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This study examines the impact of a three-week didactic intervention conducted at the Dalian University of Foreign Languages (China) on students’ attitudes toward the use of dramatization in the teaching of Spanish as a foreign language. For this purpose, 60 second-year students of non-Hispanic Philology completed a questionnaire before and after the implementation of a didactic program based on dramatization to collect quantitative information about the linguistic, motivational, intercultural, and emotional benefits that dramatization is expected to bring to foreign language teaching. Qualitative data were also collected through a final written reflection. The results indicate that the intervention led to a significant increase in the participating students’ positive attitudes toward the use of dramatization in the ELE classroom. Additionally, the participants demonstrated a high level of confidence in their ability to engage with dramatization in the future. Therefore, the construction of a new intervention system based on dramatization is proposed for the teaching of Spanish to Chinese students.
