Intermediate Phase reading often emphasises reading aloud and comprehension tasks, which can heighten anxiety, limit participation, and reduce authentic speaking and listening opportunities. Drama reading provides a context in which these affective challenges can be addressed while simultaneously developing oral engagement. This paper reports on Cycle Two of a Participatory Action Learning and Action Research (PALAR) project, investigating how pre-service English teachers integrated listening and speaking into drama reading lessons to support learner motivation, confidence, and reduce anxiety. Drawing on Transformative Learning Theory (TLT) and Krashen's Affective filter hypothesis, the paper explores how scaffolded reading activities can transform learners’ participation and encourage reflective teaching. Cycle One focused on reflection: pre-service teachers explored their school English experiences, analysed prior teaching strategies, and reflected on their teaching practices. Cycle Two progressed to collaboratively designing strategies and implementing them during Teaching Practice. Data were collected from pre-service teachers’ lesson plans, reflective journals, and a group discussion. Thematic analysis examined how listening and speaking were incorporated, how learners responded affectively, and indications of changes in teachers’ pedagogical approaches. Findings indicate that pre-service teachers viewed drama reading as providing a scaffolded environment in which oral engagement could occur safely, supporting learner participation and confidence. They reflected that learners appeared more willing to participate, remained engaged, and seemed less anxious, while the pre-service teachers themselves reported increased confidence in facilitating listening and speaking activities and a transformation from teacher-led recitation to more dialogic, interactive approaches. Although balancing curriculum pacing with extended discussion was challenging, drama reading fostered learner motivation, confidence, and reduced anxiety. The study also highlights how reflective, collaborative practice within PALAR can help pre-service teachers support learners’ engagement and oral confidence.