The aim of this paper is to argue how the integration of dramatic techniques into the language teaching process may improve learners’ language proficiency, motivation, memory, social development and empower the learning experience, by creating an authentic safe learning environment in the classroom. The first part of the paper will attempt to define the advantages and drawback of incorporating drama elements into English education based on previous studies and explore various dramatic tools with teachers can effectively support students’ language acquisition. The second part of the paper presents a qualitative method research in which five English teachers participated in a semi-controlled focus group interview. The obtained results of the study confirm that, despite the widespread pedagogical interest in the inclusion of drama activities in second language education, teachers are reluctant to introduce these tools due to a number of concerns about how they are perceived and responded to by students.