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Three techniques have been found to be helpful in using dramatic techniques to provide motivation, self-confidence, and self-esteem to students of English as a second language at Hostos Community College. Strategic interaction is a technique based on the open-ended scenario, in which students are free to respond to the problem presented in the scenario in their own way and devise strategies for dealing with the situation. The scenarios generating the most enthusiasm and interest seem to be those dealing with family or interpersonal relationships, and the activity can produce much noise and movement. A similar but more sedentary technique is decision-based drama, which centers on one student making a decision after receiving input from fellow students acting as advisors. It can be used in larger classes with a minimum of disruption, although many nonverbal cues may be lost. A third technique used with intermediate-level students is idiom drama, in which the students practice using idioms improvisationally and then write scenes or plays incorporating them. Since idioms make more advanced students feel they sound more native-like and more part of the cultural milieu, the students enjoy the activity. The advantages found in these techniques are that they are pleasurable for students and teachers, make a deep impression on the students, break down the fixed student-teacher relationship, and allow for more self-expression. (MSE)