Artificial Intelligence -Powered Educational Drama as a Pedagogical Tool for English Conversational Skills: Benefits and Drawbacks

This investigation studies the deployment of Artificial Intelligence-facilitated curricular drama as a mechanism designed to elevate the proficiency of English-speaking abilities. The study examines the pedagogical affordances and impediments involved in integrating AI-constructed dramatic activities into the language-learning context. Qualitative interviews were conducted with a purposive sample of eight Palestinian English teachers to assess the merits and demerits of integrating artificial intelligence with dramatic pedagogy. Analyses reveal instances where AI reduces learner anxiety, cultivates self-esteem, situates latent learner identities in a productive light, and facilitates the digitization of the Palestinian English curriculum. Constraining factors such as limited infrastructure, high costs, teachers’ hesitation, and ongoing shortages in specialized training have also been widely reported. Empirical data were gathered through semi-structured interviews, and a qualitative thematic analysis procedure identified recurrent motifs, dominant themes, and pedagogical ramifications. The analytic returns demonstrate that AI-enriched dramatic pedagogy engenders intensified learner involvement, improved levels of communicative competence, and elevated self-competence; yet, unresolved evidence of technological breakdowns and uneven teacher preparation persists as binding structural limitations. The inquiry presents empirically grounded recommendations for curricular adaptation and identifies productive avenues for further scholarly investigation.