Listening to the “bard”: Enhancing comprehension of Shakespearean plays among dyslexic college learners through audio dramas

Background and Purpose: This study explores audio drama's effectiveness in supporting understanding of Shakespearean text among dyslexic college students, aiming to challenge existing pedagogical paradigms and develop more inclusive literary education strategies. Methodology: The research utilized mixed methods for data analysis: descriptive statistics, paired and independent t-tests for quantitative data, and thematic analysis for qualitative insights from focus group interviews. A crossover design ensured all participants experienced both audio drama and traditional text-based interventions, with data collected over five consecutive weeks using structured lesson plans that included pre-activity, while-activity, and post-activity components. Findings: The results suggest that audio dramas can be a powerful tool for inclusive literature education, particularly for learners with dyslexia, and recommend integrating audio formats into traditional curricula to support diverse learning needs. Contributions: The study proposes an approach that prioritizes accessibility and meaningful interaction with complex literary works. Ultimately, it calls for reevaluating teaching practices, suggesting that embracing audio-based methods could revolutionize literary education and provide marginalized learners with pathways to understanding and appreciating challenging texts. Keywords: Audio drama, comprehension, dyslexia, inclusive education, Shakespeare.