumental role of AI in enriching language
236
acquisition and ameliorating pedagogical outcomes. Thus, through rigor and scruti-
ny, empirical research elucidates the optimal deployment of AI in EFL classrooms.
The current study explored the perspectives of a sample of Palestinian teachers
towards AI- based drama, its impact, and the challenges entailed by adopting AI. Only
23.3% of the responding teachers affirmed using AI- based drama in their teaching,
however, their means of integrating it was not explored. Moura and Carvalho (2024)
also reported positive perceptions among Portuguese teachers who seemingly had no
practical experience using AI in their classrooms, yet eager to advance their teaching
careers in the growing field of educational AI tools. According to Bezjak (2024), the
inexorable progression toward AI portends an inevitable shift, facilitating broader
endorsement and assimilation of AI within the sphere of education.
Educators express substantial enthusiasm for the integration of AI tools in the
educational milieu. The appeal lies in AI's capacity to streamline administrative
responsibilities, generate educational materials, and furnish pivotal support to
students (Bezjak, 2024). Additionally, AI presents the potential to substantially
augment student engagement within the classroom (Dilzhan, 2024). These factors
represent a fraction of the impetus driving educators' fervor to assimilate AI tech-
nologies into pedagogical settings. Furthermore, educators are propelled by their
dedication to remaining abreast of educational progressions, embracing global
educational frameworks, and embracing innovative educational technologies and
teaching methodologies in a bid to enhance student achievement and broaden their
knowledge and cultural repository.
Generally, the teachers showed positive perspectives towards AI and AI- based
drama integration into the educational process, although they have limited AI knowl-
edge (Fakhar et al., 2024), yet they expressed their concern on its effectiveness in
improving some aspects of EFL learning. Similarly, Sumandal (2023) reported high
self- efficacy among Pilipino teachers using AI- based tools, signifying their solid
belief of its positive impact on teaching- learning outcomes.
The teachers expressed preference for using AI in their teaching of English
believing it may save them larger time share to focus on low achieving students.
Also, real- time language practice is enhanced through dynamic interactions with
AI- powered chatbots, which provide immediate feedback, boosting proficiency and
confidence (Amin, 2023). In a quasi- experimental qualitative study conducted by
Fathi, Rahimi, and Derakhshan (2024), the researchers investigated the influence
of an artificial intelligence platform on the speaking skills of English as a Foreign
Language (EFL) learners. The study findings indicate that the implementation of
AI- mediated interactive speaking activities yielded significant enhancements in both
the speaking proficiency and willingness to communicate (WTC) of EFL learners.
Furthermore, the research revealed that the learners exhibited favorable attitudes and
237
perceptions toward the AI- mediated speaking instruction. Still, raising fear of the
impact AI might have on the interpersonal interaction between teachers and students.
The challenges the educators predicted might hinder AI adoption in the classroom
focused on technical and financial issues among other difficulties. The challenges
appear to be universal, as they have been reported across multiple research (Chiu &
Chai, 2020, Nikiforos et al., 2020). Given the context of the Palestinian situation,
it is noteworthy that Palestinian teachers prioritize technical and financial aspects.
This emphasis is not unexpected, considering that the education sector receives the
least support in the budgets of successive Palestinian governments. Additionally,
the sector has been grappling with a protracted financial crisis, severely limiting
teachers' ability to invest in learning technologies at their own expense. Furthermore,
the significant burdens placed on teachers curtail their opportunities for technical
skill development. This is exacerbated by the absence of electronic technical infra-
structure in school environments, both in government schools and the majority of
private sector schools.
Largely, the teachers participated in the study showed common agreement re-
garding their perspectives on AI and AI- based drama integration in the classroom,
the impacts and challenges accompanying it across gender, years of experience, and
type of school as also reported by Fakhar et al. (2024). Hazaymeh, Bouzenoun &
Remache (2024) found similar patterns among UAE teachers, except for differenc-
es related to the teachers' years of experience regarding the benefits of AI in EFL
classrooms, contrary to the current study that reported differences due to experience
related to challenges using AI for teachers with over 10 yrs. of experience.
CONCLUDING REMARKS
AI technologies have become increasingly prevalent in the education sector, br ing-
ing about a profound transformation in the way educational institutions are managed,
and learning is delivered. These innovative applications are not only revolutionizing
teaching and learning methods but also automating crucial administrative functions
of schools. By integrating with education management information systems, AI is
enhancing processes such as admissions, timetables, attendance monitoring, home-
work allocation, and school inspections, leading to a more efficient and dynamic
educational environment. Educators and students can leverage AI- powered tutoring
tools to enhance the learning experience. These tools offer personalized academic
238
reinforcement, facilitate the identification of areas requiring improvement, and
provide tailored instruction to foster academic progression.
AI definitely has its significance in the educational process. The revolutionary
technique enables learning anytime and anywhere in the world, as it is not time nor
place bound. AI thus provides flexibility presenting learning materials that goes
along with the students' abilities, taking into consideration individual differences.
Furthermore, AI can also have a role meeting the educational needs of students with
special needs through the programs that works for them as well as their peers with
no special needs. AI educational tools benefit both students and teachers at the same
time. It assists the students acquire basic skills and develop it over time on their
own pace, and provides them along with their teachers with immediate feedback,
and decreases the educational process reliance on textbooks.
The enthusiasm among educators regarding the integration of AI technologies
into the realm of education presents a valuable opportunity to invest in the training
and support of these educators within the education sector. This initiative should
encompass the involvement of various stakeholders in the educational process,
including governmental bodies, academic institutions, and local civil society organi-
zations. Furthermore, it is imperative to engage the local community in educational
workshops aimed at fostering awareness of the positive impacts of AI technology
on children's learning and education, thereby encouraging investment in education.
In the current landscape, senior educators often exhibit reluctance in enhanc-
ing their pedagogical skills with modern educational technologies, including AI.
Consequently, retiring elderly educators and facilitating the introduction of new
talent into the education sector, capable of aligning with contemporary educational
developments, is recommended. Regarding mid- career educators, integration into
comprehensive, long- term development programs is advised. This can be accom-
plished through collaborative initiatives between training agencies and educators
well- versed in modern learning technologies, aimed at providing crucial support
and motivation to this demographic. The creation of a supportive and nurturing en-
vironment for educators stands as a pivotal tool in advancing the field of education.
The study was restricted to a relatively small sample size compared to the total
population of English language teachers. This limitation arose from the challenges in
accessing and engaging with teachers due to the ongoing circumstances in Palestine,
particularly the Israeli aggression in the West Bank and Gaza Strip. Furthermore,
the absence of many teachers from social media platforms, and the necessity for
prior coordination and approvals from the education directorates to obtain teachers’
contact details, posed significant obstacles to the study's continuity. The study chose
to utilize a questionnaire due to its convenience in data collection and expediency.
This method proved to be the most effective means of eliciting participants' responses
239
to a series of questions and generating a substantial volume of data that captured a
diverse range of perspectives and trends.
240
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APPENDIX
Questionnaire
Dear participating Teacher,
The following questionnaire explores “Facilitating English Language Teaching
Through AI- Based Drama in Palestine”. Kindly answer the items of the questionnaire
objectively and precisely using (✗) in the space you see fit. The information’s in this
questionnaire are confidential and will be used for research only.
Your cooperation is highly appreciated
Demographics
Gender □ Male □ Female
School type □ Governmental □ Private
Teacher qualification □ Diploma □ BA □ MA & higher
Teacher yrs. of experience □ 1- 5 yrs. □ 6- 10 yrs. □ over 10 yrs.
Adoption of AI application in teaching □ Yes □ No □ Sometimes
The questionnaire dimensions and items
Teachers' perspectives on using AI- based drama in the classroom
Table 6
Item Strongly
Agree (SA)
Agree
(A)
Neutral
(N)
Disagree
(DA)
Strongly
disagree
(SD)
EFL AI- based drama facilitates
explaining difficult lessons in simple
guidelines.
EFL AI- based drama helps teachers
adjust lessons to the suitable level of
each student.
EFL AI- based drama can present the
lesson more attractively.
EFL AI- based drama can precisely
provide knowledge to students.
EFL AI- based drama can help students
increase their memory of the lessons
taught.
EFL AI- based drama apps can improve
students' vocabulary and grammar
knowledge.
continued on following page
246
Item Strongly
Agree (SA)
Agree
(A)
Neutral
(N)
Disagree
(DA)
Strongly
disagree
(SD)
EFL AI- based drama apps improve
students' pronunciation skills.
EFL AI- based drama apps can enhance
EFL students' speaking skills.
Impact of AI- based drama on teaching
Table 7
Item Strongly
Agree (SA)
Agree
(A)
Neutral
(N)
Disagree
(DA)
Strongly
disagree
(SD)
AI- based drama can personalize
students learning.
AI- based drama enables teachers to
detect weakness areas among students.
AI- based drama provides students with
immediate feedback.
AI- based drama provides space for
teacher to focus more on weak students.
AI- based drama engages students with
no low technological access.
AI- based drama decreases the
interaction between students themselves
and teachers.
AI- based drama reduces students' social
and emotional skills.
AI- based drama provides flexible,
accessible, and convenient learning
environment.
AI- based drama provides students with
interactive learning prospects.
AI- based drama provides teachers with
perceptions into students' learning
development.
Challenges using AI
Table 6
Continued
247
Table 8
Item Strongly
Agree (SA)
Agree
(A)
Neutral
(N)
Disagree
(DA)
Strongly
disagree
(SD)
AI- based drama consumes a lot of time
and effort to learn how to use it.
Fear of AI- based drama tasks with
unnoticed errors.
AI- based drama affects the roles of both
teachers and students in the classroom
interaction.
Technical difficulties such as instable
internet connectivity.
AI- based drama apps are pricy and not
all schools can afford it.
AI- based drama may not contain content
to meet all student's needs.
