Spektrum Iran

Abstrakt This qualitative case study examines the role of drama and theater pedagogy in teaching German as a foreign language (DaF) at Iranian universities during the academic years 1403–1404 (2024–2025). The aim of the study is to analyze the extent to which drama pedagogical methods facilitate the learning process of students, particularly with regard to reducing speaking inhibitions, learning new vocabulary and grammatical structures, and promoting intercultural competencies. The starting point is the question of whether and how theater work can help overcome shame and language anxiety and motivate students—especially in the early semesters—to participate actively and express themselves in class. In addition, the study investigates whether working with dramatic texts enhances cultural understanding and increases motivation for text-based work. Data collection was carried out through group discussions and open questionnaires with students of German studies at the University of Tehran. All statements were transcribed and qualitatively analyzed using MAXQDA software. To ensure the trustworthiness of the data, the results were verified through triangulation of methods (discussion + questionnaire), participant feedback, and consistent category formation. The study shows that drama pedagogical approaches not only support linguistic expression and intercultural learning but can also contribute to the personal development of learners. It calls on instructors to systematically utilize the potential of this method and integrate it into DaF instruction.