Impact of Shakespearean Drama, Narrative Voice Exploration, and Intertextuality on English Language Learners’ Writing Fluency: The Mediating Role of Cultural Understanding

Abstract

This study investigates the impact of exposure to Shakespearean drama, narrative voice exploration, and intertextual reading practices on English language learners’ writing fluency, with cultural understanding examined as a mediating factor. The primary objective is to determine how literary engagement not only enhances linguistic skills but also deepens cultural awareness that, in turn, supports more effective writing. A mixed-methods design was employed, involving 200 undergraduate English learners who participated in a twelve-week intervention integrating close readings of Shakespearean plays, guided analysis of narrative perspectives across genres, and intertextual comparisons between canonical and contemporary texts. Quantitative data were collected through pre- and post-tests measuring writing fluency, while qualitative data from reflective journals and focus group interviews provided insight into learners’ evolving cultural perspectives. Findings indicate that students who engaged deeply with literary texts demonstrated significant improvement in writing fluency, and this improvement was strongly mediated by enhanced cultural understanding, which enabled richer expression, greater coherence, and nuanced stylistic choices in their writing. These results suggest that incorporating literature-based pedagogy, particularly through Shakespearean drama and intertextuality, can foster both linguistic proficiency and intercultural competence.