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What effect do play creation and performance experiences have on the motivation of low-intermediate secondary ELL learners toward speaking the target language? The basis of this study includes theories and previous research in the areas of the communicative approach, language learning motivation, and drama in education. Participating students created a self-written play and performed for a larger community. General results included data indicating dramatic intervention with secondary ELLs can lead to meaningful increases in motivation to learn the target language. This was based on Attitude and Motivation Test Battery questionnaire results. The experimental class reported meaningful growth in the areas of motivational effort, language anxiety, and attitude towards the learning situation. The control class reported meaningful growth in the areas of integrativeness and instrumental orientations. Secondary language instructors are therefore encouraged to think about using the play creation process in their classroom.