INTRODUCTION
Rationale
In today's globalized world, the demand for a universal language has led to English becoming the most dominant means of international communication Its widespread use spans various aspects of life, including the global economy and numerous other fields To navigate the modern landscape with greater ease, learning English is essential In Vietnam, advancements in technology, a global economy, and social media have further highlighted the importance of English, making it increasingly vital for effective communication and connection.
Proficiency in foreign languages, particularly English, significantly enhances students' job prospects, making effective communication skills essential in today's competitive job market.
The global movement advocating for a new model of 21st-century education emphasizes the need to transform formal education to address complex global challenges Experts argue that traditional lecture-based teaching is ineffective for fostering essential competencies and skills required in today's world This transformation is driven by a focus on knowledge and technology, raising critical questions about how educators can best support learners in developing these vital skills Given that individuals have diverse learning styles, the challenge for teachers lies in identifying the most effective methods to facilitate language acquisition and overall learning.
Vietnamese education is undergoing significant reform to enhance learning and develop essential competencies beyond basic numeracy and literacy The Ministry of Education and Training is focused on preparing students for the demands of modern society by equipping them with both in-depth knowledge and relevant skills This initiative aims to ensure that human resources are well-adapted to the evolving needs of the new era.
In language education, the four key skills are listening, speaking, reading, and writing, with speaking being regarded as the most crucial skill to develop According to O'Malley and Pierce, mastering speaking is essential for effective communication and overall language proficiency.
Effective communication through oral language is a crucial skill for learners, as difficulties in speaking can hinder their ability to express ideas, even in simple conversations Mastering English speaking involves understanding key elements such as pronunciation, grammar, vocabulary, fluency, and comprehension Therefore, teachers must adopt creative approaches in their teaching methods to focus on these essential components, enhance students' speaking skills, and make the learning experience more engaging.
Many students face significant challenges when learning English speaking skills, including a lack of enthusiasm and confidence during speaking classes Factors such as the influence of their native language, low motivation, and limited vocabulary hinder their ability to communicate effectively Unfortunately, only a small percentage of students are able to communicate well in English upon graduating from college, highlighting the need for improved teaching methods and support.
Many students still feel embarrassed when conversing in English, often due to inadequate training in colleges that fails to promote English as a communication tool In the classroom, numerous students hesitate to speak English, even when given the opportunity.
First-year non-major students at HaUI face challenges in their speaking skills, stemming from various factors such as their interest in learning English, the teaching materials, and ineffective teaching methods that lead to boredom and a lack of motivation To address these issues, it is essential to implement effective techniques that can enhance students' confidence and engagement in speaking lessons Teachers play a crucial role in discovering strategies that foster a positive attitude towards speaking classes and improve overall speaking proficiency (Burns & Joyce, 1997, p.10).
To enhance students' speaking skills, the author advocates for the use of role play activities, which have been proven effective through various research studies Role play is crucial in teaching speaking as it allows students to practice communication in diverse social contexts and assume different roles By simulating real-world situations in the classroom, students gain valuable practice that would be difficult to achieve in everyday environments like cafes or banks (Scrivener, 1998, p.363) Additionally, role play can benefit shy learners, providing them with a comfortable platform to engage in speaking activities (Ladousse, 1989).
Role play significantly boosts the confidence of shy learners by allowing them to engage in conversation while wearing a metaphorical mask, which liberates them from the fear of making mistakes This technique helps students practice interactions with peers without the worry of misunderstandings In summary, role play is an effective teaching strategy that ESL/EFL teachers should implement more frequently in their classrooms.
The researcher has chosen to conduct a study titled “Using Role Play to Enhance Speaking Skills Among First-Year Non-Major Students at a University in Hanoi.”
Aims of the Study
The study aims to enhance the speaking skills of first-year non-major students at HaUI by implementing role play activities To achieve this goal, specific objectives have been established to guide the research process.
1 Researching how the speaking skills of the first year non-major students at HaUI can be improved through using role play activities;
2 Examining the students’ attitudes toward role play activities application in teaching and learning English.
Research Questions
To achieve the aforementioned aim, the following research questions are addressed:
1 How can the speaking skills of the first year non-major students at HaUI be improved through role play activities?
2 What are the first year non-major students’ attitudes toward using role play activities in teaching and learning speaking?
Scope of the Study
This study examined the effectiveness of role play activities in improving English speaking skills among first-year non-major students at HaUI, focusing specifically on the perspectives of both teachers and students within the mainstream curriculum.
The study involved 60 students and 10 teachers, who participated in questionnaires designed for each group This research was conducted during the academic school year of 2020, focusing on gathering insights from both students and educators.
Significance of the Study
The author acknowledges that the survey statistics may not fully represent all first-year non-major students at various universities in Vietnam Nonetheless, she has identified key insights regarding the current state of English speaking skills instruction at HaUI This research aims to enhance understanding of teaching techniques, particularly the application of role play The findings are anticipated to significantly contribute to English teaching practices at HaUI, demonstrating that role play activities are effective in improving students' speaking skills and boosting their confidence in communication Additionally, the results will serve as a valuable reference for other researchers exploring similar topics.
Research Methods
This study employed action research procedures to enhance speaking skills among first-year non-major students at HaUI Initially, a survey questionnaire was distributed to teachers to gather insights into the current challenges they face and the solutions they have implemented A second questionnaire was administered to students to identify their specific difficulties in learning speaking skills The data collected from these questionnaires provided a comprehensive overview of the teaching and learning landscape at HaUI, leading to the conclusion that role play activities could effectively improve students' speaking abilities Following Kemmis and McTaggart’s model, the author executed an action plan comprising cycles of planning, implementation, observation, and reflection Additionally, both open-ended and close-ended questionnaires were used to assess the attitudes of teachers and students towards the use of role play activities in enhancing speaking skills.
To achieve the objectives, both qualitative and quantitative methods will be exploited in this action research project The data will be collected via survey questionnaires, observations and interviews.
Structure of the Study
An organization of this thesis is clarified to make it easy to understand The following is a short description about what each chapter contains
Chapter 1: Introduction is a brief description of the research including the reasons for choosing topic, aims, research questions scope, methods, significance of the study and structure of the study
Chapter 2: Literature Review presents theoretical background of the study including an overview of speaking skills and role play in teaching the speaking skills of a language
Chapter 3: Methodology provides background information on the teaching and learning situation at HaUI and the methods as well as process of the study
Chapter 4: Findings and Discussions First, data analysis of teachers’ and students’ questionnaires and the results of preliminary investigation are displayed in order to come to the conclusion that it is crucial for the implementation of an action plan in which role play activities are used Then, the findings from the implemented action plan are discussed Finally, a discussion emerging from the findings is presented to answer the research questions
Chapter 5: Conclusion summarizes the main points of the study, proposes pedagogical implications Limitations of the study and suggestions for further study are also included in this chapter
LITERATURE REVIEW
Speaking
Many language learners prioritize speaking skills as the key indicator of language proficiency, valuing the ability to communicate over reading, writing, or listening comprehension They often gauge their progress based on their spoken communication achievements However, a lack of speaking opportunities during lessons can lead to decreased motivation and engagement By implementing effective techniques, educators can make speaking lessons more appealing and comfortable for students, fostering a more positive learning environment.
Freeman (in Risnadedi, 2001, pp 56-67) emphasized that speaking skills are crucial for students as they enable effective oral expression of ideas He noted that these skills can be evaluated through speaking tests or examinations Furthermore, Freeman highlighted that speaking is more complex and challenging than commonly perceived, as it involves more than just vocabulary and grammatical structure; it requires a nuanced understanding of language in context.
Speaking skills are crucial for effective communication and overall language competence, as highlighted by Johnson (1997) Learners are motivated to use language to convey information and connect with others To become well-rounded speakers, they must develop professionalism in their speech Additionally, public speaking confidence can significantly enhance career opportunities for college and university graduates.
Speaking has been defined in various ways, each focusing on different aspects of the process However, a common thread among these definitions is that speaking involves the act of speech, through which speakers convey their attitudes, feelings, and emotions.
In Oxford Dictionary of Current English (2009, p 414), speaking is
“the action of conveying information or expressing ones’ thoughts and feelings in spoken languages”
According to Brown and Yule (1983), spoken language is characterized by short, fragmented utterances with varied pronunciations, often featuring significant repetition and overlap between speakers This form of communication tends to employ non-specific references and utilizes loosely organized syntax, making it feel less conceptually dense compared to prose Additionally, spoken language incorporates fillers such as "oh," "well," and "uhuh," further contributing to its informal nature.
According to Chaney and Burke (1998, p.13), speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of context.”
Speaking is one of the four essential language skills—alongside listening, reading, and writing—that learners must practice and master for effective communication According to Nunan (2003, p.48), this skill plays a crucial role in language education.
Speaking is a vital productive oral skill that involves generating structured verbal expressions to communicate meaning effectively Bygatc (1987, p.3) emphasizes the importance of differentiating between knowledge and skill in speaking lessons, highlighting this distinction as essential for teaching speaking effectively.
He argues that speaking is considered as a skill which deserves attention every bit as much as literary skills in both first and second language (Bygate,
1987, p.2) Indeed, to be a good learner of speaking, studying knowledge of grammar, vocabulary, pronunciation, etc., is not enough but the skill to use this knowledge to communicate successfully is indispensable
In summary, speaking can be understood in various ways, including as an action, a process, and a skill This study will focus on "speaking" specifically as a skill pertinent to language teaching and learning.
Speaking has the following characteristics:
The nature and significance of speech are influenced by various factors, including the context, participants, their shared experiences, the physical surroundings, and the communication objectives While speech is generally fluid, adaptable, and progressive, it can also exhibit consistent patterns in specific discourse situations that can be identified and analyzed.
Effective speaking involves not only grasping the rules of grammar, pronunciation, and vocabulary but also mastering the timing, purpose, and manner of language production.
Speech has its own skills, structures, and conventions which differ from written languages A good speaker collects this arrangement of skills and knowledge to be successful in a given speech act
Effective communication hinges on the importance of speaking skills By assessing the qualities of proficient speakers, incorporating relevant speaking tasks in the classroom, and addressing the specific needs expressed by learners, educators can enhance students' speaking abilities and overall oral proficiency.
According to Thornbury (2005), teaching speaking is a gradual process that begins with providing learners with guidelines to express their thoughts in English or other foreign languages, while also helping them articulate their ideas accurately Teachers play a crucial role by guiding students in evaluating their sound production based on specific criteria Once learners can self-evaluate, the teacher's role shifts from correction to providing encouragement, fostering students' interest in speaking, and motivating them to practice through repetition and imitation.
According to Nunan (1991, pp.54 - 56), there are five main principles of teaching speaking These principles will be listed and explained in detail below:
Teaching and learning a second language differ significantly from a foreign language context A foreign language is often learned in a specialized environment, lacking the communicative use prevalent in the community, while a second language serves as a means of communication within society Therefore, educators should emphasize this distinction when designing speaking activities to enhance effective language acquisition.
The Importance of Fluency and Accuracy:
Accuracy in speaking refers to how closely students' speech aligns with the language used by native speakers in communication On the other hand, fluency is the ability to use language swiftly and confidently, characterized by minimal hesitation and avoidance of unnatural pauses or lengthy searches for words.
Since fluency and accuracy are crucial to the effectiveness of communication, teachers should pay serious attention to teaching and guiding students to be better at these features
Encouraging students to engage in regular speaking opportunities is an effective strategy to enhance their speaking skills Teachers should actively promote participation during lessons, motivating every student to seize the chance to express themselves verbally.
It is recognizable that having a well-prepared teaching plan will help teachers to be more organized and the lesson will be increasingly effective
In a speaking lesson, classroom activities are critical because students are made to involve in the target speaking language with better effectiveness
In order to design appropriate activities for students, teachers should spend a certain amount of time to research the class situation
2.1.4 Teacher’s Roles in Teaching Speaking
Regarding teachers’ roles in teaching speaking, Harmer (2007) states that teachers play a crucial role in teaching speaking and it is necessary for teachers to follow the activities below:
Firstly, teachers should apply the language students are learning to deal
Role Play
The communicative approach has revitalized language teaching, leading to the integration of role play as a valuable component in English classroom syllabi Scholars like Byrne (1986), Maley (1987), Ladousse (1989), and Procter (1996) recognize role play activities as effective tools for boosting learner engagement and improving the efficiency of English language acquisition.
According to Maley (1987, p.108), role play encompasses a spectrum of activities, from tightly structured scenarios where all content is provided to students, to extensive simulations where participants create their dialogue based on their assigned roles and background information.
He obviously wishes to make a move from the focus to the clarification of role play’s level onto a scale
Procter defines in Cambridge International Dictionary of English
In 1996, the term "role" refers to the character an actor portrays in a film or play, while "role play" is defined as a technique for acting out specific behaviors or simulating interactions with others in new situations This approach is commonly utilized in training programs, language acquisition, and therapeutic settings.
Ladousse (1989) emphasizes that when students adopt a "role," they engage in a specific scenario, allowing them to act in a secure environment that encourages creativity and playfulness.
Besides, in consideration to role play, Byrne (1986) comments that role play is a part of drama activity Especially, drama activities include three
Role play, as defined by Byrne (1986) with the phrase "Let's pretend," allows students to step into the shoes of different characters in realistic or imaginative scenarios, such as being a tourist or a shop customer This method effectively takes students out of the traditional classroom setting, illustrating the practical applications of English in various situations Byrne also differentiates between role play and other drama activities, highlighting the unique benefits of engaging students in these interactive experiences.
• Mime: The participants perform actions without using words
• Role play: The participants interact either as themselves or others in imaginary situations
• Simulations: For this activity the participants normally discuss a problem of some kind with some setting that has been defined for them
Simulation, akin to role play, involves participants discussing a predefined problem within a specific context Both techniques are widely utilized in foreign language classes to enhance communicative competence In contrast, mime serves as a more fitting language game, as it involves performing actions without using words For instance, when one person demonstrates an action, others attempt to guess what it is.
Crookal and Oxford (1990) highlight a lack of consensus on the terminology surrounding role play and simulation, with terms such as "simulation," "game," "role play," "simulation-game," "role play simulation," and "role playing game" often used interchangeably Despite this confusion, there is general agreement that simulation encompasses a broader concept than role play, with key distinctions in their definitions and applications.
Simulations are intricate and lengthy activities that inherently involve role play, as noted by Ladousse (1989) In contrast, role play can be a straightforward and quick method for organizing learning experiences Ladousse emphasizes that distinguishing between simulations and role play is neither feasible nor beneficial, highlighting their interconnectedness in educational contexts.
Role play is widely recognized as an effective technique in communicative language teaching, with various scholars offering distinct definitions that reflect their unique perspectives Despite these differences, researchers agree on the benefits of role play activities, which stimulate students' creativity and critical thinking while facilitating the practice and expansion of new language skills Additionally, role play fosters motivation and engagement, essential for effective learning and expression The following section will detail various types and procedures for implementing role play in educational settings.
Role play activities can be categorized into three main types, as outlined by Nestel and Tierney (2007) The first type is fully scripted role play, where participants follow a predetermined script without personal responses, although discussion and reflection may occur afterward The second type is partially scripted role play, which provides participants with an opening suggestion or outline to guide their responses Lastly, completely unscripted role play allows participants to act as they naturally would in a given situation, fostering spontaneity and genuine interaction.
On the contrary, Littlewood (1994) when presenting types of role play, divides role play activities based on the nature of information that is given to learners as follows:
The first type of role play involves prompted dialogues, where students receive cues on separate cards to guide their interactions This activity encourages students to attentively listen to their partners and formulate appropriate responses based on the cues, which help establish the context for their communication Teachers play a crucial role in providing the necessary structures that facilitate effective exchanges, as the cues dictate the functional meanings to be conveyed The social context and relationships influence the language used, and educators should ensure that the cues are well-integrated, preventing any conflicting expressions However, it is important to note that this structured approach may limit students' creativity (Littlewood, 1994, p 51).
The second approach to language learning is guided by cues and information, offering a more flexible framework In this method, one learner receives detailed cues while the other is provided with information to respond appropriately This dynamic allows one student to improvise variations, enhancing creativity, while the teacher's control diminishes The focus shifts from evaluating the final product to practicing the communication process itself During pre-communicative language practice, learners concentrate on essential structures, with cued activities enabling teachers to manage interactions and ensure that students convey a specific range of meanings (Littlewood, 1994, pp 52, 53).
The third type is controlled through situation and goals in which a greater control is applied over the students’ interaction It is now directed at
Effective communication in learning environments requires students to understand the broader context and their personal objectives Initially, learners are only conscious of the general situation and their individual goals, necessitating negotiation of the interaction itself (Littlewood, 1994).
The final type of role play involves engaging in a debate or discussion about a real or simulated issue, requiring participants to possess a solid understanding of the topic and various viewpoints to advocate Initially, learners must grasp the relevant information thoroughly before collaborating in small groups to deliberate on the subject Ultimately, they may arrive at a definitive conclusion or opt for a vote on the matter This interactive process highlights the dynamics of conflicting opinions (Littlewood, 1994, p 57).
Role play activities vary in type, but first-year non-major students at HaUI typically demonstrate only elementary English proficiency As a result, they often find simple dialogue role plays unengaging due to limited vocabulary and grammar skills, which restricts their ability to participate in debates or discussions In contrast, role play formats that incorporate cues and information, as well as specific situations and goals, foster creativity and motivation among students, allowing them to explore imaginative scenarios By utilizing these engaging role play methods, teachers can effectively provide students with the necessary vocabulary and structures for specific contexts, enhancing their speaking skills in the classroom.
2.2.3 The Steps for Role Play Activities
Review of the previous research works
Using role play activities as a teaching method has been the subject of several studies For example: Kodotchigova, M (2001) “Role-Play in Teaching Culture: Six Quick Steps for Classroom Implementation”, Ladousse G.p (1989)
“Role play” and (1995) “Role play: Resources Book for the Teacher Series”, Livingstone C (1983) “Role Play in Language Learning”, Nestel & Tierney
Role play has been recognized as an effective teaching and learning method, as highlighted in works by T (2007), Van Ments (1999), and Oradee (2012) These authors emphasize the benefits of role play in enhancing communication skills This insight provides a strong foundation for conducting a study aimed at utilizing role play activities to improve speaking skills among first-year non-major students.
There have been some authors conducting research on role play implementation in teaching speaking skill, such as: Nguyễn Thị Thanh Hòa
(2011), Phạm Thị Hằng Nga (2012), Trần Thị Phấn (2013), Nguyễn Thị
Phương Thảo (2017) and Tô Thị Hồng Vân (2019) conducted research on English language learning among university and high school students, but they did not focus on first-year non-major students Recognizing this gap, the author emphasizes the need to investigate the effectiveness of role play activities in English speaking lessons specifically for first-year non-major students, particularly in the context where the author serves as a visiting English teacher.
Summary
This chapter outlines a theoretical framework for speaking skills, highlighting the importance of role play activities in language education It defines role play and categorizes its main types, detailing their distinctive features Additionally, the chapter provides a comprehensive guide to the steps involved in implementing role play activities The theories presented underscore the vital role of role play in enhancing speaking skills, with the author expressing hope that these foundations will contribute to the successful completion of her minor thesis.
METHODOLOGY
Research Setting
Hanoi University of Industry (HaUI), a public institution under the Ministry of Industry and Trade, boasts a rich 122-year history, having evolved from the Hanoi Technical School established in 1898 and the Hai Phong Technical School founded in 1913 As one of Vietnam's premier application-oriented universities, HaUI offers a diverse range of disciplines and educational modes, consistently producing high-quality graduates who contribute to the country's industrialization, modernization, and global integration efforts.
The Faculty of Mechanical Engineering at HaUI, with over 120 years of development, stands out as the leading faculty among the university's 13 departments, enrolling approximately 4,000 to 5,000 students annually, which represents 16.6% of the total student body of over 30,000 HaUI and its Faculty of Mechanical Engineering are committed to delivering high-quality education, research, and consultancy services that align with the demands of industrialization, modernization, and global integration Recognizing the importance of English as a vital subject, the faculty aims to equip students with the skills necessary to thrive in both domestic and international labor markets.
HaUI boasts over 200 English teachers, including part-time staff, and has developed tailored syllabi for various disciplines Both teachers and students benefit from modern technological resources, such as overhead projectors, language software, and Internet access, enhancing their teaching and learning experience Despite these advancements, many students lack confidence in their English communication skills and have limited cultural understanding, primarily due to insufficient opportunities to engage with native speakers in real-life situations.
This study is conducted at the Faculty of Mechanical Engineering at HaUI, utilizing the book "English for Mechanical Engineering & Automobile Technology 1&2" (version 1), which has been edited by HaUI.
Participants
The researcher, a part-time English instructor at the Faculty of Mechanical Engineering at HaUI, is currently pursuing an M.A in English Language at the Graduate Academy of Social Sciences Alongside fellow English teachers at HaUI, she also serves as an observer in this study.
To support the study's objectives and enhance data collection and analysis, 60 first-year non-major students from the Faculty of Mechanical Engineering, aged 19 to 20, were invited to participate in the action research.
The group consists of 30 female students with varying levels of English proficiency, having studied the language for 7 to 10 years prior to enrolling at HaUI While they can complete grammatical exercises swiftly, they struggle with fluency in speaking and often feel hesitant during English communication.
The author conducted a study involving nine experienced English teachers, each with at least one year of teaching experience and a strong understanding of both the English language and the subject matter This expertise was deemed essential for gathering insights into the actual conditions of English teaching and learning among first-year non-major students The study aimed to identify the major challenges these students face in developing their speaking skills and to assess their overall speaking abilities Ultimately, the findings would help the author propose effective solutions to enhance the students' speaking proficiency.
Research Procedure
To effectively conduct the study, classroom action research will be utilized, which involves a systematic process of planning the action, implementing it, observing the outcomes, and reflecting on the results.
A preliminary study was conducted to assess students' attitudes and habits regarding speaking lessons The researcher collected data through a questionnaire, which informed the development of a targeted action plan for the research.
Role play activities in the classroom focus on engaging students and incorporating various supplementary tasks The planning and direction stages are crucial, as they significantly influence the success of the lessons To ensure effective participation, teachers must be thoroughly prepared with essential materials and strategies before introducing these activities to the students.
The study utilized "English for Mechanical Engineering & Automobile Technology 1 and 2 (Version 1)," edited by the Faculty of Foreign Language at HaUI, as its teaching materials This course is designed to immerse students in real-world scenarios, focusing on essential professional communication and language skills Notably, speaking skills are emphasized through various individual and group discussions in selected units, including "Getting to Know You" and "Things Around You."
The article explores essential themes such as family dynamics, global work environments, food and beverage culture, living and working conditions, workplace technology, and shopping experiences It emphasizes the integration of vocabulary, pronunciation, grammar, listening, reading, and writing skills to enhance comprehension and communication in these areas.
The lesson plans for the selected units were designed for 50-minute speaking sessions held three times a week, incorporating role play activities based on case studies from each unit Students followed teacher instructions, received role cards, and engaged in discussions with partners They practiced their roles using language and expressions learned during the lesson before performing in front of the class.
3.3.2.3 Making role play activities evaluation forms
In this study, the author utilized an analytical rubric to assess students' speaking performance through role play activities, employing Harris’ oral English rating scales (1969) to define evaluation criteria The criteria included pronunciation, grammar, fluency, vocabulary, and comprehension, scored on a five-point scale ranging from 1 (poor) to 5 (excellent) This structured approach allowed for an objective assessment of each student’s speaking ability, with a maximum score of 25 Additionally, the evaluation form included a section for observers to provide comments and feedback, enabling students to enhance their performance in future speaking lessons.
The role plays activities evaluation form (Please see the Appendix 4)
3.3.2.4 Setting the criteria of success
Success criteria were established beforehand to evaluate the effectiveness of the implemented action Given that many selected students lacked confidence in their English speaking abilities, the action was deemed successful if at least 60% of the students demonstrated a good level of speaking for each language element during their role play presentations To assess the students' speaking performance, the author utilized an observation form and an analytical rubric.
The implementation was carried out in two months It was referred to the demonstration of the designed plans which used two kinds of role play activities mentioned above
In the course of the action implementation, the researcher took on dual roles as both the teacher facilitating classroom instruction and the observer monitoring students' speaking performance and their growth in self-confidence.
In the initial phase of the role play, the instructor took a leading role by gathering materials, introducing new language concepts, and providing students with essential structures and vocabulary She drilled these new forms and promptly corrected any mistakes During the role play, the focus shifted to student feedback, as participants received role cards, collaborated in pairs, and followed instructions to understand their tasks The researcher closely monitored the students' interactions to assess their strengths and weaknesses, fluency, and to identify errors in grammar, pronunciation, and communication After the activity, constructive feedback was provided, and student performance was evaluated using an analytical scoring rubric based on Harris’s (1969) oral English rating scales.
During this phase, the researcher evaluated students' engagement in classroom activities and their speaking abilities during presentations The observation emphasized not only the students' proficiency in language components like pronunciation, grammar, vocabulary, fluency, and comprehension but also their active participation in the learning process.
34 process; their ability to perform conversations in front of the class, and the ability to give feedback to other partners
The data obtained in the observation stage were analyzed and the analytical results were:
Data were collected through observations during the implementation of the action and subsequently analyzed against success criteria These criteria, reflecting the teacher's focus in the teaching and learning process, were established to enhance students' speaking skills through role play activities The criteria were designed with specific aspects in mind, aligning with the study's objectives.
At the conclusion of each cycle, a reflection was conducted to evaluate the results of the implemented actions This analysis determined whether a subsequent cycle was necessary, with a continuation decided upon if the success criteria were not met.
Data Collection Instruments
The primary data collection instruments utilized in this action research included questionnaires for students and teachers, as well as observations and interviews These methods were selected for their effectiveness in collecting, analyzing, and evaluating modified tasks throughout the study Each of these instruments was implemented at various stages of the research process.
It is obvious that questionnaires are one of the primary sources of acquiring data in any research According to Green and Salkind (2003),
Questionnaires are valuable tools in educational research, allowing individuals to respond independently without direct researcher intervention Seliger and Shohamy (1989) emphasized the effectiveness of closed-ended questionnaires due to their straightforward analysis Nunan (1999) noted that closed-ended questions yield responses that more accurately represent the respondents' intentions.
Questionnaires serve as valuable tools for researchers and participants, streamlining the process and conserving time and effort In this study, two distinct survey questionnaires have been developed: one tailored for teachers and the other for students, with both versions provided in English.
The teacher questionnaire aims to gather insights into the current state of English teaching and learning among first-year non-major students at HaUI, focusing on the materials utilized, which align with those in the pre-task questionnaire for students Additionally, it addresses the use of role play as a method to enhance the speaking skills of these students.
The pre-task questionnaire aimed to gather insights regarding the current state of teaching and learning English speaking skills at HaUI.
The post-task questionnaires concentrated on the answers to the question “How can the speaking skills of the first year non-major students at
This article explores how role play activities can enhance speaking skills among first-year non-major students, focusing on their attitudes toward this teaching method It aims to gather insights into students' perceptions of role play as a tool for improving their speaking abilities The research questions were specifically crafted to assess the effectiveness of role play in the learning process.
36 in different forms including open-ended and close-ended to make the questionnaires trustful (Appendix 3)
Classroom observation primarily seeks to understand how students engage and collaborate with each other during role play activities in speaking lessons This observation centers on student interactions and responses, providing valuable insights into their speaking performance when role play is incorporated into the curriculum The data gathered from these observations is instrumental in assessing the effectiveness of role play in enhancing students' speaking skills.
The classroom observation in this study was made by the researcher herself via her note taking during the whole speaking class periods
Interviews serve as a significant source of data for this research, as highlighted by Burns (1999, p.118), who notes that "Interviews are a popular and widely used means of collecting qualitative data." Abbott and McKinney further affirm that face-to-face interviews are the most intensive type of survey regarding time and cost Researchers often prefer interviews because they allow for clarification of questions and enable observation of respondents, which can enhance memory recall and lead to more accurate responses.
The study involved conducting semi-structured interviews with teachers and students before and after speaking classes, as well as during short breaks The researcher aimed to take detailed notes during these interviews, and with the consent of the participants, mobile phones were occasionally used to record the conversations for accuracy.
Summary
This chapter outlines the research methodology, integrating both qualitative and quantitative approaches It details the action research process, which includes preliminary investigation, action planning, implementation, observation, and reflection Key data collection instruments utilized are survey questionnaires, classroom observations, and interviews The subsequent chapter will present data analysis, key findings, and discussions.
FINDINGS AND DISCUSSIONS
Data Analysis from Questionnaires
Recognizing the low student engagement in speaking lessons, the researcher sought an effective teaching approach to enhance students' speaking skills To assess the current state of English speaking instruction at HaUI, questionnaires were distributed to selected teachers and students The collected data was then thoroughly analyzed to address the study's three research questions.
This teacher questionnaire aims to gather information on the current state of English teaching and learning for first-year non-major students at HaUI, focusing on the English materials used, similar to those in the pre-task questionnaire for students Additionally, it explores the effectiveness of role play as a method to enhance the speaking skills of these students.
To convey the teachers’ opinions about the role of speaking skill, question 1 is addressed
Chart 1 Teacher's opinions about the role of speaking skill
Chart 1 reveals that the teachers pay much attention to speaking skill The highest percentage (55%) of the teachers affirm that the speaking skill is important and 40% of them think the skill is very important to the first year non-major students as well Only few teachers believe that communicating is not very important None of them deny the significance of the skill
Question 2 focuses on teachers’ opinions about students’ attitude towards learning speaking
Chart 2 Teachers' opinions about students' attitude towards learning speaking
According to Chart 2, none of the teachers believe their students have a strong interest in learning speaking skills However, 40% of the teachers think that learners have some enthusiasm for acquiring this skill, while an equal percentage feels that students only show a slight interest Additionally, 20% of the teachers believe that their students are not interested in developing speaking skills at all.
Question 3 shows the teachers’ assessment of their students’ speaking competence,
Excellent Very good Good Pretty good Not good
Chart 3 Assessment on students' speaking competence
Chart 3 reveals a common perspective among teachers regarding their students' speaking abilities: 50% of teachers believe their students' speaking skills are good, while 30% rate them as proficient Only 10% consider the students to be very good at speaking, and another 10% view their speaking skills as lacking Notably, none of the teachers rated their students' speaking abilities as excellent.
Question 4 refers to teachers’ opinions about the difficulties in teaching speaking skill
Chart 4 Teachers' difficulties in teaching speaking skill
The data reveals significant challenges teachers encounter while teaching speaking skills, with 40% citing students' low confidence as a primary barrier to participation Additionally, 30% of educators identify limited vocabulary as a major issue, while 20% attribute difficulties in conducting speaking lessons to students' low motivation and high anxiety levels Only 10% of teachers believe that students' laziness contributes to these challenges.
Question 5 regards to the opinions of teachers about the material used to teach English speaking for the students at HaUI
Chart 5 Teachers' opinions about the material
Chart 5 reveals that teachers highly value the materials used for teaching and learning speaking skills While half of the teachers find the material challenging, they also describe it as interesting Notably, 40% of teachers consider the material stimulating, with only 10% viewing it as easy This indicates a consensus among educators that the material is both engaging and demanding for students.
Question 6 and 7 reveal information in connection to the ways teachers apply to encourage their students to speak English
Table 1 Teachers’ techniques to encourage students to speak and improve their English speaking skills
Suggest interesting topics 10 23,8 Learn vocabulary
Give Ss useful suggestions 8 19,1 Practice English everyday 10 25,6
Try to speak English as much as possible
Use other authentic materials 8 19,1 Communicate with native speakers 6 15,4
Involve Ss in real situations 10 23,8 Take extra English courses 5 12,9
Table 1 presents data on various techniques employed by teachers to enhance student participation in speaking activities and improve English speaking skills The findings reveal that 23.8% of the strategies involve suggesting engaging topics to capture students' interest, while an equal percentage focuses on immersing students in real-life situations Other methods to stimulate speaking skills are also notable, with slightly lower percentages.
45 both of the choices ‘give students useful suggestions’ and ‘use other authentic material’ take 19,1% 14,2% go to the idea of letting the students choose the topics by themselves
To enhance students' speaking skills, teachers implement various strategies, with a significant emphasis on daily speaking practice, which accounts for 25.6% of their recommendations The second most common requirement is vocabulary learning, followed by opportunities for communication with native speakers at 15.4% and participation in extra courses at 12.9%.
No one among the teachers have other ideas for the two questions
The Mechanical Engineering faculty at HaUI employs a diverse range of speaking techniques, recognizing that the variety of strategies offered enhances students' speaking skills.
All teachers surveyed (100%) confirmed their use of role play in teaching, highlighting its effectiveness in enhancing speaking skills Additionally, they shared insights on the benefits and challenges associated with this teaching method, addressing questions 9 and 10.
Chart 6 Teachers' opinions about benefits of role play
According to a survey, 20% of teachers view role play as an effective opportunity for students to practice speaking, while the same percentage highlights its role in boosting confidence and creativity Additionally, 40% of educators emphasize that one of the key benefits of role play activities is the improvement of students' English accuracy.
Chart 7 Teachers' opinions about difficulties of role play implementation
According to Chart 7, 40% of teachers attribute challenges in implementing role play activities to students' inadequate speaking skills, while a similar percentage cite a lack of essential grammar and vocabulary Additionally, 20% of educators believe that students' low engagement contributes to these difficulties Notably, none of the teachers consider the nature of the activities themselves as a factor.
Students’ great improvement in speaking skill is the expected target, the teachers, therefore, are required to assess the speaking capacity of their students at the end of the questionnaire
Improved much Improved Improved a little Not be improved
Chart 8 Teachers' assessment on students' improvement
Most teachers agree that their students have shown improvement in speaking skills, with 20% believing the enhancement is significant and another 20% perceiving it as minimal Overall, teachers recognize that all students have made some progress in their speaking abilities.
The first questionnaire (see Appendix 1) includes 11 questions to find out the status and reasons for the students’ low speaking ability The result will be shown right below:
Question 1 is to get the general opinion of the students about the importance of the skill
Very important Important Not very important Not important at all
Chart 9 Students' opinions about the role of speaking skill
According to the results displayed in Chart 9, 33.3% of students view speaking skills as very important, while 41.7% believe that speaking English holds significant value Conversely, 25% of students do not prioritize this skill, yet none consider it unimportant.
Chart 10 Students' opinions of being afraid in front of the class
Data Analysis from Observations
This part presents the data analysis of teachers’ classroom observation in the first speaking lesson, in the cycle 1 and 2 during the time of implementing role play in speaking lessons
In the initial four weeks of implementing role play in speaking lessons for first-year non-English major classes, observations were conducted, and results were gathered from evaluation forms completed by teachers These forms assessed students' speaking performance based on five key elements: pronunciation, grammar, vocabulary, fluency, and comprehension A summary of their speaking performance during this period is presented in the following table.
Table 5 Results of students’ speaking performance in cycle 1
Poor Average Good Very good Excellent
No of Ss No of Ss No of Ss No of Ss No of Ss
The observation data, represented in the scoring rubric for speaking performance, reveals that students face challenges in key areas such as pronunciation, grammar, vocabulary, fluency, and comprehension, as illustrated in the table above.
In terms of pronunciation, 7 students were at a poor level, while 35 students demonstrated average proficiency Only 17 students achieved a good level, and just 3 reached a very good level.
Among the students, 1 faced significant grammar issues while speaking, with 30 maintaining an average proficiency level characterized by frequent incorrect word order A total of 21 students consistently made grammatical errors, while only 7 achieved a good level, occasionally making mistakes that impacted meaning In terms of vocabulary, 5 out of 60 students struggled with a lack of vocabulary, hindering their ability to engage in conversations Additionally, 38 students at an average level misused vocabulary, which made comprehension challenging.
62 communication Only 15 and 2 of the participants got the levels of Good and
Very good respectively None of the students reached Excellent level
Fluency in speaking was significantly impacted by students' mother tongues, leading to challenges in practice Out of the students, 36 reached an Average level due to unclear messaging and hesitation, while 20 achieved a Good level, experiencing slight hesitation in their speech Only 3 students attained a Very Good level, demonstrating minimal hesitation One student was categorized at a Poor level In terms of comprehension, 33 students were at Average, understanding spoken language only with slow and repetitive delivery 22 students reached a Good level, grasping most content at a slower pace with repetition, while 5 students achieved a Very Good level, comprehending nearly everything at normal speed No students fell into the Poor or Excellent categories.
Cycle 2 of the observation was carried out in the second four weeks At this stage students’ speaking performance and their self-confidence were taken into account using the same measurement
Table 6 Results of students’ speaking performance in cycle 2
Poor Average Good Very good Excellent
No of Ss No of Ss No of Ss No of Ss No of Ss
The data collected from observations clearly shows a significant enhancement in students' speaking performance Although a few students still made mistakes in certain areas, the overall number of these students has decreased, and there are no longer any students classified at the Poor level.
The results indicate a notable improvement in students' pronunciation, with 39 achieving a Good level, 11 reaching Very Good, and 4 attaining Excellent levels Additionally, the number of students at the Average level decreased to 6, while none were classified at the Poor level.
Focusing on the students’ use of grammar, even 13 students moved to
The recent assessment showed significant improvement, with three students achieving an Excellent level, a notable increase from zero in the initial observation The number of students at the Good level rose to 38, compared to just 21 in the first cycle Additionally, only five participants were rated at the Average level, while the number of students at the Poor level dropped to zero, highlighting overall progress in student performance.
For the use of vocabulary, the students seemed not to have significant problems when using certain words, as the teacher had intensively provided
Through listening and speaking tasks, students practiced 64 useful languages, expressions, and structures based on cues from their role cards They partnered up for practice and presented their work to the class The results showed significant improvement: only 7 students remained at the Average level, while 36 achieved Good and 15 reached Very Good levels, demonstrating flexible vocabulary use Notably, no students were at the Poor level, and 2 students attained Excellent status, marking a substantial enhancement compared to the first cycle.
The results show a significant improvement in fluency among students, with those achieving a Good level rising from 20 to 39 Additionally, participants scoring Very Good increased from 3 to 14, while the number of Excellent students grew from 0 to 3 Notably, there were no students at the Poor level.
In regards to comprehension, 12 students reached the Very good level,
The results revealed a notable improvement in students' speaking proficiency, with 2 achieving an Excellent rating, 41 reaching a Good level, and only 5 remaining at Average.
4.2.3 Reflection of the Students’ Speaking Performance
The findings from the first observation cycle revealed that only 33.3% of students achieved the Good level in role play implementation, falling short of the predetermined success criteria Consequently, a second cycle was conducted The results from this second cycle demonstrated significant improvement, with the percentage of students reaching the Good level rising to 65% This indicates that the role play implementation was successful in the second cycle.
Chart 15 Students' speaking Performance at Good Level (Cycles 1&2)
Data Analysis from Interviews
As mentioned in the previous part, the researcher uses interviews as an instrument to get in-depth information from the informants.
Ten English teachers participated in in-depth interviews for this research, providing valuable insights and opinions that were analyzed to enhance understanding of their perspectives.
• Do you usually use role play activities in teaching English speaking skill? Why and Why not?
Most teachers believe that role play activities are an effective and widely used teaching method, with seven teachers regularly incorporating it into their lessons and two occasionally using it for speaking practice Only one teacher reports rarely using this approach Those who utilize role play highlight its ability to engage students by simulating real-life situations, thus providing more opportunities for speaking practice.
A teacher who infrequently employs role play activities finds them to be time-consuming due to students' inadequate vocabulary and their tendency to feel shy when acting out scenarios.
• Do you face any difficulties when using role play activities? What are they?
Many teachers acknowledge the benefits of role play activities; however, they encounter challenges during implementation First-year students, who are typically inexperienced with action-based learning, tend to be passive participants, often waiting for cues from their teachers to engage in communication Additionally, teamwork poses a significant hurdle, as students struggle to collaborate effectively in pairs or groups, leading to minimal interaction among classmates This lack of confidence further inhibits their willingness to speak in front of peers or the entire class.
• How do you solve the problems?
To address challenges in the classroom, teachers actively encourage students and provide essential linguistic tools, including vocabulary and grammar patterns They offer guidance and support as students collaborate with peers to prepare for presentations Additionally, identifying engaging topics that capture students' interest is crucial for fostering a positive learning environment.
10 students among those who participated in the study are also interviewed randomly, and this is the result after analyzing their answers:
• Do you like role play activities? Why and Why not?
Almost all students express that they like and feel interested in the
Out of 67 activities, only one student displayed a lack of interest, while the majority expressed that these activities enhanced their communication with classmates, thanks to thorough guidance from teachers Engaging in pair and team work allowed them to bond and foster friendships, ultimately boosting their confidence in speaking English publicly This indicates that role play activities are effective in improving speaking skills among first-year students.
Using role play in the classroom can present challenges, particularly for students with low confidence Many students struggle with limited knowledge and vocabulary related to the scenario, which hinders their ability to participate effectively Additionally, concerns about how their peers and teachers perceive their performances can further exacerbate their anxiety.
Discussion
The study's findings, derived from questionnaires and teacher observations, revealed that incorporating role play activities in speaking classes greatly enhanced students' speaking skills and boosted their self-confidence.
The study reveals a significant enhancement in students' speaking skills from the first to the second cycle, with the percentage of students achieving at least a good level rising from 33.3% to 65% Additionally, students expressed enjoyment in performing their role plays in class, which positively impacted their speaking performance during English lessons, contributing to a vibrant classroom atmosphere.
The study demonstrated that implementing role play activities significantly enhanced student engagement and participation in the learning process, with students showing dramatic gestures and eye contact during performances This approach not only made the speaking activities more enjoyable but also led to a notable increase in self-confidence among students, rising from 45% to 70% in meeting key self-confidence indicators The criteria for success included that at least 60% of students achieved a good level of speaking skills and met the self-confidence benchmarks, confirming the effectiveness of role play in improving speaking skills for first-year non-major students at HaUI Therefore, it is recommended that role play activities be integrated into speaking classes to foster better learning outcomes.
A qualitative analysis of in-depth interviews with both teachers and students showed strong consensus on the effectiveness of role play activities in enhancing English speaking skills Despite being a demanding approach, role play is deemed a valuable and suitable strategy for improving the speaking abilities of first-year non-major students.
The chart below illustrated the assessments of the teachers and the students over the students’ improvement of English speaking skill in terms of their ability and confidence
Chart 16 The improvement of students’ speaking skill under role play implementation
The analysis of the data revealed that prior to implementing role play in teaching speaking skills, 38% of students identified low self-confidence as a significant barrier to speaking English in class However, there was a notable increase in self-confidence, with 54% of students meeting the criteria for high self-confidence in the first cycle, rising to 71% in the second cycle This data indicates a significant improvement in both the students' speaking performance and their self-confidence through the use of role play activities in English classes, ultimately fulfilling the success criteria of the study and confirming its effectiveness.
Summary
In conclusion, the analysis of feedback from both teachers and students revealed that role play activities significantly enhance the teaching and learning of English speaking skills among first-year students at the Faculty of Mechanical Engineering at HaUI Students demonstrated notable improvements in various linguistic aspects related to speaking, including pronunciation, vocabulary, grammar, fluency, and comprehension, while also gaining confidence in their English communication abilities This positive shift contributed to an improved attitude towards learning speaking skills Although teachers encountered some challenges in implementing this method, the majority recognized its effectiveness and frequently utilized it to enhance their students' speaking proficiency.