Abstract:

The article analyses the digital drama (DD) incorporating into English learning as a step up in creating a positive learning environment. Many education coordinators believe that students' learning conditions in English classes are of paramount importance, and a teacher should change them to the most favorable. The advantages of a theatrical play are apparent not only to the cast members but also to the students who participate as spectators.

The author describes DD as a unique method for developing students' emotional intelligence and needs, explaining the algorithm of theatrical techniques in ELT at RUDN University (Russia) in lockdown conditions. Theater practices and methods help students learn English, express themselves and their creative abilities, be more confident and emotionally educated.

Besides, the author implicates DD as an influential academic resource that provides additional educational opportunities for students. It is valuable for increasing students' confidence, creativity, and motivation to learn.

Another effect of educational drama is its impact on cognitive processes when students generate ideas, share, and implement them. Additionally, some studies show that scene is quite effective in teaching students how to manage interpersonal relationships. The reason is that communication is at the center of the drama. As an art, the scene provides a framework for discussion and mutual understanding in several new ways. Participation in professional activities requires self-control, organization, and discipline to serve students well in all aspects of their future lives. Students will also acquire some practical new skills and competencies: teamwork, collaboration online; listening skills; ability to share, accept opinions, etc.

The practice proved that theater activities could give students an outlet for emotions, thoughts, and dreams that they may not have other ways to express. At least for a few moments, the student can become different, explore a new role, experience mixed emotions, and experiment with various personal choices and solutions to genuine problems.

DD forces students to deal with various everyday problems, events, and relationships in a fictional situational context. The scene makes language learning more effective and 'brain-friendly.' Students make sense of the world around them by acting and reacting to real and imagined experiences. They verbalize in fictional words, generate, rehearse, and practice the language needed in a safe mythical context. They also experience the emotional thrill of "as if" role-playing. Students' dramatic play stimulates and uses many different parts of the brain, just as drama simultaneously excites visual, auditory, spatial, and motor functions. There is a safe and remote opportunity to learn and talk about emotions together in the theatre, developing the target language.

Keywords:

Digital drama (DD), English language learning and teaching, theatrical techniques in lockdown, theater practices and methods, e-learning.