INTRODUCTION
Rationale
English has long been recognized as a global language, widely used for communication across diverse countries In today's globalized world, the teaching of English to young learners has become a focal point for researchers, as many seek to enhance their own or their children's speaking skills Effective language learning goes beyond memorizing words and grammar; it requires students to activate their knowledge of pronunciation, grammar, and vocabulary for real-life interactions The primary objective for students learning English speaking is to communicate effectively and appropriately, enabling them to express their thoughts, ideas, and feelings fluently without prolonged hesitation.
At Yen Vien Town Primary School in Hanoi, observations reveal that 4th grade students struggle with English speaking skills, primarily due to limited practice and lack of confidence With only two forty-minute classes each week, students rarely communicate in English, resulting in a limited number of fluent speakers Many students hesitate to participate, fearing mistakes, which leads to passive learning where they merely repeat dialogues without creativity To enhance student engagement and speaking abilities, teachers should consider implementing role-play techniques, as these activities provide valuable opportunities for students to practice communication in various social contexts and roles, ultimately fostering a more dynamic learning environment.
This study, titled “The Effects of Role-Play Activities on Speaking Skills for 4th Grade Students: An Action Research Project at Yen Vien Town Primary School,” aims to investigate how role-play activities can enhance the speaking abilities of fourth-grade learners.
Aim of the study
This study aims to investigate the impact of role play activities on students' speaking skills and to demonstrate that these activities enhance language communication The focus is on assessing changes in students' speaking abilities, while also examining their attitudes toward the use of role-play in learning By exploring how role-play influences students' learning experiences, the research seeks to clarify any confusion regarding its effectiveness and ultimately enhance the speaking abilities of young learners.
Scope of the study
A study was conducted in class 4A2 at Yen Vien Town Primary School in Gia Lam District, Hanoi City, involving 46 students (26 males and 20 females) The primary objective was to enhance students' speaking abilities by enabling them to communicate effectively using their own language elements, including pronunciation, grammar, and vocabulary.
Significance of the study
This study highlights the transformative impact of role-playing activities on students' speaking skills, shifting the focus from mere repetition to engaging interactions By encouraging students to assume various roles in different scenarios, role-play significantly enhances their ability to communicate effectively during speaking lessons The findings of this research are particularly relevant for English teaching practices at Yen Vien Town Primary School, offering practical applications for educators working with young learners Additionally, the insights gained contribute to the understanding of Communicative Language Teaching (CLT) principles, equipping teachers with a deeper comprehension of second language acquisition and effective speaking instruction The study also lays the groundwork for future research on role-play activities and related topics.
Statement of the research questions
This research aims to investigate the impact of role-play activities on speaking lessons, emphasizing the implementation process and the benefits students gain from practicing speaking through this technique The study evaluates student progress, which is influenced by both the effects of role-play and teacher feedback, as well as students' attitudes toward these activities Consequently, specific research questions have been formulated to guide this inquiry.
1 What is the situation of teaching and learning speaking at the primary school?
2 To what extent is students’ speaking skill improved through role- play?
3 What are students’ attitudes towards using role-play?
Organization of the study
This minor thesis consists of five chapters
The reasons for choosing the research content, the aim of the study and the statements of the research questions are mentioned in this chapter
This chapter provides the theoretical background of speaking and role play as well as some previous studies about using role play activities to teach speaking
In this chapter, an introduction to the action research and the technique of data collection are clearly stated
Chapter 4: Data Analysis and Findings
The fourth chapter deals with the results of the study
The last chapter includes the summary of the study, pedagogical implications and some suggestions for further studies
LITERATURE REVIEW
Theoretical background of speaking skill
Speaking is a multifaceted action that encompasses the production, reception, and processing of spoken language to convey information and express thoughts and feelings According to Nunan (1999), effective speaking necessitates that learners possess not only linguistic competence—knowledge of grammar, pronunciation, and vocabulary—but also sociolinguistic competence, which involves understanding the context, purpose, and appropriate ways to use language.
Teaching speaking in EFL contexts involves helping learners produce English speech sounds and patterns, utilize word and sentence stress, and master intonation and rhythm It also requires guiding them to organize their thoughts logically, express values and judgments effectively, and communicate with fluency—characterized by quick, confident speech with minimal unnatural pauses (Nunan, 2003).
Teaching speaking is essential for enhancing students' communication skills, enabling them to express themselves and speak fluently in real-life situations To effectively teach speaking, educators must employ appropriate methods that motivate students and foster a positive learning environment This includes building strong relationships between teachers and students, creating an enjoyable classroom atmosphere, and allowing students the freedom to share their ideas and perform in front of their peers.
To enhance students' speaking skills and communicative efficiency, various classroom activities can be employed Celce-Murcia (2001) identifies key types of speaking activities that educators can implement to support this development.
Discussion activities are among the most commonly utilized speaking exercises in the classroom, effectively engaging students in the learning process Typically, these activities begin with an introduction to a topic through various media, such as videos, stories, or reading passages Students then collaborate in pairs or groups to discuss the topic and formulate responses or solutions While preparation time is necessary for students to organize their thoughts, careful planning and setup by the teacher are crucial for a successful discussion activity.
Prepared speech activities allow students to select their own topics and present them to the class, tailored to their proficiency levels and the class focus Teachers can offer structural guidance to support students in crafting their speeches To maintain engagement and avoid a monotonous environment, it’s beneficial to assign specific roles to both speakers and listeners This format also provides an opportunity for peer evaluations, enhancing the learning experience through constructive feedback.
Role play is an effective classroom speaking activity where students are assigned specific roles and scenarios to develop dialogues This approach encourages students to engage in diverse social contexts and adopt various social roles Role plays can be executed using prepared scripts or prompts, fostering creativity and enhancing social knowledge among students.
Recent trends in oral skill pedagogy emphasize the importance of conversation, encouraging students to analyze and evaluate the language they and others use This approach fosters awareness of various language features, essential for developing competent speakers Effective conversations require both the speaker and listener to comprehend and engage with each other's ideas.
Information-gap activities involve students sharing unique information, prompting them to ask questions and engage with one another These activities enhance the language learning experience by fostering communication and interaction, transitioning students from a structured learning environment to a more dynamic and meaningful exchange.
Theoretical background of role-play
2.2.1 The understanding of role-play
Role-play, as defined by Richards and Rodgers (2001), is an interactive learning activity where teachers and students engage in simulated social contexts to enhance language acquisition (Najizade, 1996) In these activities, students adopt various social roles, guided by the teacher's instructions about their characters and emotions For instance, a teacher might instruct a student to act as "David" visiting a doctor to discuss a recent event (Harmer, 1984) Harmer's definition is particularly relevant, as it effectively addresses the needs of intermediate learners To explore the impact of role-play on speaking skills, a variety of role-play techniques are implemented in the classroom, following Harmer's outlined procedures.
In English language classrooms, role play activities are categorized into two main types: scripted and non-scripted Scripted role plays involve students working in pairs or small groups, where they receive prompts related to specific scenarios and use them to create a dialogue, which they rehearse before presenting to the class Conversely, non-scripted role plays require students to perform based on given prompts without any prior preparation or written script, showcasing their improvisational skills in front of their peers.
Selecting appropriate role play types is crucial, as it should align with the students' proficiency levels and the intended scenarios In my study involving 4th-grade students, utilizing scripted role play is ideal This approach simplifies practice for the students, enabling them to effectively engage and learn from their prepared dialogues during class presentations.
2.2.3 The function of role – play
In Vietnam, English teaching predominantly relies on grammar translation methods and is heavily examination-oriented, leading to passive participation from both teachers and students in EFL classrooms Adian Doff (2002) highlighted the shortcomings of these traditional methods and emphasized the necessity for more diverse teaching strategies to enhance students' speaking skills The current English learning environment in Vietnam does not foster active engagement or confidence among students, contributing to their overall weakness in speaking proficiency With limited opportunities for conversational practice, even within second language classrooms, teachers often resort to role-play as a method to encourage public speaking and boost student participation.
According to Maxwell (1997), role-play aims to enhance students' verbal and nonverbal communication skills by utilizing established schemas in both structured and improvised scenarios This perspective highlights the potential of role-play to improve communication abilities as students engage in conversational roles Similarly, James G Clawson (1997) supports this notion, emphasizing the educational benefits of role-playing in fostering effective communication.
Role play is an effective teaching technique that brings abstract discussions to life, enhancing students' willingness to learn By participating in dialogues crafted by teachers or derived from textbooks, students embody characters, making it easier to apply conversations in real-life situations Engaging in role play is more beneficial than merely reading or repeating text, as it prepares students for the unpredictable nature of daily conversations This method immerses learners in practical communication, building their familiarity and confidence in various scenarios Ultimately, role play fosters a safe environment for students to practice their language skills, motivating them to speak English fluently and accurately.
2.2.4 The significance of role – play
Role play is a powerful technique for enhancing speaking skills in language learners, as it encourages students to express their ideas, opinions, and feelings through verbal communication According to Ladousse (1995), role play incorporates various communicative techniques that foster fluency, while Bailey and Nunan (2005) emphasize its effectiveness in teaching essential speech acts, vocabulary, and grammatical structures For optimal results, teachers should design realistic and relatable role play scenarios that mirror real-life situations Role play not only boosts learners' speaking abilities but also encourages interaction and motivation Ladousse identifies five key benefits of role play: it introduces diverse experiences, places students in practical language-use situations, prepares learners for specific roles, supports shy students by providing a "mask," and adds an element of fun to the learning process Snarski (2007) further outlines five advantages of role play in the classroom, including whole class participation, integrated observation tasks, accommodating varying proficiency levels, promoting pragmatic practice, and developing critical thinking skills Additionally, role play serves as an effective assessment tool, allowing teachers to gauge students' understanding of grammar, content, and vocabulary through their presentations.
Role play is an effective technique for teaching and learning foreign languages, particularly in enhancing students' speaking skills and assessing their language use Implementing role play in English speaking classes enables learners to acquire better knowledge and develop strong communication skills.
Teaching speaking by using role – play
Teachers must establish the context and roles for role-playing exercises, often simulating real-life scenarios like office situations or interpersonal interactions It's crucial that lessons are clearly explained and supervised to engage students effectively and maximize their learning Each role-play scenario is unique, requiring teachers to impart knowledge that students might not typically encounter Additionally, well-structured explanations and instructions can make the experience enjoyable for everyone involved However, role play demands careful preparation; if not executed properly, it can lead to student disinterest and lack of motivation.
Huang (2008) usually uses six major steps in the procedure
Decide on the Teaching Materials
Teachers should carefully select appropriate teaching materials for role play activities, drawing from textbooks, picture books, storybooks, or comic books Each week, the teacher has the option to choose these materials or create authentic resources tailored to the needs of the students The selection process should consider the students' levels, interests, and the overall teaching objectives to ensure effective learning outcomes.
Select Situations and Create Dialogues
Selecting a role-play situation is essential for effective learning Each scenario should include dialogues, which can be sourced from teaching materials, provided by the teacher, or developed by the students themselves This approach encourages creativity and enhances language skills.
Teach the Dialogs for Role Plays
To effectively conduct role play activities, teachers must first ensure that students are equipped with the essential vocabulary, sentences, and dialogues relevant to the scenarios Prior to engaging in role play, it is crucial for students to understand how to utilize these language components If students are uncertain about expressing their thoughts, teachers should encourage them to ask for assistance with the phrases they wish to use.
Have Students Practice the Role Plays
Students can engage in role-playing exercises in pairs or small groups, allowing them to practice their roles multiple times After gaining experience, they should switch roles to ensure they become familiar with all lines in the activity Once they feel confident, the teacher can invite them to perform in front of the class, showcasing their skills to their peers.
Have Students Modify the Situations and Dialogs
Once students have finished and become familiar with an original role play situation, they can modify the situations and/or dialogs to create a variation of the original role play
The teacher will assess the effectiveness of role play activities by evaluating students' understanding of vocabulary, sentences, and dialogues Various assessment methods can be employed, including oral and listening tests related to the role plays For instance, students may respond to simple questions about the role plays, reenact the scenarios, or translate them into their native language to demonstrate comprehension.
Previous research findings
Research indicates that role play techniques significantly enhance speaking skills among young learners These studies highlight that role play not only aids in teaching speaking but also improves students' communication abilities.
Woodhouse (2007) highlighted the effectiveness of role play as a valuable technique for personal development in healthcare strategy, particularly among nursing students His case study demonstrated how video recordings facilitated the observation of individual progress in a constructive manner While Woodhouse focused on behavioral development through performance videotaping, this study employs a speaking observation form to assess the gradual improvement in learners' speaking skills.
Al-Senaidi (2009) explored the effectiveness of role play in enhancing the oral fluency of Grade 4 learners by providing situational role plays a day in advance and video recording their performances for later analysis In contrast, my research incorporates immediate feedback after students' performances, allowing them to actively engage with the feedback and work on their improvements to ensure ongoing progress.
Liu and Ding (2009) employed a role-play technique to assess student performance in group settings, focusing on familiar scenarios They analyzed learners' language proficiency, error correction, and feedback methods for improvement In my study, I adopted a similar feedback approach, providing oral feedback to guide students toward enhanced performance This method is designed to benefit students and facilitate their improvement.
In a study by Qing (2011), role-play was found to enhance students' intercultural awareness and overall communicative competence at the intermediate level He emphasized that content-based role plays provide students with opportunities to explore various cultures in depth While my research also addresses cultural communication awareness, it is not the primary focus The application of role play in education is aimed at improving students' communication skills by immersing them in diverse situational roles.
In conclusion, research demonstrates that the role-play technique significantly enhances students' learning skills Numerous studies indicate that role play fosters personal growth and development among learners, making it a valuable educational activity.
This study explores the impact of role-playing on primary students' speaking skills, emphasizing its interactive, creative, and motivating nature By examining existing research alongside my own findings, I aim to determine the effectiveness of role-playing as a tool for enhancing communication abilities in young learners.
METHODOLOGY
Time and place of the research
The classroom action research was conducted over an 8-week period, from early March to mid-May of the 2016-2017 school year, at class 4A2 in Yen Vien Town Primary School, located in the Gia Lam District of Hanoi.
The participants
This study involves 46 fourth-grade students from class 4A2 and their English teacher, who has a decade of experience in teaching English All participating students are non-English majors, and the teacher has a long history of working with fourth graders, adapting from traditional textbooks to modern teaching methods.
Research design
Classroom action research is a practical approach aimed at enhancing teaching and learning by allowing educators to investigate and address issues within their own classrooms Originating from Kurt Lewin's 1946 concept of action research, this method involves a cyclical process of planning, action, and evaluation to assess the impact of various educational strategies Teachers actively design and implement this research to tackle real-world challenges, focusing on immediate classroom needs rather than abstract theoretical problems By recognizing shortcomings in their practices, educators can identify specific issues, develop targeted interventions, evaluate their effectiveness, and create strategies for ongoing improvement.
The following map shows the model of action research designed by Kurt Lewin
Figure 1: Kurt Lewin’s action research design
Classroom action research involves four essential steps: planning, acting, observing, and reflecting The planning phase focuses on developing instructional strategies aimed at addressing specific classroom issues In the acting phase, the researcher implements the strategy to evaluate its effectiveness in resolving these problems The observing phase entails collecting data to assess the success of the strategy, concentrating on predetermined success criteria Finally, the reflecting phase involves analyzing the collected data to evaluate the strategy's effectiveness and identify any additional challenges that may arise during implementation.
Research procedure
The research is conducted collaboratively between the teacher and students, beginning with a detailed plan to ensure effective execution A crucial initial step is selecting appropriate materials that inspire student engagement in speaking lessons Following this, a variety of role-play scenarios, both scripted and unscripted, are introduced for practice During the role-play sessions, an evaluation form is utilized to assess performance and progress.
Observing practicing situation are written to show if there are any changes in students‟ speaking skill a Planning
A detailed lesson plan was developed for each topic during the role-play implementation, aligning with the new English 4 textbook from the Ministry of Education and Training The selected topics are relevant to students' daily lives, facilitating easier speaking practice Additionally, an evaluation form was created to assess students' progress, complemented by interview questions and a questionnaire to gather participant data.
Over the course of eight weeks, the lesson plan was implemented in the classroom, focusing on role-playing activities Each session began with an explanation of the role-play concept, accompanied by examples to guide students The teacher provided relevant vocabulary and structures for each topic to enhance understanding Students received role cards detailing their characters and instructions for their actions within the scenarios Following this, they practiced in pairs, allowing them to engage actively in the learning process.
The teacher monitored students' responses, participation, and achievements throughout the teaching and learning process Observation notes captured real-time situations, allowing for effective and accurate assessment This approach provided immediate insights into students' strengths and weaknesses, facilitating timely reflection and improvement.
In this stage, the teacher identified the challenges faced by students through observation results By assessing their performance and providing constructive feedback, the teacher enabled students to recognize the necessary changes to improve their outcomes.
Moreover, those are used to help students improve and help teacher change a suitable lesson plan.
Technique of collecting data
Over eight weeks, the teacher closely observed her students, taking notes on their progress, particularly in speaking skills This observation revealed significant improvements, indicating that role-play techniques were effective for young learners The detailed note-taking benefited both the teacher and the students, allowing learners to enhance their strengths while addressing their weaknesses Additionally, the teacher was able to assess the impact of her feedback and teaching methods on the students' development.
This study distinguishes itself from previous research by utilizing observation instead of video recording to assess students' performance and behavior during role-play activities This approach allowed students to feel more at ease, as they were not aware they were being recorded, reducing pressure and anxiety Observational notes were taken during the teaching and learning process to capture authentic conditions, focusing on key aspects of students' speaking skills, including pronunciation, vocabulary, grammar, fluency, and comprehension.
An interview with the teacher of class 4A2 was conducted to assess the students' challenges in speaking skills and the strategies typically employed in teaching speaking (See Appendix 2) The objective of this interview was to evaluate the current state of English speaking skill instruction in the classroom Based on the interview findings, it became clear that implementing a new technique was essential to enhance students' speaking abilities.
At the outset of the research, a questionnaire was administered to assess the state of speaking skill development in the classroom (refer to Appendix 3) This survey comprised eight questions designed to uncover students' typical activities during speaking lessons and their perceptions regarding the process of learning to speak effectively.
At the conclusion of the action research, a second questionnaire was administered to assess students' attitudes toward role-play activities This quick survey featured simple, multiple-choice questions tailored for 4th-grade participants, ensuring ease of understanding and response The aim was to effectively gauge the students' perceptions of role-play in their learning experience.
In this study, an oral test was conducted with students, consisting of both pre-test and post-test assessments The pre-test was administered prior to the implementation of the role play technique to evaluate the students' initial speaking abilities Subsequently, the post-test was carried out after the role play technique was applied, allowing for a comparison of the students' speaking skills before and after the intervention.
Students participated in an oral test using a role play technique, where they selected cards provided by the teacher Each pair of students then enacted a scenario based on the situation depicted on their chosen card.
The students‟ tests were assessed by using the rating scores of oral test by David P Harris (1969) as follows:
Table 1: Harris’ oral English rating scale frame
1 Pronunciation 5 Have few traces of foreign language
4 Always intelligible, thought one is conscious of a definite accent
3 Pronunciation problem necessities concentrated listening and occasionally lead to misunderstanding
2 Very hard to understand because of pronunciation problem, most frequently be asked to repeat
1 Pronunciation problem to serve as to make speech virtually unintelligible
2 Grammar 5 Make few (if any) noticeable errors of grammar and word order
4 Occasionally makes grammatical and or word orders errors that do not, however obscure meaning
Make frequent errors of grammar and word order, which occasionally obscure meaning
2 Grammar and word order errors make comprehension difficult, must often rephrases sentence
1 Errors in grammar and word order, so, severe as to make speech virtually unintelligible
3 Vocabulary 5 Use of vocabulary and idioms is virtually that of native speaker
4 Sometimes uses inappropriate terms and must rephrases ideas because of lexical and equities
3 Frequently uses the wrong words conversation somewhat limited because of inadequate vocabulary
2 Misuse of words and very limited vocabulary makes comprehension quite difficult
1 Vocabulary limitation so extreme as to make conversation virtually impossible
4 Fluency 5 Speech as fluent and efforts less as that of native speaker
4 Speed of speech seems to be slightly affected by language problem
3 Speed and fluency are rather strongly affected by language problem
2 Usually hesitant, often forced into silence by language limitation
1 Speech is as halting and fragmentary as to make conversation virtually impossible
5 Comprehension 5 Appears to understand everything without difficulty
4 Understand nearly everything at normal speed although occasionally repetition may be necessary
3 Understand most of what is said at slower than normal speed without repetition
2 Has great difficulty following what is said Can comprehend only “social conversation” spoken slowly and with frequent repetition
1 Cannot be said to understand even simple conversation
Overall score = the result of score × 100
Technique of data analysis
This research employs both qualitative and quantitative analysis of collected data Observational data from the teaching-learning process, along with responses from questionnaires and interviews conducted before and after the classroom action research, are analyzed qualitatively In contrast, the data from pre-tests and post-tests are analyzed quantitatively using percentage calculations To assess student improvement in speaking scores, a repeated t-test is utilized to compare pre-test and post-test results.
Criteria of the action success
Classroom Action Research is deemed successful when it meets predefined criteria, specifically achieving a 70% pass rate among students, with a minimum assessment score of 50.
The effectiveness of an educational action extends beyond mere scores; incorporating role play techniques can significantly enhance student motivation and engagement in the learning process.
DATA ANALYSIS AND FINDINGS
Findings for research question 1
“ What is the situation of teaching and learning speaking at the primary school?”
The answer for this research question was based on the result of the interview for the teacher and questionnaire for the students before implementing the action research
The result from the interview indicated the usual ways of teaching and learning speaking at Yen Vien Town primary school The interview was held on
On March 10, 2017, an interview was conducted with a teacher regarding her students' speaking behaviors and teaching techniques The teacher noted that many students lack confidence and struggle during speaking lessons, often remaining passive due to difficulties in expressing their ideas and arranging them logically, resulting in the use of simple sentences She observed that students prefer group speaking activities over pair work, as they feel more confident in larger settings, although some students tend to be less engaged To encourage speaking, the teacher employs techniques such as introducing relevant vocabulary and structures, providing sample dialogues with highlighted key words for students to adapt, and facilitating practice through pair and group activities.
To make it clear, the following table shows the results of questionnaire no.1 that investigated students‟ situation of learningspeaking skill
Table 2: Students’ result of questionnaire 1
In your opinion, which English skill is the most difficult? b Speaking 12 26.1% c Reading 10 21.7% d Writing 8 17.4%
What do you think of learning English at school? a Very important 18 39.1% b Important 20 43.5% c Not much important 8 17.4% d Absolutely not important 0 0
How often do you practice speaking
English in the class? b Sometimes 15 32.6% c Never 6 13.1%
Which difficulties do you have in learning speaking? a Lack of motivation 6 13.1% b Lack of vocabulary 18 39.1% c Lack of confidence 14 30.4% d Laziness 8 17.4%
What does your teacher often do to encourage you to speak English? a Suggest interesting topics for discussion
6 13.1% b Provide suggestions related to topics
12 26.2% c Let SS choose the topics 4 8.7% d Use different teaching materials (stories, pictures…)
10 21.7% e Practice in real situations 0 0 f Give marks 14 30.4%
A recent survey revealed that 26.1% of students find speaking English to be the most challenging skill Despite 54.3% of students practicing speaking regularly, many struggle to improve Key difficulties identified include a lack of motivation (13.1%), vocabulary issues (39.1%), and a lack of confidence (30.4%) These challenges lead to hesitance in expressing ideas and understanding others, resulting in anxiety about speaking in class Although teachers employ various strategies, such as providing marks for motivation and suggesting topics, these methods have not proven effective The absence of real-life applications in teaching further hinders progress To address these issues, role-play has been introduced as a new technique aimed at enhancing student engagement and improving speaking skills.
Findings for research question 2
“ To what extent is students’ speaking skill improved through role- play?”
The improvements of students are manifested through the result of pre-test and post-test and through the observation notes during the time of the action
On March 14th and 17th, 2017, a pre-test was conducted to assess students' speaking abilities prior to the implementation of Classroom Action Research The results indicated that students' speaking skills were lacking, with an average score of 42.43 Only 18 students, representing 39.13%, achieved a passing score of 50 or above.
The post-test, conducted on May 9 and May 12, 2017, evaluated the effectiveness of the teaching role-play implemented over an 8-week period in the classroom The detailed results of this assessment are available in the Appendix.
7 The average score of post-test was 50.43 and the number of students who passed the post-test with score >P are 24 equally to 52.17%
The analysis of pre-test and post-test results indicates a significant improvement in average oral test scores, rising from 42.43 to 50.43 This demonstrates that even a small group of students can achieve better outcomes by engaging in speaking practice through role-play activities The accompanying diagram illustrates the overall change in students' scores from the pre-test to the post-test.
Figure 2: Students’ overall score improvement
The analysis reveals that the enhancement of students' speaking skills is insufficient, as only 52.17% achieved scores above the target of 50, falling short of the 70% goal To assess whether there was any improvement in scores, a repeated t-test was conducted.
The data indicates that student improvement reached 18.85%, which, while modest, signifies a step towards successful outcomes The subsequent tables illustrate the transition from pre-test to post-test results in detail.
Table 3: Students’ pre-test result Level
Table 4: Students’ post-test result Level
Poor Average Good Very good Excellent
Note: Poor = 1 Average = 2 Good = 3 Very good = 4
While no students reached an excellent level, there was a noticeable increase in the number of students showing improvements in pronunciation, grammar, vocabulary, fluency, and comprehension The accompanying charts clearly illustrate these advancements in students' language skills.
Figure 3: Students’ pre-test result
Figure 4: Students’ post-test result
Poor Average Good Very good
PoorAverageGoodVery good
It can be illustrated from the charts that the percentage of “poor” and
“average” levels in each speaking element decreased, and there is an increase in
The application of role-play significantly enhances students' speaking skills, as evidenced by the increase in the number of students achieving a "very good" level in post-tests compared to pre-tests.
Observation notes reveal significant improvements in student participation and achievements over time Initially, during the first four weeks, students showed minimal progress, often repeating teacher-prepared role-plays without introducing new ideas Despite an increase in vocabulary, they struggled with situational performance At the outset, only one-third of the class actively engaged in speaking activities, with others relying heavily on samples or remaining silent However, a few weeks later, noticeable changes occurred as students began to develop their dialogues, demonstrating enhanced pronunciation and fluency.
Findings for research question 3
“What are students’ attitudes towards using role-play?”
As mentioned in the chapter of methodology, the success of this study is not only the improvement of the students but also their attitudes toward using role-play
Despite the effectiveness of certain activities, students may lack interest in them, highlighting the need to investigate their attitudes To assess this, a survey questionnaire was administered at the end of the action research, focusing on students' perceptions of role play activities The survey comprised three multiple-choice questions regarding their preferred methods for learning spoken English, favorite speaking activities, and the activities in which they felt most confident The students' responses reflected their opinions and feelings after two months of engaging in role-play during speaking lessons The results of this survey are summarized in the following table.
Table 5: Students’ result of questionnaire 2
SS Percentage Question 1 a Teacher asks, students answer 10 21.7%
What is the best way of learning to speak English in class? b Your peer asks, you answer 4 8.7% c You ask, your peer answers 6 13% d Using role plays 12 26.1% e Discussing in groups 14 30.5%
What is your favorite speaking activity in class? a Teacher asks, students answer
6 13% b Your peer asks, you answer 4 8.7% c You ask, your peer answers 8 17.4% d Using role plays 12 26.1% e Discussing in groups 16 34.8%
Question 3 a Teacher asks, students answer 6 13%
Which speaking activities do you feel the most confident? b Your peer asks, you answer 4 8.7% c You ask, your peer answers 8 17.4% d Using role plays 10 21.7% e Discussing in groups 18 39.2%
The data indicates that students show a greater preference for group discussions over role play activities, with 18 students expressing confidence in group work compared to only 12 students (26.1%) favoring role play Additionally, just 10 students (21.7%) feel confident when engaging in role play While there is an appreciation for role play, it is evident that students feel more assured and engaged in group discussions, as these settings provide them with the opportunity to share and refine their ideas before presenting to the class.
CONCLUSION AND SUGGESTION
Conclusion
Teaching speaking is a crucial aspect of second language acquisition, as effective communication significantly impacts a learner's academic and life success Consequently, language educators should prioritize speaking skills in their instruction Incorporating role-play into lessons enhances student engagement, making the learning experience both meaningful and enjoyable.
As mentioned at the beginning, this study aimed at answering three research questions:
1 What is the situation of teaching and learning speaking at the primary school?
2 To what extent is students’ speaking skill improved through role- play?
3 What are students’ attitudes towards using role-play?
The study's theoretical framework addressed the challenges of teaching and learning speaking skills, leading to an investigation prior to conducting action research A questionnaire was developed to gather insights from students regarding the techniques they frequently employ in speaking classrooms.
Realizing that role play was the activity which would constitute the focus of the study, it was used to teach speaking
Data analysis indicates that using role play in English teaching significantly enhances students' speaking abilities Evidence from pre-tests and post-tests reveals an increase in mean scores from 42.43 to 50.43, demonstrating notable improvements in pronunciation, grammar, vocabulary, fluency, and comprehension While the overall score increase may seem modest, a greater number of students achieved a "good" level of proficiency Role play fosters active participation and cooperation among students during speaking activities, highlighting its effectiveness as a teaching method Therefore, integrating role play with other instructional strategies is recommended to further develop students' speaking skills.
As a classroom teacher, I noticed that students were often reluctant to speak English during lessons, with role-play being infrequently utilized Recognizing the significant benefits of role play in enhancing speaking skills, I decided to implement this technique to assess its impact on student improvement This method is particularly effective for teaching speaking to primary students, as it allows them to engage in realistic scenarios Ultimately, the role play technique positively influences learners' speaking abilities by providing opportunities to practice speaking accurately and confidently in various real-life situations in the target language.
The questionnaire findings revealed that role-play can effectively enhance speaking skills in young learners While students did not view role-play as the most engaging activity, it nonetheless fostered positive attitudes, increased motivation, and encouraged active participation in the learning process Overall, the results suggest that incorporating role-play in teaching speaking skills can significantly boost students' motivation, interest, and attitude towards learning.
Limitations of the study
The small-scale research involving 46 students and one teacher limits the generalization of role play as an effective technique for enhancing speaking skills in primary schools, as results may vary Conducted over approximately two months, the study faced constraints that prevented the application of various techniques due to the learners' existing class commitments However, this research can serve as a preliminary guideline for larger-scale studies in the future.
Pedagogical implications
To enhance teaching and learning outcomes, English teachers should consider implementing role-play activities as an effective strategy for teaching speaking skills This technique not only fosters better student engagement but also leads to improved academic achievement Understanding students' characteristics, including their psychological conditions, is crucial for maximizing results during the learning process Group role-play can boost student confidence, while pair activities, though easier to manage, may become monotonous Providing prompt verbal or written feedback can address any technical issues that arise during performances Finally, students are encouraged to adopt role-play as a key learning strategy to practice and enhance their speaking abilities, utilizing the target language for communication and interaction in the classroom to further develop their skills.
Suggestion for further studies
There are some suggestions for other researchers who want to develop the topic of using role-play to teach language skills to young students
To enhance the study's outcomes, it is recommended that future research be conducted over an extended period with multiple cycles, allowing for adaptations based on student learning needs Implementing two post-tests will provide a clearer assessment of student improvement; a significant increase in scores from the second post-test compared to the first would indicate the effectiveness of role-play as a teaching method Additionally, it is anticipated that role-play can be beneficial not just for developing speaking skills but also for teaching other competencies.
1 Adian Doff, L M (2002), Washback of a Public Exam on English Teaching (ERIC Document Reproduction Service No ED 472167)
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1997) (ERIC Document Reproduction Service No ED 416688)
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Language Classroom, English Teaching Forum (45)
20 Woodhouse, J (2007), Role play: a stage of learning In Woodhouse J (Ed.), Strategies for Healthcare Education, Radcliff Publishing LTD, United Kingdom
Student A: You are going to the cinema with your mother Ask your mum about the time of the film
Student B: Ask your son to hurry
Aims: - SS will be able to ask and answer about the time
- SS will be able to use the structure and vocabulary on time
Teaching aids: a table, a film poster, plastic cups and some food
A recent study highlights the importance of teaching time expressions in English, such as "half past seven," "a quarter past eight," and "a quarter to nine." In this context, students engage in revision and practice using examples prepared by their teacher, enhancing their understanding of how to express time accurately in English.
During a lunch near the cinema, a son inquires about the movie's start time, prompting his mother to encourage him to hurry as it's almost time for the film to begin.
Role card 2: Two friends (Suggest someone to play a game)
Student A: Ask your friend to play football
Student B: Ask about time then refuse the invitation because you have a lesson on that day
Aims: - SS will be able to use vocabulary and structures to suggest someone to play a game
- SS will be able to know how to refuse and give some reasons
Study: Teacher teaches students how to make a suggestion and how to response it
“How about/What about + Ving…? Can you…? Sorry, I can’t, That’s a good idea,
Sound good…” Then teacher asks SS to work in pairs and practice Teacher provides a sample and asks SS to act out (See Role play 2)
Activate: Learners take up the role and act in pairs to make a similar role as the sample Learners try to build a good role-play with ideas and motions
Role card 3: Two friends talking on the phone
Student A: Make a call and arrange time to visit your friend who is sick
Aims: - SS will be able to make a call and use vocabulary related to phone call
- SS will be able to arrange time to meet someone
Teaching aids: two tables, two cell phones
In a recent study, a teacher demonstrated how to effectively make a phone call, emphasizing key phrases such as "Can I speak to ?", "Speaking!", "What's up?", and "Hold on " Additionally, the teacher taught students how to arrange meetings by using expressions like "Can we meet at on ?" This practical instruction aids learners in mastering essential communication skills for phone conversations and scheduling appointments.
Teacher asks SS to practice in pairs and make a call Then teacher shows a sample dialogue and asks SS to model it (See Role play 3)
Learners engage in role-playing by making calls to schedule visits with classmates The teacher supports students by providing suggestions on the board and repeating sentences to assist those facing difficulties.
Student A: Your friend has a new schoolbag Make a compliment about his/her bike
Student B: Answer your friend‟s questions
Aims: - SS will be able to make and response a compliment
Study: Teacher introduces to SS the structures of compliments and how to response a compliment “What (a/an) + adj + N!” “How + adj + (a/an) + N + be!”,
SS learn the past simple to describe an action that happened in the past T makes some examples to explain to students (See Role-play 4)
Two friends are walking home from school when one admires the other's schoolbag and inquires about where to purchase it The students then practice in pairs before showcasing their performance in front of the class.
Student A: You are the waiter of a restaurant Ask your customer‟s order
Student B: You are the customer Order the food
Aims: - Students will be able to order food at a restaurant
- Students will be able to use and understand the vocabulary on food and expressions for ordering food
Teaching aids: plastic cups and plates, table napkins, copy of menu
Study: The teacher teaches SS the structures of food ordering at the restaurant
In this activity, students will engage in a role play to enhance their vocabulary related to food and beverages They will practice asking and answering questions about orders in pairs, using a provided sample as a guide This exercise aims to improve their conversational skills in a dining context.
In this engaging classroom activity, students pair up to role-play as customers and waiters, reinforcing their understanding of restaurant etiquette The teacher provides a brief overview of the food ordering process, having already set up the tables and necessary equipment Students select their preferred restaurant and practice ordering food, culminating in a performance of their roles in front of the class This interactive exercise enhances language skills and boosts confidence in a real-world context.
Role card 6: A girl (boy)/Manager
Student A: You lost your little sister at the market Ask the manager for help Student B: You are the manager Ask the baby‟s appearance
Aims: - SS will be able to describe someone‟s appearance
- SS will be able to know how to ask for help in some cases
Teaching aids: a table, some chairs, manager‟s uniform
In a classroom study, the teacher instructs students to formulate questions about someone's appearance, specifically asking, "What does he/she look like?" The teacher then introduces vocabulary related to physical descriptions, covering aspects such as hair, face, and body Following this, an example scenario is presented, allowing students to engage in practice During this exercise, students focus on underlining key structures to reinforce their understanding.
Students form groups and assume the roles of a girl/boy, a little baby, and a manager In this scenario, Student A seeks assistance from the manager to locate their missing little sister.
Son: Mom, I‟m hungry What time is it?
Mom: It‟s twelve o‟clock Time for lunch! Let‟s go!
Son: (Eating) Mom, what time is it?
Mom: Oh, it‟s 1 o‟clock We are late for the film
Son: Oh no, mom Let‟s hurry!
Peter: Can you play football this afternoon?
Nam: (thinking) What day is it today?
Nam: Sorry, I can’t I have a piano lesson
Nam: Ah, let‟s play on Friday
Mary: Hello Can I speak to Linda, please?
Mary: Hi This is Mary
Linda: Hi, Mary What’s up?
Mary: Uhm…How about going to see her?
Linda: That’s a good idea What time shall we meet?
Linda: Sounds good Let‟s meet at the bus stop
Phong: Look! It‟s a new schoolbag
Phong: Yes, it‟s very nice
Nam: Whose bag is this?
Nam: Where did you buy it?
Phong: At Hong Ha store near our school
Nam: Oh, is there any left? I want to buy one
Phong: I think there is a blue one left
Nam: I will visit the store tomorrow
Waiter: Hi, May I take your order?
Peter: Yes, I‟d like a pizza and spaghetti
Waiter: A pizza, spaghetti and a green salad Right?
Waiter: Thank s and please wait for a moment
Mary: I‟m looking for my little sister
Manager: Don‟t worry! What is her name?
Mary: Her name is Linda She‟s six years old
Manager: What does she look like?
Mary: She has short curly hair
Manager: What is she wearing?
Mary: She is wearing a pink shirt and blue pants
Manager: Is she wearing a white cap?
Manager: She‟s over there We find her crying at the zoo Take her home and be careful
Interview questions for the teacher
1 What are your students‟ behaviors in speaking lessons?
2 Do they prefer practice speaking in pairs or groups?
3 What do you often do to encourage students to speak?
Pre - Questionnaire for the students
Các em học sinh thân mến, để cô hiểu rõ hơn về những khó khăn mà các em gặp phải khi luyện tập nói tiếng Anh, hãy hoàn thành các câu hỏi dưới đây bằng cách khoanh tròn vào những câu trả lời mà các em cảm thấy phù hợp.
Cảm ơn sự hợp tác của các em!
1 Theo các em, kĩ năng tiếng Anh nào là khó nhất? a Nghe b Nói c Đọc d Viết
2 Các em nghĩ việc học tiếng Anh ở trường như thế nào? a Rất quan trọng b Quan trọng c Không quan trọng lắm d Hoàn toàn không quan trọng
3 Các em có thường xuyên luyện tập nói tiếng Anh trong các tiết học không? a Thường xuyên b Thỉnh thoảng c Không bao giờ
4 Những khó khăn mà các em gặp phải khi học nói tiếng Anh là gì? a Ít động lực học b Ít vốn từ vựng và nhiều ảnh hưởng từ tiếng Việt c Lo lắng và kém tự tin d Lười nhác e Lý do khác
5 Các giáo viên thường làm gì để khuyến khích các em luyện tập nói tiếng Anh? a Gợi ý nhữngchủđề hay đểthảoluận b Đưaranhữnggợi ý liênquanđếnchủđềnói c Cho cácemtựchọnchủđềnói d Sửdụngnhiềunguồntàiliệudạyhọcnhưtranhảnh, bàihát, phim… e Cho emluyệntậptheotìnhhuốngthật f Khuyếnkhíchchođiểm g Hoạtđộngkhác
Post - Questionnaire for the students
1 Theo emhọcnóitiếngAnhtốtnhấtlà: a Thầy (Cô) giáohỏi, họcsinhtrảlời b Bạnhỏi, emtrảlời c Emhỏi, bạntrảlời d Haibạnđóngvaivớinhautrongtìnhhuốngcụthể e Cácemthảoluậntrongnhóm
2 Trongcáchoạtđộnggiáoviêndạynóitrênlớp, hoạtđộngnàoemthíchnhất? a Thầy (Cô) giáohỏi, emtrảlời b Bạnhỏi, emtrảlời c Emhỏi, bạntrảlời d Haibạnđóngvaivớinhautrongtìnhhuốngcụthể e Cácemthảoluậntrongnhóm
3 Trongcáchoạtđộnggiáoviêndạynóitrênlớp, hoạtđộngnàoemthấytự tin nhất? a Thầy (Cô) giáohỏi, emtrảlời b Bạnhỏi, emtrảlời c Emhỏi, bạntrảlời d Haibạnđóngvaivớinhautrongtìnhhuốngcụthể e Cácemthảoluậntrongnhóm
Oral pre-test and post-test Situation 1
Student A: Ask your friend to play badminton tomorrow
Student B: You agree to play badminton, ask your friend about time and place
Student A: You are a guest at a restaurant Ask the waiter for your food
Student B: You are the waiter, ask the guest‟s order
Student A: You have a new bicycle
Student B: Make a compliment and ask your friend where to buy it
Student A: Your brother is lost at the supermarket Ask the manager for help Student B: You are the manager Ask about the boy‟s appearance
Student A: Invite your friend to your birthday party
Student B: Say you can‟t and give some reasons
Student A: Your grandmother is sick Make a call and ask about her
Student B: You are the grandmother Answer the phone
Appendix 6 : Students’ pre-test result
No Name Pron Grammar Vocab Fluency Compre Score
Appendix 7 : Students’ post test result
No Name Pron Grammar Vocab Fluency Compre Score