INTRODUCTION 1.1 Statement of the research problem and rationale for study
Aims and objectives of the study
In brief, the study seeks to answer the following questions:
1 What are these teachers & students’ attitudes towards the use of role-plays in their speaking classes?
2 How are role-plays designed & performed in these speaking classes?
3 What difficulties exist in using role-plays in the target teaching context?
4 In what ways do role-plays help improve the speaking skills of these students?
Significance of the study
The completion of this research will greatly benefit students, teachers, and researchers by enhancing awareness of the significance of role-plays in developing English speaking skills It will provide teachers with valuable insights for designing effective speaking tasks and serve as a useful reference for researchers examining the English teaching process, particularly in the context of improving students' speaking abilities.
Scope of the study
This study investigates the impact of role-play activities on improving high school students' speaking skills, including grammar, vocabulary, fluency, and communication abilities Conducted in a Hanoi high school with a small participant group, the findings may not fully represent the broader population of 10th-grade English students in the area.
Organization of the study
The study comprises five chapters:
Chapter 1 is the introduction that covers the overview of the research with statement of the problem and rationale, aims of the study, scope of the study and researcher paper organization
Chapter 2 contains a number of the underlying theories related to the concepts about speaking and speaking proficiency, the aspects of teaching speaking and the notion of role-play
Chapter 3 describes the research methodology There are the research design, the participants, the used methods and the procedures in the study
Chapter 4 is devoted to a detailed description and analysis of the collected data from the survey
Chapter 5 is conclusion, limitations, suggestions for the further researches and implications for both teachers and students
References and Appendices are the last sections of this research paper.
LITERATURE REVIEW 2.1 Definition of speaking
Definition of speaking proficiency
The concept of language proficiency remains a topic of debate among researchers, as interpretations vary widely According to the Cambridge and Collins COBUILD dictionaries, proficiency is synonymous with "skill" or "ability." In the field of applied linguistics, terms such as fluency or competence are often used interchangeably with proficiency.
Proficiency in second language teaching and learning is defined as variability and is primarily associated with testing and measurement (Llurda, 2000) It can be divided into two perspectives: one that establishes proficiency levels and another that examines the components of proficiency The latter perspective is more complex and contentious, encompassing a range of global factors and individual elements (Oller, 1976, as cited in Llurda, 2000).
The term "proficiency" highlights the understanding of language functionality, particularly in the context of communicative development, as outlined by the ACTFL Guidelines (1985, 1999) Taylor (1988) defines it as the "ability to use competence," positioning it as an alternative to the concept of competence itself, as noted by Stern (1983) in second language acquisition These perspectives help clarify the distinction between speaking proficiency and overall language performance competence Consequently, this paper focuses on the insights of experts Canal and Swain (1983) regarding this topic.
Communicative language proficiency refers to the social and interpersonal uses of language through spoken communication, highlighting the actual performance of individual learners or groups in their speaking abilities (Stern, 1983).
2.2.2 Speaking proficiency versus communicative competence (CC)
Following Chomsky’s concept of linguistic competence, Dell Hymes introduced the idea of communicative competence (CC), which encompasses not only grammatical proficiency but also the ability to apply this knowledge across various communicative contexts CC is essential for speakers to effectively navigate different social environments Ying (2010) further emphasizes that learners must be able to utilize the target language successfully in real-life situations Ultimately, the goal of CC is to equip fluent speakers with the comprehensive knowledge necessary to produce and understand contextually appropriate utterances in a specific language.
Savignon (1983) emphasizes that language proficiency equates to communicative competence, suggesting that evaluation should focus on a learner's ability to use the language effectively in real-life situations Similarly, Wiemann and Backlund (1980) highlight that proficiency is demonstrated through practical communication skills.
Communicative competence (CC) and speaking proficiency are often used interchangeably, with speaking skills encompassing various competencies, including grammatical, sociolinguistic, strategic, and discourse competence, as outlined by Canale and Swain (1980) and Canale (1983) For clarity and consistency, this paper will refer to speaking proficiency as the ability to communicate effectively.
Components of speaking proficiency
Based on the framework of Canale and Swain (1980) which wasthen developed by Canale in 1984, the research concentrates on four competences underpinning speaking proficiency:
Grammatical competence refers to the ability to recognize and produce distinct grammatical structures within a language (Orwig, 1999) This competence extends beyond grammar, encompassing knowledge of lexical items and the rules of morphology, syntax, semantics, and phonology By focusing on accuracy in sentence structure and vocabulary, second language production is enhanced (Gao, 2001) Consequently, ESL learners gain an understanding of the significance of grammatical correctness, enabling them to express the literal meanings of their utterances accurately.
Discourse competence refers to the ability to select, sequence, and arrange words and structures to create unified texts and convey complete meanings It involves interpreting extensive content and constructing lengthy language segments to form coherent units This competence primarily encompasses three key elements: cohesion, coherence, and rhetorical organization.
Sociolinguistic competence refers to the understanding of socio-cultural language rules and discourse It involves grasping the social context, including the participants' rules, the information exchanged, and the interaction's purpose Key elements of this competence include language registers, politeness, metaphor, and cultural aspects.
Strategic competence refers to the effective use of communication strategies, encompassing both verbal and non-verbal methods, to address communication breakdowns caused by performance issues or limited proficiency (Canale & Swain, 1980) When students lack strategic competence, they may struggle to express their communicative intentions, despite having a solid understanding of grammar and vocabulary, leading to challenging situations in their interactions.
Achieving speaking proficiency requires the development of various competencies, particularly through Communicative Language Teaching (CLT) methods and a communicative approach When teaching speaking skills, it's essential to choose activities that align with this goal to ensure effective learning.
Teaching speaking skills in ELT
2.4.1 Teaching speaking in Communicative Language Teaching (CLT)
2.4.1.1 The goal of teaching speaking
The primary measure of success in learning to speak English is the ability to communicate fluently Consequently, effective communication proficiency is the central goal of teaching spoken language, focusing on enabling learners to communicate accurately, fluently, and confidently without hesitation.
The primary objective of teaching speaking, particularly in contexts beyond the classroom, is to promote the acquisition of communication skills and facilitate genuine interactions (Celce-Murcia, 1991, p 126) Ultimately, effective speaking instruction enables learners to cultivate communicative competence, allowing them to utilize a language not just for grammatical accuracy and vocabulary, but also for meaningful communication.
2.4.1.2 Definition and characteristics of CLT
The primary aim of teaching spoken English aligns with the principles of Communicative Language Teaching (CLT), which encompasses both the processes and objectives of classroom learning According to Richard and Roger (1986), CLT is viewed as an approach rather than a strict method, allowing for diverse interpretations and applications in the classroom Munby (1978) highlights that CLT emphasizes the nature of classroom interaction, providing learners with numerous opportunities to engage with language as it is used in real communication Ultimately, CLT begins with a theory of language in context and seeks to enhance learners' communicative competence in authentic situations, teaching students to use appropriate language in real-life interactions.
Communicative Language Teaching (CLT) emphasizes interaction in the target language, the use of authentic texts, and the connection between classroom learning and real-world language use (Nunan, 1991) Unlike traditional teacher-centered approaches, CLT fosters a more collaborative relationship between teachers and students, allowing learners to take ownership of their knowledge This method enhances motivation by providing opportunities for experiential learning and self-education in language skills (Brown, 1994) With teacher support, learners actively negotiate meaning and engage in understanding both themselves and others during classroom activities Additionally, CLT encourages learners to focus on the language and the learning process, integrating their personal experiences into the classroom environment.
Communicative Language Teaching (CLT) emphasizes the importance of communication in language learning, encouraging learners to actively engage in the process of acquiring knowledge In this approach, teachers play a crucial role in supporting and guiding students, fostering an interactive learning environment.
2.4.1.3 Activities promoting speaking skills in CLT
Educators have developed diverse speaking activities based on the core principles of Communicative Language Teaching (CLT), prioritizing authenticity and learner-centered approaches These activities aim to boost student engagement through real-world communication within the classroom setting By participating in contextual situations, learners enhance their oral language skills and social abilities Additionally, activities are designed to align with students' interests and concerns, fostering a more meaningful learning experience.
To enhance speaking activities, Kayi (2006) identifies 13 key methods, including discussion, role-play, information gap exercises, simulations, brainstorming, storytelling, interviews, story completion, reporting, playing cards, picture narrating, picture describing, and finding differences Additionally, Celce-Murcia contributes further insights into effective speaking strategies.
In 2001, five key speaking activities were identified for classroom use Discussion is a prevalent method where students engage in debates to explore controversial topics Speech tasks, which can include mini-presentations or reports, allow students to choose their own topics while teachers act as guides Conversation has emerged as a modern trend, enabling learners to critically analyze the language used by themselves and others The Information Gap activity encourages participants to collaborate in sharing and obtaining missing information Lastly, Celce-Murcia highlights another effective strategy that enhances language skills in the classroom.
Role-play has gained popularity among educators globally due to its numerous benefits In this engaging activity, learners assume various characters within a specific context, utilizing guidance cards that provide essential information related to the scenario, such as “You are David; you go to the doctor and tell him what happened last night…” (Harmer, 1984) Prior to performing their roles, students may find it beneficial to learn relevant expressions Additionally, the teacher determines group divisions based on the number of students present in the class.
Teachers must effectively incorporate a variety of activities into speaking lessons, typically placing these practice exercises in the middle or at the end of the lesson to reinforce students' theoretical understanding.
A well-structured speaking lesson typically consists of three interconnected stages: pre-speaking, while-speaking, and post-speaking The pre-speaking stage prepares students for discussion, while the while-speaking stage focuses on active participation and communication Finally, the post-speaking stage reinforces learning and encourages reflection on the speaking activity.
Pre-speaking is a crucial preparatory stage that sets the contextual framework for a lesson (Regina, 1997) This phase includes various activities designed to warm up the class, introduce the topic, and present essential vocabulary and structures A significant benefit of the pre-speaking stage is that it fosters a positive learning environment, enhancing the class atmosphere Additionally, it promotes peer relationships, enabling students to engage in meaningful negotiations for subsequent activities (Hansen & Liu, 2005).
The "Go Public" stage, as described by Regina (1997), emphasizes the importance of interactions between learners and teachers during speaking activities Building on prior knowledge, this stage incorporates diverse tasks like discussions, conversations, speeches, and presentations As a result, students are provided with ample opportunities to generate ideas and creatively express them through their speaking skills.
According to Regina (1997), the post-speaking stage serves as a crucial period for revision and reflection During this phase, teachers can enhance learning by summarizing the lesson and incorporating engaging activities like games, role-plays, or picture descriptions Encouraging peer feedback and teacher corrections is also beneficial, as these practices aim to improve students' speaking proficiency for future interactions.
Typically, a speaking lesson progresses through specific stages; however, this structure can be adapted based on time constraints, lesson objectives, and student characteristics.
Using role-play in speaking lessons
It is interesting to notice that there is noprecise definition for role-play since each author views this term in different ways Role-playinitially derived from the ancient
During the era when Hamlet's plays gained popularity, Greek actors relied on memorizing their characters' speeches, utilizing rolls of parchment or scripts to enhance their public performances This practice laid the foundation for role-play, which the Cambridge International Dictionary of English defines as a method of acting out specific behaviors or assuming a new persona in various situations.
Role-play in education serves as a vital technique, allowing learners to immerse themselves in scenarios beyond the classroom According to Ur (1996), role-play encompasses activities where students envision themselves in different situations, while Livingstone (1983) emphasizes its role in providing opportunities for language practice and real-life role behavior Ments (1999) highlights that participants engage within a social environment, enabling them to explore their behavioral repertoire and group interactions These perspectives underscore the communicative intent of role-play, which leverages social contexts for learning Halliday (1987) describes the context of situation as crucial for understanding how texts relate to social processes, comprising the main activity (field), participants (tenor), and the text's roles (mode) Furthermore, situational settings, as noted by Figueiredo (2010), manifest these contexts through various environments such as workplaces and universities Ultimately, role-play integrates principles of Communicative Competence (CC) and Communicative Language Teaching (CLT), making Livingstone's definition particularly relevant for highlighting its essential features in language learning.
Role-play guideline cards are essential tools that provide learners with key information about characters, conversation settings, and additional context A well-designed set of role cards enhances the learning experience by offering structured insights that facilitate engaging interactions.
12 only informing students about different points of view (Scrivener, 2005) but also allowing them a good time and language preparation before acting out their roles
Role-play encompasses a variety of concepts that significantly enhance the understanding of its different types, primarily influenced by the objectives set by educators According to Littlewood (1981), role-play activities can be categorized into four distinct types, ranging from controlled cued dialogues to more independent forms such as debates or discussions In contrast, Byrne (1986) emphasizes the context of communication, classifying role-plays into open-ended dialogues, mapped dialogues, role instructions, and scenarios This classification highlights the diverse applications of role-play in educational settings.
The study examines Doff's (1989) distinction between scripted and unscripted role-plays, which are primarily employed in speaking lessons by teachers at Kim Lien High School Specifically, the article outlines the characteristics and applications of these two types of role-play activities in the classroom.
This method entails interpreting textbook dialogues or reading texts through speech, commonly referred to as role-play activities In this approach, both students and teachers prepare a script in advance and practice it prior to the performance, as illustrated by Adrian Doff (1988).
Angela: Good morning! I want to send a letter to Singapore
Clerk : Yes, do you want to send it by airmail or ordinary mail?
Angela: I think I’ll send it airmail I want it to get there quickly How much does it cost?
Clerk : To Singapore? That will be 30 pence, please
Angela: (give the clerk 50 pence) Here you are
Clerk : Here is your stamp, and here is 20 pence change
Angela: Thank you Where is the post box?
Clerk : You want the airmail box It is over there, by the door
(Adapted from living English book 2: A.G Abdalla et al, p.233)
To effectively conduct the role-play activity, the teacher prepares a dialogue in advance and writes key prompts on the board, including the destination, type of mail, price, post box location, and expressions of gratitude For example, the teacher initiates the conversation by asking, “Where do you want to send the letter, to France or Japan?” and discusses the delivery method, whether by air or ordinary mail Students actively engage by creating sentences based on these prompts Subsequently, two proficient pairs of students are invited to the front, with one portraying Angela and the other acting as the clerk, to improvise a conversation similar to the provided example.
Unscripted role-play activities differ from traditional learning methods as they rely on learners' improvisation rather than textbooks or reading materials This approach encourages students to make decisions about language use and the flow of conversations Instructors can facilitate discussions and provide vocabulary and grammar guidelines before the performance to enhance the learning experience A sample scenario can be found in Adrian Doff’s book.
One student has lost a bag He/ She is at the police station
The other student is the police officer, and asks for details
(Adapted from living English book 2: A.G Abdalla et al, p.237)
In this teaching method, the instructor presents a specific text for students to read, which sparks pair discussions aimed at developing a role-play scenario based on the content Each pair prepares a dialogue, with one student portraying the character who lost a bag and the other acting as the police officer, guided by prompts from the teacher This process culminates in performances by select pairs, showcasing their interpretations.
2.5.3 The organization of a role-play activity
Role-play activities come in various forms, yet educators generally follow a consistent organizational structure To effectively organize such activities, it is crucial to establish foundational principles Educators must also demonstrate the value of role-play; otherwise, the activity may fail to engage students as anticipated (Ladousse, 1987, p.8) Additionally, a teacher's enthusiasm for the role-play significantly influences the success of the speaking exercise.
Teachers must ensure that students comprehend both the context and the information presented in the role-play cards (Ladousse, 1987) Additionally, assessing students' speaking performance is essential for the effectiveness of the role-play activity (Huang, 2008).
Role-play can be structured in four steps—presentation, process, ending, and feedback (Ur, 1991)—or three stages—before, during, and after—as outlined by Harmer (2001), mirroring typical speaking activities Additionally, Maria (2009) identifies six quick steps for role-play based on empirical research and theoretical insights These steps serve as a framework for comparing the role-play conducted at Kim Lien High School.
Step 1: A situation for a role-play
Choosing a relevant situation for role-play is crucial for ensuring that the content is both authentic and understandable Focusing on topics that resonate with students' concerns can enhance engagement, making them more likely to participate and create impactful role-plays.
When planning lessons, it's crucial to consider students' language proficiency and how the topic may evolve For instance, in a lesson about food and pricing for tenth graders, teachers can create a market scene with customers, sales clerks, and price tags, fostering an engaging classroom environment that aligns with students' learning levels Additionally, role-plays should be rich in detail and context to captivate students and allow them to engage in realistic scenarios Encouraging learners to create their own work is an effective strategy to enhance this experience (Conley-Tyler & Cukier, 2005).
Effective language prediction for role-plays, including preparing new vocabulary and sentence structures in advance, is crucial Educators should encourage students to explore the evolving dynamics and unforeseen elements of the role-play scenario, enhancing the overall learning experience.
Summary 16 CHAPTER III: RESEARCH METHODOLOGY
Many teachers remain unaware of the potential benefits of role-play in the classroom, often perceiving it as unsuitable for larger groups due to concerns about discipline and chaos However, role-play is recognized as one of the most effective techniques for enhancing speaking skills, offering significant advantages for learners Researchers highlight that role-play fosters personal growth and improves speaking abilities, as it is an interactive, creative, and motivating approach to learning (Qing, 2011).
This chapter covers the following sections: research design, participants and the selection of participants, data collection instruments, data collection procedure.
Research design
This study employs both qualitative and quantitative methods to address four research questions, enhancing the reliability of findings through mass surveys (Balsey, 1970) The qualitative approach allows for flexible data collection and provides a deeper insight into participants' attitudes, which quantitative data alone may not capture By integrating questionnaires, interviews, and classroom observations, the research aims to gather comprehensive information, resulting in a holistic understanding of the educational process (Gay).
Participants and the selection of participants
A successful research project begins with a well-chosen sample that is representative of the population being studied It is crucial for the sample size to be adequate; an undersized study may lead to inconclusive results, while an oversized one can waste resources (Lenth, 2011, p 187) In this context, the research will involve a four-week participation period for both teachers and students at Kim Lien High School in Hanoi.
The study focuses on 10th-grade students at Kim Lien High School in Hanoi, comprising 200 individuals across five classes This demographic is targeted for two primary reasons: firstly, adolescents are typically more engaged with real-life experiences and authentic learning opportunities than with traditional academic subjects (Kellough & Kellough, 2008) Additionally, young individuals benefit from direct interactions with their environment, which includes meaningful discourse and hands-on experiences with peers and adults (Stevenson).
2002) Therefore, role-play activities are recognized suitable to them Secondly, the
Eighteen grade 10 students at Kim Lien High School began using role-plays as a teaching method in the first semester, allowing for a clearer assessment of their speaking skill development over time.
In this study, three experienced English teachers responsible for teaching 10th grade were selected using a purposive sampling strategy to access individuals with in-depth knowledge of specific issues (Ball, 1990) Their expertise in implementing role-plays in speaking instruction is anticipated to significantly enhance the research findings.
Data collection instruments
This research investigates the attitudes of teachers and 10th-grade students at Kim Lien High School towards role-plays, focusing on the challenges faced and the enhancement of speaking skills through this pedagogical approach To gather comprehensive data, both quantitative and qualitative methods are employed.
Observation is a crucial strategy for collecting comprehensive qualitative data, particularly when integrating both oral and visual information In this context, the researcher utilizes observation to assess student improvement following speaking classes that incorporate role-play activities Acting primarily as an observer, the researcher not only takes detailed notes during the lessons but also employs a scoring rubric based on Harris's scale to evaluate student performance.
In 1969, the evaluation of speaking proficiency components was introduced to track student progress effectively Scoring points are assigned based on various lessons across different classes, allowing for assessment in groups, pairs, or as a whole class To enhance information gathering and minimize the risk of overlooking details, an audio-visual recorder is utilized in the assessment process.
In qualitative research, interviews are a widely used method, particularly with teachers This study specifically employs semi-structured interviews due to their inherent flexibility, allowing for a more dynamic and responsive data collection process.
The article outlines a structured interview approach based on 19 key questions that facilitate in-depth discussions, allowing both interviewers and interviewees to explore ideas in greater detail (Britten, 1999) With a limited number of participating teachers, the interviews can be conducted more easily The main goal of this methodology is to gain insights into teachers' experiences and perspectives on implementing role-plays in education To achieve this, a targeted list of 12 questions has been developed (see Appendix 5), aligning with the first, second, and fourth research questions, organized into specific sections for clarity and focus.
The questionnaire is highlighted as a highly effective method for gathering data on attitudes and opinions from a large group of participants (Mackey & Gass, 2005, p.92) This approach is not only time-efficient but also requires minimal effort and financial investment, making it an ideal tool for researchers to extensively tap into the information sources provided by students.
A standardized questionnaire consisting of nine questions was developed to gather insights from face-to-face interactions regarding the use of role-plays in enhancing English speaking skills This questionnaire was initially crafted in English and subsequently translated into Vietnamese to eliminate potential misunderstandings among respondents This approach ensures that the researcher accurately captures the genuine opinions and attitudes of students towards the implementation of role-plays in their learning process.
Table 1: The framework of the students’ questionnaire
2 Students’ attitude to learning speaking English with role-plays
3 Role-plays towards the improvement of the students’ speaking skills
4 Difficulties and expectations of the students in learning speaking with role-plays
Data collection procedure
At the outset of the research, the researcher engaged with students and teachers at Kim Lien High School, observing classes based on their schedules, averaging four observations per week over the course of a month Concurrently, selected teachers were interviewed individually in a semi-structured format, allowing for comfort and flexibility, which facilitated deeper data collection In certain instances, interviews were conducted in Vietnamese to enable interviewees to express their thoughts more freely and ensure the accuracy of their responses.
After four weeks, face-to-face questionnaires were handed to the target students The researcher explained some terms related to the study before the students completed the question form.
Data analysis procedure
The researcher analyzed class observation data by evaluating results against established criteria and compiling a statistical table of marks This data was then visualized in a line chart to showcase weekly variations in results The findings from the class observations were compared with responses from questionnaires and interviews, allowing for a discussion of similarities and differences This recorded information will serve as a foundation for the subsequent data analysis phase.
The analysis of interview transcripts was conducted by summarizing and clarifying the content into three key domains that addressed the research questions, which were then transformed into coding categories Despite encountering some unexpected responses during the interviews, the researcher found these insights valuable in supporting the subsequent chapters of the findings and informing pedagogical recommendations.
The researcher analyzed the collected questionnaires by counting the number of respondents for each option, focusing initially on general participant availability for the first three questions For the subsequent questions, measures of central tendency, including mean, and dispersion, represented by standard deviation, were utilized The data was processed using IBM SPSS software and illustrated through bar charts Additionally, the self-written responses were examined in conjunction with class observations to provide further insights.
Summary
This chapter outlines and justifies the research methodology, employing cluster sampling to ensure accurate representation of the entire population The study utilizes both qualitative and quantitative methods through three primary instruments: classroom observation, interviews, and questionnaires Numerical data is visually represented in charts, while other findings are analyzed according to the relevant aspects of the study.
FINDINGS AND DISCUSSION
Research question 1
Figure 1: Students’ interest level to using role-plays
N Minimum Maximum Mean Std Derivation
The research revealed that over 60 percent of students engaged in role-plays during speaking lessons, indicating a strong interest in this method However, only 12.2 percent found role-play activities particularly fascinating Additionally, the data showed that 19.0 percent of students expressed indifference toward role-play, while less than 5.5 percent openly disliked this speaking activity.
Figure 2: Students’ attitude towards the usefulness of role-plays
N Minimum Maximum Mean Std Derivation
The survey results indicate that a significant majority of students found role-playing activities beneficial for enhancing their speaking skills Approximately 14 percent of participants strongly endorsed the usefulness of these activities, with around 46 percent of 10th graders agreeing on their positive impact, while 39 percent remained neutral Only 7 percent of students disagreed with the assertion that role-plays are effective learning tools.
The findings from question six highlight the significant benefits students gained from participating in role-plays, which serve as the main reasons for their support of this activity This is illustrated in the accompanying chart, where responses are represented by the letters A, B, C, and D.
A: A: Role-plays make speaking lessons more enjoyable
Ro B: Role-plays create more chances to speak English
RoC: Role-plays increase confidence in communicating in social life
D:Role-playscreate more chances to do use non-verbal communication skills (e.g gestures, facial expression, etc.)
Figure 3: Benefits of role-plays to learning speaking
The table chart reveals notable differences in the distribution of rewards among students The highest percentage, at 61.0%, indicates that option C significantly boosts student confidence Options A and B follow closely, each at 54.1%, highlighting that role-plays enhance lessons by making them enjoyable and providing more opportunities for practicing spoken English Option D, which focuses on developing body language in communication, garnered 47.3% of student support Lastly, option E received a minimal response, with only 2.1% of participants suggesting alternative benefits, such as role-plays aiding in problem-solving skills.
4.1.2 Qualitative results from interview and classroom observation
With seven years of experience, Teacher A emphasized the value of role-play as a highly effective activity in English lessons She believes that incorporating role-plays can not only help achieve teaching goals but also motivate students to engage in speaking activities.
Teacher A highlighted that role-plays create opportunities for students to practice English with their peers, enhancing their speaking skills Additionally, these activities energize the classroom atmosphere, making lessons more engaging and contributing significantly to the overall success of English speaking instruction.
Teacher B shares a similar perspective with the first interviewee, emphasizing the effectiveness of role-plays in teaching speaking skills She finds these activities invigorating, stating, "I find it really interesting My students receive their roles, perform, and deal with the situations like actual characters." She enthusiastically recalls an instance where her students confidently portrayed visitors and tour guides, expressing her delight in their performance Despite recognizing the benefits of role-play, she laments that many Vietnamese teachers have yet to fully appreciate its value in education.
Teacher C strongly believes that role-plays are beneficial for both students and educators, enhancing speaking practice and communication skills She emphasizes that role-plays not only provide opportunities for free conversation but also help develop essential soft skills, such as facial expressions and gestures, which are crucial for students' future social interactions According to her, the effectiveness of role-plays lies in their real-life relevance, as students must brainstorm and devise solutions to everyday scenarios before and during their performances Additionally, role-plays allow students to showcase their personality traits and behaviors, giving Teacher C valuable insights to better support their development.
Observations of classroom activities revealed that the majority of students and teachers were enthusiastic about participating in role-plays However, a minority of students expressed their disinterest, citing personal distractions and a lack of enthusiasm for performance as the primary reasons for their reluctance.
Attitude plays a crucial role in language performance, as highlighted by Visser (2008) Understanding the patterns of students' and teachers' attitudes towards role-plays is essential for research The survey revealed that both students and teachers view role-play positively, recognizing its benefits They collectively agreed that role-plays enhance the classroom environment, boost self-confidence, and offer opportunities for learners to practice and develop communication strategies (Ments, 1999).
Some students find role-plays in English learning uninteresting, likely due to varying personal motivations for learning the language, such as studying abroad or pursuing hobbies, which may not align with their perception of English as merely a school subject This diminished interest in role-plays can be further exacerbated by the challenges they encounter during these activities.
Research question 2
All interviewed teachers highlighted the effectiveness of role-playing activities during the post-speaking section of lessons They noted that this stage is ideal for reinforcing learned concepts through realistic acting scenarios Teacher A emphasized that her students tend to focus more on applying grammar and vocabulary from earlier lessons during this phase Meanwhile, Teacher B mentioned that although she occasionally incorporates role-plays in the while-speaking segment, it is not a regular practice.
Teacher A emphasized the importance of dividing the class into small groups or pairs before starting a role-play activity, stating that this crucial step can significantly impact the success of the lesson She noted that failing to do so may lead to student dissatisfaction and disrupt the learning experience.
27 put them in unexpected groups or pairs and they will not go in for.” Besides, the teacher
Teacher A emphasized that group selection varied with each lesson, often avoiding whole-class role-playing due to the potential for chaos in large classes Similarly, Teacher C agreed on the significance of group formation In contrast, Teacher B focused on the types of role-plays before dividing the class, believing that well-prepared role-play cards would help students engage more effectively by clearly outlining their tasks.
In the arrangement of role-card contents, Teacher B primarily relied on textbook information, finding it easier for students to engage with the material and for her to assess their performance, stating, “You simply keep looking at the words and follow your students’ talk The mistakes can be seen easily.” In contrast, Teacher C rejected scripted role-plays, believing they made students passive and stifled creativity, asserting, “If that, my students just know how to read all things from the cards as robots and gain nothing from this activity.” Instead, she provided hints and phrases on the cards, encouraging students to elaborate on the information Teacher A utilized both scripted and unscripted role-plays, noting, “no matter which cards I hand to the students, they all bring certain benefits” and emphasizing the importance of students using English in their discussions.
To enhance clarity in card content, instructions were provided Teacher A noted that she frequently issued requests in English, followed by translations into Vietnamese Additionally, she sometimes called on students to repeat the requirements for better understanding.
Teacher B emphasized the importance of checking students' understanding and modeling tasks to help them visualize the expected outcomes She believed that providing samples was crucial for guiding students in their learning process In contrast, Teacher C limited her use of modeling to only challenging situations, indicating a different approach to teaching.
After role-playing performance, giving feedback was one of the first regards of the teachers The teacher A supposed that it was possible for this responsibility to be
Teachers emphasized the importance of self-correction and peer assessments in student learning, noting that feedback from classmates boosts self-esteem and motivates improvement Teacher B encouraged students to engage in cross-checking to help them avoid mistakes, while Teacher C acknowledged the challenges of peer assessments due to students' sensitivity to each other's feelings Each teacher had different priorities regarding feedback: Teacher A focused on pronunciation and intonation to enhance natural communication, Teacher B emphasized communicative skills through role-plays and body language, and Teacher C aimed to address all issues students faced, believing that a comprehensive approach would lead to greater improvement.
4.2.2 Qualitative results from class observation
In the role-playing activities, diverse styles of operation were evident across different lessons, with pair work being a common approach Typically, two students would collaborate at a table, while group work involved five to six members, resulting in six to seven small groups within the class In Teacher C's classes, students were organized by rows of tables, whereas Teachers A and B preferred grouping students by either mixed or non-mixed names from the class list or through alphabetical rotation.
29 system.These two techniques required the students to move round more frequently, sometimes making noise and being time-consuming
The forms and contents varied significantly (see appendix 9) To ensure students understood the requirements outlined in the cards, teachers provided explanations in both English and Vietnamese.
In this activity, students will work in pairs, with one acting as a talk show host (MC) and the other as the legendary footballer Pelé The MC will pose questions about Pelé's life as a footballer, using provided prompts for guidance Each pair will have five minutes to practice their role-play before presenting their dialogue to the class Let’s begin the role-play!
Các em sẽ làm việc theo cặp, trong đó một bạn sẽ đóng vai người dẫn chương trình và bạn còn lại sẽ vào vai Pelé trong một buổi phỏng vấn giao lưu trên truyền hình Người dẫn chương trình sẽ đặt câu hỏi cho Pelé về cuộc sống của ông với tư cách là một cầu thủ bóng đá Các em sẽ có những gợi ý trong thẻ đã phát để hỗ trợ cho việc hỏi và trả lời Thời gian luyện tập là 5 phút, sau đó cô sẽ gọi một số cặp lên trình bày trước lớp.
In the role-play activity, students chose their roles and practiced together for about five minutes before performing, with the teacher acting as an observer If any issues arose during the role-play, the teacher would provide guidance to the affected group Due to time constraints, only two or three groups would present, with performances lasting a maximum of 10 to 12 minutes After the performances, feedback was given, encouraging both self-assessment and peer-assessment, with the teacher addressing mistakes and highlighting strengths and weaknesses, such as coherence and verb tenses Notably, Teacher A focused more on correcting pronunciation errors, exemplified by her instruction on the word "accompany," which she wrote on the board and had students repeat multiple times.
Research indicates that role-play activities in lessons typically follow a sequence: providing directions, dividing groups, and giving feedback Teachers often implement these activities during the post-lesson phase, assigning roles and distributing clearly designed role cards These cards must contain realistic details and clear directions to prevent students from becoming sidetracked by irrelevant information It is crucial for educators to encourage students to reiterate the requirements in detail; however, teachers sometimes overlook this step, opting instead for general comprehension checks like "Are you with me?" or "Do you understand?" Caroselli (2006) highlights the importance of ensuring that comprehension checks go beyond simple Yes or No questions, prompting students to reflect on the content in their own words Therefore, teachers should prioritize verifying their students' understanding effectively.
The role-play process lasted approximately 15 minutes, providing students ample time to discuss, practice, and perform their roles However, successful implementation depended on effective cooperation between the teacher and students, which was often lacking in the researched classes The teacher's dual role as an observer and supporter allowed her to identify students' strengths and areas needing improvement in their speaking skills Additionally, her assistance in addressing unexpected issues positively impacted students' attitudes toward role-playing activities In the study, all three teachers partially fulfilled these roles.
During the assessment stage, students were encouraged to crosscheck each other’s work and provide feedback, which can enhance speaking skills and critical thinking (Boud, Cohen, & Sampson, 1999) However, this peer assistance approach has its drawbacks Notably, students' linguistic limitations may prevent them from recognizing all errors, leading to potential misinformation Additionally, groups with less active members might receive inaccurate feedback from peers, perpetuating mistakes Consequently, teacher feedback remains crucial and is often prioritized for effective learning outcomes.
Research question 3
Despite notable successes, participants faced challenges in engaging with this educational activity The accompanying chart illustrates the percentage of student responses regarding the difficulties encountered, with options A, B, C, and D representing the choices from question 8.
Figure 4: Difficulties to using role-plays
The chart highlights that vocabulary limitation (B) is the most significant challenge for students, affecting nearly 80% of them Following closely, a lack of confidence (A) poses difficulties for 45.2% of students Additionally, issues related to collaboration with classmates (C) impact 23.3% of the students Notably, insufficient information about roles appears to have little effect on their performance.
D:Lack of information about roles
32 greatly the effectiveness of role-plays as just 11.0 percent of the respondents selected the answer D In regardto this issue, there were several otherresponses (E), only recording 1.4 percent
To address the challenges effectively, it was essential to understand students' expectations In the ninth question, the researcher presented four suggested expectations, which were illustrated through a chart displaying their respective percentages.
Figure 5: Students’ expectations to using role-plays A: Teacher should exploit the contents of role-plays that suit students’ level
B: Teacher should give clear instructions
C: Teacher should exploit different types of role-plays in different speaking lessons D:Teacher should actively help students to deal with their problems
To maximize the effectiveness of role-plays, teachers should actively support students in addressing their challenges, a recommendation endorsed by over 60% of respondents Additionally, 44.8% of students favored the effective use of role-play content, slightly surpassing preferences for traditional role-playing methods.
In a study of various speaking lessons, 33 types were identified, with 3.5 percent of respondents supporting this classification Notably, around 30.0 percent of participants emphasized the importance of teachers providing clear and intelligible instructions, while other responses collectively accounted for only 2.1 percent.
4.3.2 Qualitative results from interview and class observation
Teacher A highlighted the challenge of engaging all students during role-plays, attributing it to their anxiety about performing in front of peers and the lack of interest from some students, which could hinder participation In a follow-up interview, Teacher B expressed concerns about the disparity in learning abilities and the lack of collaboration among students She noted, “I find it hard to decide which contents or types of role-plays are suitable for all of my students when their ability is not the same.” Additionally, her more proficient students preferred to work only with peers of similar language abilities and were reluctant to collaborate with those they did not know well Meanwhile, Teacher C faced difficulties with class control during these activities.
When students collaborate in groups, the classroom can become chaotic without proper management They often leave their seats and socialize freely, resembling birds released from cages This behavior can hinder the teacher's ability to accurately assess each student's learning productivity and speaking performance.
Teacher A suggested focusing on topics aligned with students' interests and age to enhance engagement, while also emphasizing the importance of rewards, such as educational tools or good grades, to motivate English speaking Teacher B recommended forming role-play groups based on students' learning abilities and interests, allowing them to choose partners to avoid fixed group dynamics and boredom In contrast, Teacher C felt that the only viable solution was to remind students of their responsibilities during role-plays.
Many learners experienced confusion during role-play activities, struggling to follow the teacher's instructions and use appropriate words, phrases, and grammatical structures This lack of clarity diminished their confidence in performing their roles Furthermore, teamwork was hindered by a low level of collaboration, as some students preferred not to work with familiar peers or those with differing learning styles.
Teachers faced significant challenges in class management, particularly in maintaining control amidst distractions from students who wandered and chatted instead of focusing on their tasks Additionally, dominant groups that finished their work quickly contributed to noise levels, further complicating the learning environment The large class size made effective group division difficult, leading teachers to cluster students together based on their seating arrangements.
From the data described above, the lexical limitation was chosen by most students although the majority of these 10 th graders had learned English for from six to ten years
Students faced challenges in expressing basic phrases during role-plays, highlighting gaps in their vocabulary and grammar acquisition A significant barrier was their lack of confidence, stemming from a fear of making mistakes and viewing role-plays as childish (Henriksen, 2004) This fear was compounded by concerns about being laughed at by peers or criticized by teachers (Hieu, 2011) In contrast, issues like poor collaboration and limited understanding of instructions appeared to be less impactful on their performance.
Teachers face significant challenges in ensuring student engagement during role-plays, primarily due to the small classroom sizes in Vietnamese tertiary schools, such as Kim Lien High School, which average 50 students (Bock, 2000) The limited space hampers effective group configurations, making it difficult for educators to facilitate dynamic learning experiences (Iwashita and Ngoc, p.28).
The study involved implementing supplementary communicative activities through team collaboration Group division was based on students' language abilities and interests, which varied significantly among participants The anticipated benefits of mixed groups were not found to be particularly impactful.
Research question 4
Kim Lien high school 10 th graders in speaking skills
Figure 6: Students’ responses to the use of role-plays improving their speaking
N Minimum Maximum Mean Std Derivation
The study investigated the impact of role-plays on students' speaking skills, revealing that 53.1% of participants recognized the positive effects of these activities Additionally, 10.2% fully agreed that role-playing significantly enhances their speaking abilities, while 33.3% maintained a neutral stance on the matter Notably, only 2.0% expressed disagreement with the benefits of role-plays in improving speaking skills.
36 percent and 1.4 percent presented the degree of the disapproval and the strong disapproval by the informants
4.4.2 Qualitative results from class observation
Going with asking students about their improvement, the researcher recorded their progression through using the rating scale Below is theoutcome, which isdemonstrated in the form of a line chart
Standard I Pronunciation, intonation and fluency
Standard IIGrammar and vocabulary accuracy
Figure 7: Evaluating students’ role-play performance results
Over a four-week period, there was significant variation in the improvement of learners' speaking abilities Notably, during the first two weeks, the average scores for Criterion I, represented by the blue line, showed a remarkable increase.
2.7 to 3.1 Following that, the level steadily went up to 3.7 in the end of the research In terms of the second standard standing for the precision of grammar and vocabulary, it showed a progressive change despite no outstanding result.As shown by the red line, the level was mainly surrounding scores from 3.4 to 3.7 Interestingly, the average scores
During the study, the scores of Kim Lien high school 10th formers' communicative skills showed a consistent improvement over the weeks, with an increase from an average of 3.3 to 4.6 The data, represented by the green line in the chart, indicates that the students' skills developed steadily from the first to the fourth week.
The questionnaire results indicate that role-play activities significantly enhanced students’ speaking skills, with only a small percentage (2.0% and 1.4%) disagreeing Observations over four weeks and assessment outcomes revealed substantial progress across all three standards, with average scores rising from 2.5-3.5 to over 4.0 However, the second standard showed the least improvement, highlighting that grammar and vocabulary remain key weaknesses for the 10th graders For example, students frequently misused the simple present tense to describe past events, a mistake that persisted despite teacher corrections.
Summary
This chapter presents the quantitative research results using charts and tables, alongside a report on qualitative findings derived from interviews and classroom observations The analysis addresses four key research questions regarding the impact of role-plays on the attitudes of students and educators, the organization of role-play activities, the challenges faced, and the effectiveness of these activities in enhancing students' speaking skills.
The concluding chapter provides a summary and assessment of the paper's findings, while also offering recommendations for future researchers Additionally, it highlights implications for enhancing the exploration of role-play activities.
This research explores the effectiveness of role-plays in enhancing the speaking skills of 10th-grade students at Kim Lien High School, based on data gathered from questionnaires completed by 147 students, interviews with three teachers, and observations of ten lessons.
Research question 1: The attitudes of the 10 th form students and the teachers towards using role-plays in learning speaking skills
Both teachers and students share a positive outlook on incorporating role-plays into speaking lessons, viewing it as an engaging and effective activity They highlight several advantages of role-plays, which significantly contribute to their favorable opinions and experiences.
Research question 2: The organization of a role-play in a speaking class
Teachers organize speaking lessons differently, yet they commonly incorporate role-plays in the final stages These lessons typically consist of three main sections: preparation, role-play in action, and feedback Initially, teachers provide students with role cards and divide them into smaller groups During the role-play performances, both on and off stage, teachers offer support The concluding phase involves providing feedback and assessments, highlighting the importance of participation from both teachers and students.
Research question 3: The difficulties encountered in using role-plays
Students often struggle with role-play activities due to a lack of confidence and limited vocabulary They seek improved support from teachers in creating role-play content that aligns with their skill levels and in addressing challenges that arise during these activities.