INTRODUCTION
Rationale of the study
English has emerged as a global lingua franca, playing a crucial role in diverse areas such as economics, politics, culture, science, technology, education, and tourism Its widespread use underscores its importance in facilitating communication across different sectors and cultures worldwide.
It is absolutely clear that English is one of the most important means of communication globally Therefore, teaching and learning English is becoming more and more essensial.
English is a fundamental subject in secondary education, designed to provide students with access to a wealth of knowledge, modern technology, and diverse cultures worldwide.
English plays a crucial role in secondary education, significantly enhancing students' cognitive development and language skills Alongside other subjects, it contributes to their personal growth and overall evolution.
To effectively learn English, it is crucial to develop four key skills: speaking, listening, reading, and writing Among these, speaking stands out as the most vital skill, as it enables students to communicate efficiently with others.
The researcher emphasizes the importance of speaking skills, highlighting that they are essential yet challenging for students Many learners often experience a lack of confidence and fear of making mistakes in pronunciation and grammar when speaking English.
Effective communication in English is crucial for students, as it allows them to engage meaningfully in the target language Mastering speaking skills requires the application of language learning in real-life situations However, many students struggle with speaking practice, and teachers often find it challenging to facilitate this skill development.
Teaching speaking presents several challenges, primarily due to student disengagement, which can hinder their ability to articulate words and retain information during class Additionally, the continued reliance on traditional teaching methods by instructors further exacerbates these difficulties.
Students often lack opportunities to practice English both in and out of the classroom, leading to feelings of awkwardness and hesitation when speaking the language in everyday situations.
When students present in front of the class, they often rely on their speech scripts, using similar phrases and sentences found in their textbooks.
Students in the tenth grade at Tan Ky High School struggle with comprehension and often fail to express their thoughts spontaneously in their own words.
The author successfully identifies effective methods to improve the speaking skills of 10th graders at Tan Ky High School by implementing Role Play activities This flexible teaching technique can be tailored to suit various proficiency levels, making it an ideal approach for enhancing student engagement and communication abilities.
Bailey (2005) emphasizes that role play is an effective activity for enhancing speaking skills in a safe classroom environment This research highlights the significance of role play as it provides students with fresh experiences in conversation.
Students often grow frustrated with repetitive conversation techniques used by teachers, prompting the author to conduct research titled "Using Role Play to Enhance 10th Graders' Speaking Ability at Tan."
The "Ky High School" initiative aims to support English teachers at the school and their colleagues in enhancing students' speaking skills through effective teaching techniques.
Aims and objectives of the study
The research is conducted with the aim of investigating the use of Role Play in speaking lessons at Tan Ky high school, in details, its aims are:
*) Exploring the attitudes of students at Tan Ky high school towards applying the Role Play activity to speaking classes.
*) Investigating the use of Role Play by teachers at Tan Ky high school in teaching speaking to 10 th grade students.
*) Drawing several implications from the research.
My objective is to show how the Role Play activity can give students enough practice to developstudents’ speaking ability.
Research questions
This study has been designed to investigate the use of Role Play strategy in English classes for the 10 th students at Tan Ky upper secondary school.
In order to meet the aim of the study, the following research questions were generated:
1 What are the attitudes of students at Tan Ky high school towards using Role Play in a speaking lesson?
2 How do teachers of English at Tan Ky high school teach speaking to 10 th graders with Role Play?
3 In what ways do Role Play enhance speaking ability of 10th grade students atTan Ky high school?
Scope of the study
This study examines the effectiveness of the Role Play technique in improving speaking skills among 10th-grade students at Tan Ky High School Specifically, it targets 70 students from two classes, 10C2 and 10C12, to assess how this teaching method enhances their speaking performance.
Significance of the study
This study investigates the effectiveness of Role Play activities in enhancing the speaking abilities of 10th graders at Tan Ky High School The findings aim to serve as a valuable resource for high school English teachers.
This research aims to provide English teachers at Tan Ky High School with effective strategies for implementing Role Play in their classrooms, ultimately enhancing the speaking skills of high school students.
This research aims to enhance students' English speaking competence while offering teachers deeper insights into the speaking skill and the Role Play technique, including its types, benefits, and optimal usage.
Methods of the study
This study utilized a combination of quantitative and qualitative methods, specifically a survey questionnaire and classroom observation, to effectively address the research questions The survey questionnaire was chosen for its versatility and ease of data processing, allowing for rapid data collection from a large participant pool Additionally, classroom observation served as a crucial method, providing a means to validate the participants' responses through direct observation.
It also helps the author to investigate the issue in practice with an objective prospect.
Organization of the study
The study is separated into five main parts:
The introduction chapter outlines the rationale, aims, and significance of the research, while also defining its scope and methodology Additionally, it presents the organization of the research, providing a comprehensive overview of the study's framework.
2 - Literature Review chapter : Theoretical background which is related to the study - speaking skill and Role Play are discussed in this chapter.
3 - Methodology chapter : The research questions; study setting; participants; materials and procedures of data collection are presented in this chapter.
4 - Findings and Discussions chapter : This is the most dominant part providing an analysis of the data and the interpretation of the results, as well.
5 - Conclusion chapter : This part sums up the findings, and pedagogical deductions, restrictions of the research and suggestions for further research are provided.
The last pages of the research present References and Appendices
This section offers a theoretical foundation for the research by reviewing key issues related to Role Play and its application in English language teaching Additionally, it examines previous studies to enhance understanding and uncover deeper insights into the topic.
Speaking skill
Speaking is a crucial productive skill in language learning, often viewed as the primary objective for learners It involves the ability to communicate effectively in oral form, making it essential for achieving fluency and proficiency in a new language.
In reality, speaking skill plays a vital part in learning and understanding the language, in deed.
Speaking is defined by the Oxford Advanced Dictionary as the act of expressing or communicating opinions, feelings, and ideas through verbal and non-verbal symbols, involving both psychological and physical stages Chaney (1998) emphasizes that speaking is the process of building and sharing meaning in various contexts Theodore Huebner further asserts that language is fundamentally speech, characterized by communication through sounds He views speaking as a vital skill for daily life interactions, acquired through repetition and primarily a neuromuscular process, which encompasses the ability to send and receive messages effectively.
Speaking involves expressing ideas, opinions, and feelings through words or sounds to inform, persuade, or entertain It can be developed using various teaching methodologies Key components of speaking skills include pronunciation, grammar, vocabulary, fluency, and comprehension, each of which plays a vital role in effective communication.
+ Acceptable pronunciation - to have standard of English voice.
+ Grammatical system - to make few (if any) noticeable errors of grammar or word order.
+ Vocabulary mastery - to use vocabulary related to the topic suitably.
+ Fluent speech - to have fluent speech without reluctance.
+And comprehension - to understand everything without problems.
2.1.2 Types of Classroom Speaking Performance
According to Brown (2001: 271), there are six types of speaking performances that students are expected to demonstrate in the classroom The first type is imitative speaking, which involves the ability to repeat or mimic speech patterns and sounds accurately.
This performance type involves students mimicking the teacher's speech or a recording, focusing not on genuine interaction but on specific language elements.
This action emphasizes form over meaning, often referred to as "drilling." Drills provide learners with the opportunity to focus on and orally repeat specific language structures, helping to overcome potential phonological or grammatical challenges.
Restricted practice through repetition is recommended, as Brown (2001: 272) argues that drills can facilitate the establishment of specific psychomotor patterns, effectively "loosening the tongue" and integrating chosen grammatical structures within their suitable contexts.
Drilling remains essential in teaching speaking skills, particularly in pronunciation and intonation, as long as it is used judiciously and learners understand its purpose Intensive practice can enhance these speaking abilities effectively.
This kind of performance asks students to cope with their linguistic barriers: either phonological or language grammatical field.
Intensive speaking, as defined by Brown (2001: 273), extends beyond mere imitation to include any speaking activity aimed at practicing specific phonological or grammatical features of a language This type of speaking can be self-initiated or occur during pair work, where learners focus on particular language elements.
Transactional dialogue in educational settings emphasizes that learners should provide concise answers to teachers or peers while also taking the initiative to ask questions or share comments Although students' responses are typically brief and may not develop into extended conversations, this type of interaction occurs in meaningful and authentic contexts.
This performance necessitates that students engage in the exchange of accurate information with their peers, focusing on the effective communication of specific details.
For this situation, Brown (2001:273) states that transactional speech is a prolonged pattern of responsive one, and it may have more a negotiate manner than only responsive language. e Interpersonal (dialogue)
Active participation in authentic communicative interactions is essential for students, as this type of performance focuses more on fostering social connections rather than merely conveying information or news.
Klippel (1994:4) emphasizes that language teaching should focus on helping students develop communicative skills in a foreign language It is essential to leverage all opportunities for genuine communication and create additional suitable contexts for practice.
This performance involves students delivering extended monologues through oral reports, summaries, or brief speeches, aimed at enhancing their overall oral communication skills It emphasizes a formal and meticulous approach to spoken language.
Teaching speaking
2.2.1 Teaching Speaking in Communicative Language Teaching (CLT)
Among the approaches and methods in learning and teaching recently, CLT is regarded as the most communicative approach It has been most applied in teaching and learning foreign language.
The origins of Communicative Language Teaching (CLT) can be traced back to shifts in British language teaching practices that began in the late 1960s Prior to the adoption of CLT, various methods focused primarily on grammar and structure However, linguists recognized the importance of prioritizing communicative proficiency in language education, leading to CLT becoming the most widely embraced approach in modern language teaching.
It is bound that CLT is a method aiming at making communicative competence the objective of language teaching and developing process for the teaching of the four language skills.
Communicative Language Teaching (CLT) emphasizes that language serves as a tool for expressing meaning and facilitating communication Its primary goal is to enable effective interaction Moreover, the structure of language is designed to support its functional and communicative purposes Learning is most effective when students engage in activities that promote genuine interaction, utilize language for authentic tasks, and focus on meaningful communication.
According to Nunan (1991), Communicative Language Teaching (CLT) encompasses five key features: it emphasizes communication through interaction in the target language, incorporates authentic contexts into learning situations, provides opportunities for students to focus on both language and the learning process, enhances classroom learning by integrating personal experiences, and combines classroom language learning with motivation from outside the classroom environment.
This approach emphasizes the communication process over rigid language patterns, highlighting various roles for students According to Breen and Candlin (1980), students act as negotiators between the learning process and the subject matter, suggesting that learners should actively contribute to their learning journey, fostering an interdependent educational experience.
Breen and Candlin (1980) highlight two essential functions of a teacher: facilitating communication among all classroom participants and engaging as an independent participant within the teaching and learning group This dual role enhances interaction and fosters a collaborative learning environment.
Different forms of learning and teaching activities are supplied by CLT: LittleWood (1981) tells apart between “functional communication activities” and
“social interaction activities” as main activity kinds in CLT Apart from learning and teaching activities, instructional materials take a vital part in CLT, they enable to promote communicative language use.
Currently, three types of materials are utilized in Communicative Language Teaching (CLT): text-based, task-based, and realia However, the implementation of CLT faces significant challenges, particularly in terms of classroom procedures Describing effective classroom practices that adhere to CLT principles proves to be impractical.
Finochiaro and Brumfit (1983) suggest that the process of Communicative Language Teaching (CLT) evolves gradually rather than through abrupt changes This perspective emphasizes that traditional teaching methods are not dismissed but rather redefined and extended to enhance language learning.
Students play an active role in the language learning process, so it is essential for teachers to understand their guiding responsibilities By effectively encouraging students, teachers can facilitate a more successful journey in learning foreign languages.
According to Regina Sik (1997), the pre-speaking period is crucial for planning and organizing learning activities, as it occurs before students engage in interaction During this phase, students' background knowledge significantly impacts their classroom performance.
Pre-speaking activities involve reflection and preparation, providing learners with opportunities to plan and engage in speaking tasks This stage is designed to equip students with all the necessary tools for effective speaking activities.
To effectively warm up the class, teachers can gradually engage students by creating an interactive environment for the speaking topic This can be achieved through short activities or games, prompting questions to tap into students' background knowledge, and incorporating visual aids or imaginative elements to stimulate their creativity.
Introduce the topic - the teacher presents the topic of speaking class shortly in order for the students to get them ready for the lesson.
Introduce necessary vocabulary or new structures connecting the topic with the learners.
According toRegina, Sik (1997) the term “Go Public” is used for this period, the speaking involves students in interactions with peers and other audiences actively.
Students who are provided with supportive and collaborative environments, along with opportunities to enhance their informal and formal speaking skills, often gain the confidence needed to express their ideas and opinions publicly During this phase, learners will practice their new speaking skills confidently, utilizing structured formats introduced in the pre-speaking stage.
Teachers can enhance language learning by incorporating controlled practice activities, such as repetition, prompted statements, single-word substitution, multiple-position substitution, and songs, to help students practice new language concepts Following this structured practice, teachers should encourage students to apply the language creatively in open-ended activities, a process known as language application.
The teacher may use various activities like role plays, story telling, picture description, interviews, and so on to motivate students to make creative language.
This phase aims to help students consolidate their learning by summarizing what they have studied, recalling new vocabulary, and fostering an animated classroom environment following the speaking class.
During this period, the students can do activities like role- play, picture description, competition games, and drama games, etc.
According to Regina Sik (1997), the post-speaking period is crucial for learners to reflect on their speaking performance During this phase, partners can provide feedback, either orally or in writing, using a structured approach similar to a writing conference Effective peer conferences can be facilitated through targeted questions from the teacher or through open dialogue between peers, enhancing the learning experience.
2.2.3.1 Factors of a Successful Speaking Activity
Implementing speaking activities in class efficiently is hard if we are not certain about the features of its form.
Teaching Speaking through Role-Play
Role play effectively reduces Student Talking Time, allowing learners to maximize their practice within limited periods (Matthews, Sprat, and Dangerfield, 1991: 34) Additionally, it fosters a variety of activities and communication opportunities, shifting the focus of the class from the teacher to the students.
The increased freedom in the classroom provides teachers with a valuable opportunity to engage with students on an individual level and monitor their progress Additionally, students who may feel shy or embarrassed can benefit from group practice, often becoming more open and confident in smaller settings compared to speaking in front of a larger audience.
Role play activities are considered an effective method in the learning-teaching process, as noted by Scrivener (1998: 69) In this approach, students engage in small scenes that reflect their own opinions or utilize ideas and information provided on role-cards.
Hartini (2007: 20) states Role-Play is an activity that at least relates to:
+ assign a part to one or more group students.
+ appoint an aim that participants have to fulfill.
For instance, in pairs, learner X is a tourist, learner Y is a clerk: the task for
In a structured interview setting, X conducts an interview with Y, who is tasked with responding to the interviewer’s questions Additionally, other group members can assume similar roles, focusing on specific grammatical or discourse features as the interview unfolds, allowing for a comprehensive analysis of communication styles within the group dynamics.
Harmer (1991: 123) denotes that the opinion of simulation and role play activities is to establish the pretence of authentic situations inside the class. Learners simulate the real world.
According to Doff (1990: 239-240), role play activities enhance student interest and provide opportunities to use language in new contexts These activities encourage learners to adopt natural expressions, intonation, and gestures while exploring new themes As students engage in role play, they often envision themselves in different scenarios and roles, enriching their classroom experience.
Role-play significantly enhances the learning experience by fostering freedom, interest, and confidence among students, particularly those who may feel hesitant This interactive method encourages critical thinking and simulates authentic contexts, allowing learners to practice speech in diverse situations and topics Additionally, role play promotes the natural use of expressions, intonations, and gestures, enriching the overall communication skills of learners.
For the information stated above, the author is sure that Role-Play activity can create an important donation to deal with English speaking barriers of the learners.
2.3.2 The Reasons for Choosing Role-Play Technique
Matthews, Spratt, and Dangerfield (1991: 34) suggest that role play activities share similarities with other group activities, such as games and discussions They argue that students' linguistic performance during role play provides valuable insights for teachers regarding the students' mastery of the target language and their ability to apply it appropriately in various contexts.
After conducting the role-play activity, the teacher is able to provide valuable feedback on the quality of the activity, highlighting students' mistakes and offering constructive input that enhances the learning experience.
Creating realistic situations for students is essential in the teaching-learning process, as it fosters active interaction in the language and enhances authenticity in language learning Additionally, students are exposed to various styles of engagement, including listening, remembering, discussing, writing, and performing.
It is expected that the learners will be able to raise and better their own ability in mastering speaking competence in their daily life in communicative and active manner.
On the whole, role play activity is by far considered as a teaching and learning method that can enhance learners’ fluent speaking in the second language.
It also motivates learners to communicate with other students in the class and raise study interest and make the teaching-learning process become more enjoyable, as well.
2.3.3 Implementing Role-Play Technique in the Classroom
Doff (1990) identifies three types of role-play applications: improvising dialogues, text-based interviews, and free role play Teachers can utilize any combination of these methods, selecting one or two that best suit their learners' proficiency levels.
The following types are the examples of material and procedures of the application of each. a Improvising dialogues
Improvising dialogues in role play activities allows learners to creatively express themselves through speech By assigning dialogues beforehand, participants can enhance their conversational skills and think on their feet, fostering a dynamic learning environment This process encourages students to extemporize conversations, tapping into their creativity while engaging in meaningful interactions.
+ The teacher prepares a kind of dialogue:
John - Good afternoon I want to send a letter to London.
Assistant - Yes Do you want to send it airmail or ordinary mail?
John - I supposeI’ll send it airmail I want it to get there quickly.
How much does it cost?
Assistant - To London? That costs 15 pence, please.
John - (gives the assistant 20 pence) Here you are.
Assistant -Here’s your stamp, and here’s5 pence change.
John - Thank you.Where’s the post box?
Assistant - You want the air mail box It’s over there, by the door.
(Adapted from Living English Book 2: A.G Abdalla et al (in Doff 1990: 233)) + The teacher displays a role play task based on the coversation.
+ The teacher presents these suggestion on the board to assist the role play where? air mail/ordinary mail? how much? post box?
Thanks + The teacher makes clear what he/she presents, to guide the learners the meaning of those prompts.
First of all the teacher says: “Where do you want to send the letter - to America, to Singarpore, to the next city?
Then, how do you want to send it? By air mail or by ordinary mail?
Next, ask how much it costs.
Then, asking the position of the post box Where is the post box?
At the end, of course, you must express gratutude toward the assistant, so say
‘thank you’to the assistant.
The teacher selects two strong pairs of students to perform an improvised dialogue, with one pair representing John and the other acting as a post office assistant Using provided prompts, they engage in the exercise Following this, the teacher organizes the remaining students into pairs to ensure that each pair practices similar dialogues, fostering collaboration and reinforcing learning outcomes.
The conversation should mirror the style of the provided example while introducing fresh locations, pricing, and variations in the structure of questions and answers.
* The dialogue can be shorter than the performance of the conversation and it should just cover the main points suggested by the hints. b Interviews based on a text
Role play activities centered around interviews based on a specific text allow learners to engage creatively with speech, offering a more dynamic alternative to traditional improvisational conversations This approach enables students to craft dialogues or conduct interviews within a defined context, enhancing their understanding and application of language skills The following outlines the procedure for implementing role-play activities through text-based interviews.
+ The teacher prepares a certain setting:
Sixteen-year-old John may seem like an ordinary schoolboy, but he is dedicated to both his studies and his passion for badminton, as he prepares for the Australian badminton championship this winter Alongside him is Maria, one of the youngest contestants, known for her stamina and determination, leading many to believe she will excel John's biggest challenge lies in balancing his rigorous badminton training with schoolwork; for the past two weeks, he has been waking up at 5:30 AM to practice for an hour and a half before school and dedicating another hour to training in the evening.
(Adapted from Trainer’s Handbook: Adrian Doff)
+ The teacher requires learners to read the text in silence and try to understand that text.
+ The teacher appoints learners (in pairs) to talk about what role-play tasks could be based on the given text.
+ The teacher requires each pair to get ready for the dialogue, a learner takes the role as Maria and other student takes the role as the interviewer.
[Note: They should raise not only questions which have responses in the context
Previous research
Role Play is a widely recognized teaching strategy in English language education, utilized for many years in Vietnam and globally Its growing popularity has led to increased attention and numerous studies focused on its effectiveness in language teaching Both international and Vietnamese research has explored the impact of Role Play in enhancing language learning outcomes.
The communicative teaching methodology emphasizes that the function of language arises from its contextual usage rather than its structural forms While contexts can vary widely, they often adhere to recognizable patterns that guide language application.
D.Wilkins (1976); therefore, developed the notional syllabuses, which arranged teaching program mostly on the basis of contexts instead of being limited by the forms of sentences to apply to the teaching contents to the desire of language application, communication becomes a technique that is used widely.
Wilkins highlights the concept of role-play as a method of mimicking real-life scenarios, where students are encouraged to communicate effectively within specific contexts and their assigned roles This approach fosters practical language skills and enhances learning through interactive engagement.
In a role-play activity, the teacher should establish a clear context and assign various roles for students to prepare and perform in class This performance can involve multiple groups, allowing one group to act while the others serve as an audience Following the performance, students engage in a discussion to evaluate its advantages and disadvantages, making the discussion itself an essential part of the learning experience.
Wilkins' research demonstrates that role-play is an effective method for enhancing the teaching and learning environment, engaging learners, and facilitating impressive language acquisition While Wilkins laid the foundational theories for role-play, subsequent studies by other researchers have identified additional challenges that need to be addressed.
Fraser, Rintell, and Walters (1980) highlight the effectiveness of role-play in examining learners' pragmatic competence, emphasizing the importance of contextual characteristics in shaping a speaker's behavior By maintaining a constant speech act while varying contextual features, multiple aspects of a learner's pragmatic competence can be investigated.
Fraser, Rintell, and Walter's research utilized role-plays with puppets involving child subjects, providing insights into the general concepts of role-play Their studies highlight key aspects and raise additional concise issues relevant to the field, as discussed in the October edition of Asian Social Science.
Numerous studies in Vietnam have explored the effectiveness of role play in enhancing students' speaking skills The primary aim of role play is to facilitate practical communication, which requires participants to adapt their language use Generally, the closer the role-play activity is to real-life scenarios, the more engaged students will be Therefore, selecting appropriate roles and contexts is crucial When designing role-play activities, teachers should consider the age and experience of their students to maximize the benefits.
In conclusion, the research highlights the significant benefits of role-play in enhancing speaking skills within communicative teaching methods However, the lack of specific studies focusing on students in mountainous areas, where teaching conditions are often inadequate and proficiency levels are low, presents a gap in the literature Role-play can be an effective strategy for improving students' speaking abilities, with students taking a central role while teachers act as facilitators to ensure smooth class dynamics The author aims to offer practical solutions for teachers to successfully implement role-play in challenging environments and address any negative issues that may arise.
Conclusion
English plays a crucial role in various aspects of life, making its teaching essential for developing students' communicative competence This education focuses on enhancing both oral and written skills, reflecting the way English is utilized by native speakers.
Many tenth-grade students at Tan Ky High School exhibit low motivation to learn English This lack of enthusiasm can be attributed to the dull nature of the learning environment, where traditional and monotonous teaching methods fail to engage and challenge students effectively.
Traditional teaching methods often lead to student boredom and discomfort with language use, negatively impacting their interest and proficiency in English.
To address this challenge, teachers must implement effective strategies that foster a positive classroom environment, thereby enhancing students' motivation to learn English The teacher's character and enthusiasm play a crucial role in inspiring students, but it's equally important that the learning process is engaging and enjoyable When students find joy in their learning experience, their motivation to excel increases significantly.
Recent research highlights the importance of teaching models in English language education that promote active, creative, and collaborative learning among students.
Role-play significantly enhances student motivation in the English learning process, as it actively engages learners and encourages participation By incorporating role-play into teaching methods, educators can create a dynamic and interactive environment that fosters enthusiasm and interest in language acquisition.
The author’sconfidence is based on the following considerations.
1) A role in a scenario created based on daily situations is able to motivate the students because they feel the advatntage of the exercises immediately.
2) The most freedom to use what the students have studied in mini-role-plays have most had, some expressions are recommended; however, they feel free to suggest other ones.
3) Role-Play activity can bring the language to life and to give the learners some experience of its use as a means of communication, children generally enjoy any type of play-acting the roles of a story and they are also interested in the character of what they take to be ‘real life’ such as a worker, a teacher, a tourist, a clerk, and so on.
From the above descriptions, it is obvious that Role-Play activities can be carried out in English learning-teaching process to motivate the students.
Speaking is a crucial skill for students learning a foreign language, yet many tenth-grade students at Tan Ky High School demonstrate low speaking proficiency that falls short of expectations Despite years of English instruction since lower secondary school, these students face significant challenges in oral communication Therefore, it is essential for teachers to identify effective teaching activities that enhance students' English speaking skills.
One of the suitable teaching techniques that can be implemented by the teacher to surmount the students’ obstacle dealing with English speaking skill is Role-Play activity.
Role-Play technique is regarded as the positive solution to be applied to surmountthe students’barrier in English speaking skill for the following reasons.
1) Role-Play is an activity for which the context and the roles of the students are determined by the teacher, but in which students have freedom to produce their own language which they feel appropriate to the context.
2) Role-Play is a kind of “learning by doing” In this activity, the students must actively apply knowledge, skills, understanding to successfully speak and act from a different, assigned perspective They are demanded to use their imagination but they get fun They act out their parts in a nonthreatening environtment.
3) Role-Play is able to engage students in a creative, participatory activity that requires them to apply course concept as they assume fictional identities or envision themselves in unfamiliar situation.
4) Role-Play is one of the communicative techniques which developes fluency, promotes interaction, and increases motivation in the classroom.
In summary, role-play activities significantly boost students' motivation to learn English speaking, ultimately enhancing their speaking skills.
METHODOLOGY
Study setting
Speaking skills are crucial among the four language skills, yet many Vietnamese students struggle to develop them This difficulty primarily stems from traditional teaching methods that emphasize grammar over practical speaking practice.
Many students in Vietnamese high schools struggle with speaking lessons, often remaining silent due to a fear of communication This anxiety hinders their ability to engage in spontaneous and natural conversations with English speakers in real-life situations.
This section highlights the significance of textbooks and curricula in shaping English teaching and learning, noting their influential role Previous research indicates that these elements can sometimes discourage students, underscoring the importance of their careful description and evaluation in educational contexts.
Textbook contents are structured around themes that integrate language skills, language factors, and socio-cultural understanding, reflecting students' everyday experiences in contexts such as home, school, health, recreation, community, and the world.
The themes are revisited each year in a cumulative and spiral approach, increasing in complexity to align with students' intellectual and cognitive development Additionally, the total number of class hours dedicated to English is explicitly outlined for effective learning.
The 45-minute duration allocated for each skill, with only 16 sessions per grade annually, is insufficient for effectively developing four essential hard skills This limitation is particularly evident as students rarely practice English communication outside the classroom.
The curriculum for 10th graders in Tiếng Anh 10 encompasses a variety of engaging topics, including daily life, school discussions, personal backgrounds, special education, technology, and excursions Additionally, it covers themes such as mass media, the story of my village, the undersea world, conservation efforts, national parks, music, films and cinema, the World Cup, cities, and historical sites.
An effective systematic textbook valuation should be longitudinal, encompassing pre-use, while-use, and post-use evaluations Despite the significant efforts by textbook authors to address the needs of their intended audience, textbooks often require adaptation during actual classroom use.
The English 10 curriculum includes cassette tapes and a student workbook, featuring a well-structured textbook that balances review units and effectively covers all four language skills It allows for skill integration at both pre and post stages However, some units may be unsuitable or unfamiliar, lacking relevance to students' background knowledge.
The World Cup and historical places are essential topics in education, yet they can lead to student disengagement and confusion during lessons To combat this, teachers must continuously adapt their teaching strategies through techniques such as omission, addition, reduction, extension, rewriting, modification, replacement, re-ordering, and branching.
Tan Ky High School, situated in a mountainous area with challenging living conditions, serves students primarily from working-class and farming families Despite recognizing the significance of English, many students struggle to engage with the language, particularly in speaking skills While some students demonstrate proficiency in English grammar, they often find it difficult to express themselves verbally, highlighting the challenges faced in English language education at the school.
Teachers face significant challenges in teaching speaking due to students' passiveness during speaking activities In English lessons, teachers often resort to using Vietnamese, fearing that students may not comprehend the material Additionally, when new textbooks are introduced, many students express difficulties in learning English skills, especially in speaking Consequently, it becomes evident that students possess poor speaking competence, primarily attributed to these factors.
Teachers of English at Tan Ky High School generally view the communicative approach positively, yet they hesitate to implement it in their classrooms due to its challenges Many educators feel their proficiency is lacking, and they often lack access to essential resources in the target language, making it difficult for them to effectively adopt communicative teaching methods.
Opportunities for teachers and students to engage in genuine communication with proficient language speakers are quite limited In an environment with inadequate language input, teachers often experience fossilized English, making it challenging for them to convey meaning effectively in the target language.
My school features an average class size of 38 to 42 students, which results in long rows of desks accommodating 4 to 5 students each This arrangement makes it challenging to facilitate mobility during communicative activities.
Participants
To conduct this tudy, seventy students in two classes 10C2 and 10C12 at Tan
A random selection of grade 10 students from Tan Ky High School participated in this study, with both male and female students who have been learning English for four years Notably, 60% of these students come from farming families with limited financial resources, which hinders their access to modern learning tools such as cassettes, CDs, and computers for English language education.
Seven experienced English teachers, with teaching backgrounds spanning from 6 to 20 years, participated in the study Most of these educators are enthusiastic and committed to dedicating their time and energy to the teaching profession The research maintains confidentiality by not disclosing the names of any teachers or students involved.
Materials
3.3.1 The curriculum and the textbook Tieng Anh 10
The Tieng Anh 10 textbook clearly outlines its objectives, providing a comprehensive overview of the topics, functions, grammar structures, and skills covered in each unit, as detailed in the introductory table of contents.
In addition, the textbook Tieng Anh 10 is theme-based which is designed with 16 units, relevant to 16 topics, in each unit, the language input is separated into
5 sections named reading, speaking, listening, writing, and language focus, and each section is designed to be taught in one period–45 minutes.
1 A day in the life of… Talking about daily activities
2 School talks Making questions and answers in small talks
3 People’s background Talking about people’s background
4 Special education Making an interview and reporting on results
5 Technology and you Talking about the uses of modern technology
7 The mass media Talking about different types of media
8 The story of my village
Talking about plans and their possible results
9 Undersea world Talking about causes and consequences and offer solutions
10 Conservation Talking about the new kind of zoos
11 National parks Talking about an excursion
12 Music Talking about favorite kinds of music
13 Films and cinema Talking about a film
14 The World Cup Talking about the World Cup winners
16 Historical places Talking about historical places from given information
To gather a robust set of reliable and valid data for addressing the research questions, the study utilized survey questionnaires and classroom observations A detailed description of these methodologies will be provided in the subsequent section.
Survey questionnaires are widely regarded as one of the most effective methods for data collection, as they significantly save time for researchers while providing valuable insights.
According to Jo and Steve (1997), survey questionnaires are an efficient method for obtaining clear and precise responses from dispersed participants Verma and Mallick (1999) further emphasize that these questionnaires are essential for data collection, offering an economical means of gathering information that aligns perfectly with the study's objectives.
Closed and open-ended questions serve distinct purposes in research; closed questions yield factual or predictable answers, while open-ended questions are ideal for eliciting judgments, beliefs, or opinions Consequently, both types of questionnaires, predominantly featuring close-ended questions, were utilized to gather data effectively.
The author implemented four survey questionnaires: the first two survey questionnaires were chosen to gain data for Phase 1: one survey questionnaire with
6 questions was for the 70 students to realise their ideas on their speaking classes, speaking performance, speaking material and their comprehension about the term
A survey consisting of four questions was conducted with nine teachers to gather their insights on the significance of teaching speaking skills in high school, the speaking performance of students, the effectiveness of speaking materials, and the frequency of utilizing Role Play in speaking classes (refer to Appendix 2).
In Phase 2, two additional survey questionnaires were developed to gather data following the implementation of Role Play activities in speaking classes The third questionnaire aims to assess learners' perceptions of how Role Play contributes to improving their speaking skills (refer to Appendix 3).
The recent survey aimed to examine teachers' strategies for promoting Role Play activities and their assessment of this technique's effectiveness in enhancing student motivation and speaking skills.
A tool that can assist researchers to record the observed behavior as concisely as possibly is classroom observation.
According to Hopkins (1993), he described classroom observation as a
“pivotal activity” with a crucial part to play in classroom research; teachers’ personal professional growth, and school development as a whole (as cited in McDonough, J and McDonough, S 1997:101).
Four speaking classes at Tan Ky High School, featuring Role Play activities led by different teachers, were observed During these observations, extensive note-taking and audio recording were conducted to gather diverse information Additionally, sitting in the back row and participating as an observer helped to create a comfortable environment for the students.
Procedure
The author employed specific exploratory instruments to conduct a thorough investigation over three months, beginning in the second semester Data collection involved both quantitative and qualitative methods, utilizing questionnaires to gather insights on teachers' and students' perceptions of the Role Play method, as well as its application by teachers Subsequently, March was dedicated to observing eight class periods to further analyze the effectiveness of this instructional strategy.
The study consisted of two main phases as follows:
The initial phase of the study aimed to assess the actual classroom issues affecting the teaching and learning process, enabling the researcher to develop an effective action plan to address student challenges To gather data, a set of questionnaires was distributed to 70 tenth-grade students and nine English teachers at Tan Ky High School, with clear instructions provided to facilitate easy responses.
In the second phase of the study, the Role Play technique was integrated into speaking lessons, aligning with the school's English class schedule This approach was executed over four classroom sessions, during which the researcher observed the students' speaking performances and their motivation levels Following the implementation, both students and teachers completed survey questionnaires to assess the outcomes.
The researcher consolidated and categorized all data obtained from the survey questionnaire, subsequently tabulating the results and converting them into percentages for easier analysis through charts and tables.
According to the information via survey questionnaires, information achieved through class observations was added to help interpretation, and valid comparisons between the figures were also included.
In addition, in the way of summarizing and averaging the participants’ rating, the overall valuation of the participants was made.