INTRODUCTION
Rationale
The rise of modernization and industrialization has positioned English as a global language, widely utilized for various purposes worldwide In today's globalized environment, English serves as a crucial communication tool for work and education To achieve effective communication, particularly students must prioritize developing their listening and speaking skills However, many high school students tend to concentrate on grammar and vocabulary to prepare for university entrance exams, often neglecting practical communication skills Although the educational curriculum includes listening, speaking, reading, and writing to enhance language proficiency, a significant number of high school students fail to practice speaking, particularly fluency Consequently, many first-year university students, especially those from rural areas, struggle to improve their speaking skills and fluency during their studies.
In ESL classrooms, numerous activities and methods can significantly enhance freshmen's English speaking skills A widely used approach among English teachers is the role-play activity, which effectively boosts students' speaking fluency According to Barkley (2014, p 150), this interactive method fosters engagement and practical language use, making it a valuable tool for language development.
Role play is an intentional activity where students take on characters or identities that differ from their own to achieve specific learning objectives This method leverages social interaction, making it a valuable tool for enhancing students' oral skills in language acquisition.
Role play is an effective educational tool that enhances students' communication skills by allowing them to practice speaking English in various social contexts and roles This interactive activity fosters creativity and encourages students to express their emotions authentically as they step into different characters By engaging in role play, students transition from passive to active learners, gaining confidence and fluency in their language abilities.
Role-play is an effective method in the communicative language teaching (CLT) approach, as it actively engages learners in realistic scenarios This learner-centered strategy prioritizes real-life communication, making it an ideal tool for enhancing language skills (Fauziati, 2009, p.143).
This research investigates the impact of role-play on enhancing students' speaking fluency in English over a specified period The action research project aims to analyze how role-playing activities contribute to improving students' fluency in spoken English.
Aim and objective of the study
This action research aimed to evaluate the effectiveness of role-play activities in improving first-year undergraduates' English speaking fluency within the classroom setting at the Faculty of English Language, National Economic University.
This study aims to determine the effectiveness of role play in alleviating students' challenges in achieving fluency in English during speaking lessons Additionally, it seeks to evaluate the progress in students' speaking fluency as they engage in role play activities across multiple teaching cycles.
Research questions
In order to reach the above aims, the research is expected to answer the following questions:
1 What are the difficulties do the students report they encounter in speaking English fluency?
2 To what extent do role-play activities help to reduce the students‟ difficulties in speaking English fluently, thereby enhancing their oral fluency in English according to their self-report?
3 What do the students report about their likes and dislikes regarding role-play activities in practicing English oral fluency?
Scope of the study
This action research involved 27 first-year students from the Faculty of English Language at the National Economic University during the second semester of the 2018/2019 academic year, comprising 23 female and 4 male students The study specifically focused on assessing oral fluency in English speaking lessons through the implementation of a role-play technique, rather than evaluating all aspects of speaking skills.
Methods of the study
This action research utilized both quantitative and qualitative methods to address the research questions Data was gathered through a survey questionnaire administered to 27 first-year students at the Faculty of English Language of National Economic University, complemented by informal interviews with eight students to enhance the findings from the survey The study was structured as collaborative classroom action research, following Kember's (2000) cyclical model, which includes planning, action, observation, and reflection.
Significance of the study
Conducting this research, the researcher expected to help their students to enhance their speaking skill in general and speaking fluency in particular
This research aims to provide valuable insights for university students in learning and teaching English speaking skills It highlights the significance of English fluency and empowers students to select effective methods for improving their communication Additionally, educators can utilize this study as a resource to gain a deeper understanding of role-play and other activities in English speaking lessons, enhancing their curriculum design Furthermore, the findings serve as a foundation for future studies on the role of role-play activities in the classroom.
Practically, the research is expected to help the researcher-teacher to find out the effective methods and techniques to improve their students‟ speaking fluency.
Structure of the thesis
The thesis consists of three parts
Chapter I: INTRODUCTION, presents the rationale, aim of the study, significance of the study, scope of the study, method of the study and design of the study
Chapter II: LITERATURE REVIEW, displays the theoretical background on speaking fluency and role play activities Definition of key terms and constructs together with a critical literature review of related studies are also covered in this chapter
Chapter III: RESEARCH METHODOLOGY, illustrates the elaboration on the setting of the study, the participants, data collection method and instruments as well as the procedure of data collection and data analysis
Chapter IV: DATA ANALYSIS AND FINDINGS, gives a detailed presentation of data and detailed description of data analysis This focuses on presenting, analyzing and discussing the results obtained from the study based on the survey questionnaire and interview questions Besides, the chapter also presents some discussion and interpretations of the findings of the study, and then gives suggestions for the teachers and the students in enhancing speaking fluency in NEU The implications of the study are also given in this chapter Chapter V: CONCLUSION, is a review of the study, and points out implications for the improvement, its limitations and suggestions for future research
LITERATURE REVIEW
Previous studies
Numerous studies conducted globally have explored the effectiveness of role play activities in teaching English to improve speaking skills, encompassing both experimental and action research methodologies.
Research by Chothibul Umam demonstrated that role-playing techniques can effectively enhance students' speaking abilities Another Indonesian study also highlighted the benefits of role play in developing speaking skills While these studies focused on various aspects of speaking proficiency, this particular study specifically targets the improvement of students' speaking fluency, a critical component of overall speaking skill.
This study, conducted at a university in Vietnam where the researcher-teacher is employed, aimed to enhance the speaking fluency of students directly taught by the researcher.
Speaking skills
Speaking capacity plays a crucial part in learning and understanding any language The term of speaking has several meanings
According to Chaney “speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.”
Widdowson (1978) identifies two key aspects of speaking: the use of language to convey meaning and the effectiveness of that language in achieving communication goals.
Richards (2009, p 19) states that “in speaking we tend to be getting something done, exploring ideas, working out some aspects of the world, or simply being together.”
Speaking is a verbal skill that involves the use of language and non-verbal cues to convey opinions, ideas, feelings, and emotions This interactive behavior highlights the dynamic nature of communication between the speaker and the audience.
To communicate effectively in English, students must focus on practicing key aspects of speaking skills, such as pronunciation, fluency, lexical resource, and grammatical range and accuracy These elements are assessed using an analytical scoring rubric for speaking performance, as detailed in Table 2.1.
Table 2.1 The Analytical Scoring Rubric for Speaking Performance
No Language elements Score Description
5 Able to speak without any hesitation or break in a sentence
4 Hesitates or pauses at a few places in a few sentences but fluency is not seriously affected
3 Hesitation is shown in almost every sentence Ends sentence half-way and then repeats it
2 Hesitates a lot that message is not very clear A lot of repetition of sentences
1 Shows a lot of hesitations that speech is not clear
5 All words are clearly and correctly pronounced
4 One or two words are incorrectly pronounced but meaning is not affected
3 A few words are incorrectly pronounced but meaning is not affected
2 One or two words which are mispronounced cause meaning to be affected
1 Most of the words are incorrectly pronounced
3 Uses adequate vocabulary; some word usage irregularities
4 A few grammatical errors Meaning is not affected
3 One or two major errors which affect the meaning
2 Almost every sentence contains grammatical error
1 A lot of grammatical errors are made that meaning of messages is not clear
Basing on the table above, the students‟ score ranged from 1 to 5 The researcher organized the students‟ score into five categories Those were 1) grade
Speaking performance is categorized into five distinct grades: 1 to 1.9 indicates poor performance, 2 to 2.9 signifies fair performance, 3 to 3.9 represents good performance, 4 to 4.9 denotes very good performance, and a grade of 5 is classified as excellent performance.
Enhancing speaking fluency is essential for students learning English, as it plays a vital role in their overall communication skills Mastering this skill not only boosts their confidence but also significantly improves their job prospects after graduation Therefore, developing oral fluency should be a primary goal for university students.
Accordingly, the researcher focused on exploring the most effective techniques applied in classroom to help freshmen in university to improve their speaking fluency.
Speaking fluency
Speaking fluency is closely associated with effective communication, as noted by Harmer (2007) A learner may commit grammatical errors during conversation yet still maintain fluency, as highlighted by Crowther et al (2015) This fluency allows the learner to express themselves without pausing to search for words, resulting in speech that is easily understood Ultimately, speaking fluency is characterized by the automaticity and speed of speech production, according to Brand and Gửtz.
2011, p 256) However, automaticity and speed of speech production may not always make a speech comprehensible, comprehensibility being “a measure of listeners‟ perceived ease or difficulty of understanding L2 speech” (Crowther et al., 2015, p 81)
Fluency, as defined by Richards (2009, p.14), refers to the natural use of language that occurs when a speaker engages in meaningful interaction and maintains clear communication despite their limitations in communicative competence The term has Latin roots meaning "flow," which aligns with other definitions of fluency that emphasize fluidity, as noted by Kopponen and Riggenbach (2000, cited in Jamatlou, 2011) In contemporary applied linguistics, fluency continues to be associated with the concept of fluidity, highlighting its importance in effective communication.
According to Fillmore (cited in Richards, 1990), fluency encompasses four key abilities: the capacity to engage in conversation for extended periods, the skill to articulate thoughts in coherent and logically structured sentences, and the ability to convey complex ideas with semantic richness.
Mastering the mantic and syntactic resources of a language is essential for effective communication It involves having the capability to express appropriate thoughts across various contexts while also embracing creativity and imagination in language use.
The more recent study about fluency (Jamatlou, 2011) showed that fluency might be rapid, smooth, accurate, lucid, and efficient translation of
Fluency in language involves transforming thoughts or communicative intentions into speech while navigating the time constraints of online processing This understanding of fluency has gained acceptance among educators and researchers, highlighting that it differs fundamentally from other aspects of oral proficiency, such as vocabulary range and syntactic complexity, which are linked to linguistic accuracy.
Fluency, as defined by Riddel (2001, p 118), is the capacity to speak effortlessly without frequent pauses or hesitations A proficient English speaker should demonstrate the ability to communicate in English smoothly and without challenges.
Fluent speakers can engage in conversations with a high degree of fluency, as noted in 1994 Their speech is typically accepted and easily understood by native speakers These learners prioritize communication over perfection, expressing their thoughts using whatever language feels most natural to them As a result, they may frequently make mistakes, often mixing grammar from English and their native language While they may be unaware of or indifferent to their errors, these individuals demonstrate high fluency despite having low accuracy in their speech.
In language teaching and learning, fluency is the ability to communicate orally with ease and accuracy It emphasizes the importance of allowing students to express themselves without interruptions to foster fluency Teachers should refrain from immediate corrections during conversations, as excessive correction can disrupt the flow of dialogue The goal is to enable students to speak confidently and fluidly, enhancing their overall communication skills.
Fluency is a crucial element for learners to communicate more naturally and effectively Therefore, the author has selected fluency as a key criterion to evaluate students' progress in their communication skills Similar to other components of speaking ability discussed earlier, the researcher employed an analytical scoring rubric to assess speaking performance.
10 the level of speaking fluency of students more exactly Fluency was divided into five standards of score and was shown in detail in the following table (Table 2.2)
Table 2.2 The Analytical Scoring Rubric for Speaking Fluency
Very fluently 5 Able to speak without any hesitation or break in a sentence
Fuently 4 Hesitates or pauses at a few places in a few sentences but fluency is not seriously affected
Fair 3 Hesitation is shown in almost every sentence Ends sentence half-way and then repeats it
Not fluently 2 Hesitates a lot that message is not very clear A lot of repetition of sentences Not very fluently 1 Shows a lot of hesitations that speech is not clear
Role-play as an instructional activity
Role-playing is essential for language learners, particularly in enhancing speaking fluency According to Ladousse (cited in Allan Makey, 1987), role-play is a valuable communication technique that fosters fluency, encourages classroom interaction, and boosts motivation It promotes peer learning and encourages shared responsibility between teachers and students in the learning process Similarly, Nunan (2001) emphasizes the importance of role-playing in language education.
Role play is an effective technique for communicative language learning, as it actively engages students in conversations This method enhances students' speaking fluency by providing them with practical opportunities to practice their language skills in a classroom setting.
Many teachers overlook the benefits of role-play in the classroom, fearing it may lead to chaos, especially in classes with discipline issues They often believe that students might be hesitant to assume different roles or that their language proficiency may be insufficient However, this section aims to highlight the advantages of incorporating role-play activities in English as a foreign language classrooms, emphasizing its potential to enhance engagement and language skills.
Kowalska (1991) emphasizes that role-playing significantly enhances learners' speaking fluency by allowing them to practice a diverse range of language functions, such as apologizing and greeting This method prioritizes the communication of meaning over strict language accuracy, enabling teachers to effectively train students' speaking skills in various social contexts As a result, learners engage in conversations that reflect real-life interactions, rather than being confined to the language dictated by traditional teaching syllabuses (Porter-Ladousse 1987) The author argues that role-playing provides students with essential language skills for social relationships, which are often overlooked in conventional language instruction Additionally, many students perceive foreign language classes as merely a means to convey specific information, highlighting the need for more interactive and practical learning approaches.
Incorporating role-playing in EFL classes is essential for students preparing for specific life roles, such as working or traveling internationally It provides a safe and enjoyable environment for them to practice the language they will likely use in real-world situations This method not only helps learners acquire phrases but also teaches them how to interact effectively in various contexts (Porter-Ladousse, 1987, p 7).
According to Kowalska (1991, p 113), role-playing enhances learners' imagination by encouraging creative thinking, which is crucial for various future careers Engaging in role-playing activities not only fosters imaginative skills but also complements the benefits gained from reading books This combination of experiences prepares individuals for jobs that require innovative thinking.
Role-playing offers a significant benefit by allowing learners to assume different identities, which can be particularly helpful for shy students This technique encourages reticent individuals to express themselves more freely, as it alleviates the pressure of discussing personal experiences By stepping into another character, these students can engage in conversation without feeling their own personality is at stake, ultimately boosting their confidence in speaking.
Incorporating role-playing into foreign language classes significantly enhances the learning experience, as it not only encourages active language production but also ensures that participants have fun and enjoy themselves during the process (Budden, 2004).
However, role-play may have disadvantages, too Thornbury (2005, p 96-
98) indicates that “learners who feel self-conscious performing in front of their peers, especially if this involves a degree of improvisation, and care has to be exercised in choosing and setting up such activities so as not to make even more demands on them than speaking in another language normally requires” To put it in other words, the author notes that a public performance itself may cause a big problem for some students Then, he adds that the preparation stage may be helpful to overcome the fear of speaking Teachers must be careful during role- playing not to make any learners feel awkward
Rogers (2007) emphasized that there is no one-size-fits-all method for teaching, indicating that role play may not always be suitable He identified several disadvantages of role play, including student reluctance to participate due to dislike for the activity Additionally, teachers may struggle to guide students in discussing specific scenarios effectively Another concern is that if students do not invest enough effort in preparing for real-life role plays, they may lack the necessary information to engage in meaningful discussions While some educators believe that students should omit confusing details in complex role plays, the most significant drawback is that role play cannot fully replicate real-life emotions and mental states Despite creating realistic settings and scenarios, students remain aware that they are in a classroom environment, particularly when directed by the teacher.
13 that the roles are not their own but other people's role There is always some distance between action and thought (Rogers, 2007, p 210)
Leveraging the strengths of role play techniques while minimizing their drawbacks can significantly enhance classroom activities aimed at improving students' speaking fluency.
Role play activities are interactive classroom exercises where students assume various roles in specific scenarios, allowing them to act out potential outcomes These activities can be categorized into two main types: scripted and unscripted role play (Byrne, 1986).
Byrne (1986) describes this type of interpretation as the process of transforming textbook dialogues or reading texts into spoken language The primary function of these texts is to effectively convey the meanings of language items in a memorable manner To further illustrate this concept, Doff (1998) provides an example of scripted role-play dialogues and reading texts, demonstrating how this interpretative process works.
Angela: Good morning I want to send a letter to Singapore
Clerk: yes, do you want to send it by air mail or ordinary mail?
Angela: I think I will send it by air mail I want it to get there quickly How much does it cost?
Clerk: to Singapore? That will be 30 pence, please
Angela: (give to Clerk 50 pence) here you are
Clerk: here‟s your stamp, and here‟s 20 pence change
Angela: thank you, where is the post box?
Clerk: you want the air mail box It is over there, by the door (Doff: 1988)
Doff provides the following procedures to demonstrate a role activity based on the dialogue:
The teacher initiates the role play by providing specific prompts, including questions such as "Where?", "Air", "Mail", "How much?", and "Post box?" As the teacher writes, they verbally explain the significance of each prompt, ensuring that students understand their meanings and how to use them effectively in the context of the activity.
Then, if necessary, go through the prompts one by one, and get students to give sentences or question for each one
Invite two students to the front, assigning one to portray Angela and the other to act as the post office clerk Encourage them to improvise their conversation using provided prompts, emphasizing that while their dialogue should reflect the textbook example, it doesn't need to be identical and can be more concise than the original presentation.
Finally: call out a few other pairs of students in turn, and ask them to have other convert based on the prompts
Summary
This chapter reviews previous studies on the use of role-playing to enhance students' speaking skills It includes definitions of key concepts such as speaking skill, speaking fluency, and role-play Furthermore, it outlines the criteria for assessing both speaking skill and speaking fluency.
RESEARCH METHODOLOGY
Research approach
Action research is an effective method for individuals and organizations seeking to enhance their performance, particularly in the field of education Teachers globally, from countries like the United States, the United Kingdom, Australia, New Zealand, and Vietnam, utilize action research to refine their teaching practices This approach aligns well with educational objectives, benefiting both educators and students by addressing their needs and fostering ongoing research through its cyclical nature.
Action research serves to enhance both student learning and teacher effectiveness in educational settings According to Glickman, it involves teacher researchers addressing classroom challenges, while Burns emphasizes its role as a professional development tool that empowers teachers to generate their own knowledge rather than merely applying existing theories In this process, teachers act as researchers, planning steps to tackle issues, implementing actions, and analyzing outcomes to evaluate their teaching effectiveness Consequently, the primary aim of this study is to improve students' English speaking fluency, aligning with the core objectives of action research.
Setting of the study
A study conducted at NEU's Faculty of English Language involved first-year students with high entrance exam scores in English The course utilized a speaking textbook designed to enhance students' communicative competence by offering relevant structures and situational contexts for their future careers Students practiced English in groups of three, building on their foundational knowledge of vocabulary, grammar, and communicative skills The course included 30 teaching hours, featuring weekly speaking lectures and supplementary materials such as handouts and slideshows Given the limited class time, students were encouraged to engage in self-study and lesson preparation The textbook aimed to provide practical scenarios applicable to future jobs while focusing on improving speaking skills through exercises, particularly role play activities, to facilitate regular and effective speaking practice.
The participants
This study involved 27 first-year students from the Faculty of English Language at the National Economic University during the 2018/2019 academic year, comprising 23 females and 4 males These students had recently completed a one-year English course, and the researcher selected this particular class due to their significant challenges in speaking English naturally and fluently The participants exhibited more limited English speaking abilities compared to their peers, prompting the implementation of role play activities aimed at enhancing their speaking skills.
Data collection instruments
Two instruments were used to collect the data for the study These are the questionnaire and interviewing
The questionnaire is a highly effective research tool for gathering extensive information, known for its precision and clarity It plays a crucial role in categorizing various types of research instruments, making it an invaluable resource in research methodologies.
This study utilized a student questionnaire to gather insights into their attitudes towards English speaking fluency through role plays The findings contributed to addressing the research questions and enabled the researcher to identify the challenges students face in achieving fluency in English.
The questionnaire features 11 questions organized into three sections, primarily consisting of closed-ended formats such as yes/no and multiple-choice questions, alongside a few open-ended inquiries.
Section 1: Demographic information about the participants: it is meant to gather data about personal characteristics of students
Section 2: The speaking skill (Q1- Q4): this section seeks information about the speaking fluency, difficulties of students in speaking English fluently and the main activities used by teacher to teach speaking
Section 3: Role plays in EFL classes (Q5 – Q8): this section seeks information about role plays activities It investigates students‟ personal attitudes towards Role plays implementation in their English class (see Appendix B for a full questionnaire)
A total of 27 participants received questionnaires directly, accompanied by a concise introduction outlining the research purpose and the significance of the respondents' contributions Clear instructions were provided to guide the students through the questionnaire, ensuring they understood each question and encouraging thoughtful responses.
23 truly and frankly Also, the respondents‟ confidentiality was confirmed Notably, all delivered questionnaires were returned
Following a thorough review of the returned questionnaires, the researcher conducted interviews to gain deeper insights into the research questions and address additional issues raised Out of 27 questionnaire respondents, eight students were purposefully selected for post-questionnaire interviews based on their oral fluency in English, as assessed subjectively by the teacher-researcher These students were chosen because they demonstrated lower speaking proficiency compared to their peers, with three identified as the least fluent speakers during classroom lessons The interviewees, coded A1 through A8, were asked targeted questions to further clarify the questionnaire survey results (refer to Appendix C for sample interview questions).
The interviews were conducted in a relaxed and informal manner to encourage open responses from participants Questions were posed individually, allowing each participant to answer in turn In addition to recording the interviews, the researcher took notes on key points, which facilitated the transcription process afterward.
Methods of the study
This study employed the role play technique to address the issue of students' poor speaking fluency The researcher followed Kember's (2000) cyclical model, which includes planning, action, observation, and reflection, to implement the intervention effectively.
This study employed both quantitative and qualitative data analysis methods The quantitative analysis involved examining questionnaire data through descriptive statistics to identify common patterns in student responses In contrast, the qualitative analysis focused on the interview transcripts to gain deeper insights into the participants' perspectives.
24 were first read carefully so that general categories were identified These categories were further analysed to identify the emerging themes
The collected data were categorized into general student information, attitudes towards speaking fluency, and perceptions of role play activities Descriptive statistics, specifically percentages, were employed for data analysis Additionally, relevant quotes from interviews and responses to open-ended questionnaire items were included as needed Conclusions and interpretations were made following the data analysis process.
The research Procedures
Kember (2000) describes action research as a cyclical process involving planning, action, observation, and reflection, which leads to revisions and the continuation of research until students achieve specific goals In this framework, teachers act as researchers, creating plans for student engagement, observing classroom performance, and recording outcomes through subjective evaluations and student self-assessments via questionnaires and interviews Although the process may extend over time, it provides researchers with a comprehensive understanding of student improvement, enabling them to propose effective strategies, such as role play activities, to enhance students' speaking fluency.
In this preparatory stage, the researcher focused on developing a comprehensive action plan, which included designing role-playing procedures, creating a lesson plan, and establishing data collection techniques and success criteria The role-playing procedures comprised seven key steps: selecting appropriate teaching materials, organizing student groups, providing situational context and dialogue for the role play, instructing students on the dialogue, and facilitating the role-playing activities.
25 practice the role plays, 6) having students modify the situation and dialogue, and
7) having the students perform the dialogue in front of the class
In this study, the researcher served as the practitioner while collaborators observed the action research process Together, they designed a lesson plan based on the School Based Curriculum, focusing on implementing role-playing techniques in speaking classes The lesson plan included instructional objectives, materials, teaching procedures, and assessment methods To gather essential data, the researcher emphasized the importance of utilizing appropriate instruments.
The research instruments were carefully selected and developed based on the specific data requirements, focusing on student performance during instruction and their responses to the role-playing technique in speaking lessons Data collection involved an observation checklist, questionnaires, and interviews Success criteria were established beforehand, with the study defining success as at least 60% of students achieving scores of 4 (fluently) or 5 (very fluently) according to the analytical scoring rubric for speaking fluency during role-play activities presented in class.
To evaluate the students' speaking performance, the researcher utilized an analytical scoring rubric that detailed fluency levels corresponding to specific band scores An observation checklist was also employed to assess the students' speaking abilities This comprehensive approach ensured a thorough evaluation of speaking performance, with the analytical scoring rubric for speaking fluency presented in Table 2.2.
Over a 15-week period, the intervention focused on incorporating role-play activities to enhance speaking fluency in students Each week, one lesson was dedicated to this approach, and the effectiveness was assessed through teacher evaluations, student self-reports from surveys, and interviews The researcher structured the role-play activities into three key components: pre-activities, whilst-activities, and post-activities, which are detailed further in the sample lesson plan provided in Appendix A.
The teaching and learning process commenced with a pre-activity designed to engage students' concentration and interest in the upcoming lesson During this phase, the researcher, acting as the teacher, greeted the students with "Good morning/Good afternoon, students How are you today?" to foster a welcoming environment The teacher then directed the students' focus by posing several questions related to the topic and the planned material This pre-activity was strategically timed to last approximately 10 minutes.
During the whilst-activity, the teacher utilized role play to enhance students' speaking skills To address any difficulties encountered during the learning process, the teacher provided additional examples for clarification Students were tasked with creating a short dialogue with a partner based on a scenario given by the teacher, which they then performed in front of the class to assess their fluency This engaging activity was designed to last approximately 60 minutes, with 7 to 9 groups presenting each lesson over the course of 15 weeks.
In the final phase of the lesson, the teacher concluded the session by encouraging students to ask questions for clarification This post-activity not only provided an opportunity for student engagement but also included constructive feedback on the performance of pairs and groups, helping them to recognize and avoid common mistakes in the future.
27 as do it better in their next performance The post activity in each session was planned for about 10 minutes
During this phase, the researcher closely monitored all aspects of the action implementation, focusing on student participation in instructional activities and their performance during class presentations Observations were conducted throughout the teaching and learning process, specifically assessing students' engagement in classroom activities and their speaking abilities while performing dialogues An observation checklist was utilized to evaluate students' speaking fluency based on their performances in front of the class.
Table 3.1 Observation checklist Levels for speaking fluency
Very fluently 5 Able to speak without any hesitation or break in a sentence
Fuently 4 Hesitates or pauses at a few places in a few sentences but fluency is not seriously affected
Fair 3 Hesitation is shown in almost every sentence
The speech lacks fluency and clarity, often ending sentences abruptly and repeating phrases This results in a message that is difficult to understand due to frequent hesitations and unclear articulation Overall, the communication is hindered by these issues, making it challenging for the audience to grasp the intended message.
The data collected during the action's implementation were analyzed, and the results were evaluated against the established success criteria These criteria highlight the specific areas of concern that the teacher aimed to address in the teaching and learning process The primary goal of this study was to enhance students' speaking fluency.
In this role-playing activity, success criteria were established based on specific objectives, allowing for a clear assessment of effectiveness The researcher defined two key success metrics: the action is deemed successful if at least 60% of students achieve a score of 4 (fluently) or 5 (very fluently) on the analytical scoring rubric for speaking fluency during their role-play presentations in class.
At the conclusion of each cycle, a reflection was conducted to evaluate the results of the action implementation This analysis determined the necessity for a subsequent cycle The researcher carried out the reflection for each cycle, and the decision to proceed was based on whether the success criteria had been met If the criteria were not fulfilled, the action would continue into the next cycle.
Summary
This chapter outlines the study's setting, subjects, data collection instruments, and data analysis methods The following chapter will explore students' attitudes towards speaking fluency and role play activities, utilizing data gathered from surveys and interviews.
DATA ANALYSIS AND FINDINGS
Findings from teacher’s assessment
4.1.1 Students’ Speaking Performance in Cycle 1
Figure 4.1: The level of speaking fluency after cycle 1
An analysis of students' speaking performance revealed persistent errors in fluency, grammar, pronunciation, and vocabulary Many students struggled with fluency, primarily influenced by their mother tongue, due to limited practice opportunities Specifically, 14.8% of the students scored 2, indicating a lack of fluency characterized by frequent hesitations and unclear messaging Additionally, 59.2% of the students hesitated in nearly every sentence, often leaving sentences unfinished and repeating themselves In contrast, only 26% of the students demonstrated adequate fluency.
The level of speaking fluency after cycle 1
Not very fluently Not fluently fair Fluently Very fluently
30 level fluently, which means that they hesitated at a few places and their fluency was not seriously affected None of them could reach the very fluently level
The study assessed the effectiveness of the roleplaying technique in improving students' speaking fluency, categorizing performance into five levels: not very fluently, not fluently, fair, fluently, and very fluently Success was defined as 60% of students achieving a score of 4 (fluently) or 5 (very fluently) according to the analytical scoring rubric After the first cycle, results showed that 16 students reached a fair level, 7 achieved fluently, while none were rated as not very fluently or very fluently, and 4 students remained at the not fluently level Overall, only 7 students, representing 26% of the total, attained at least a fluently level.
4.1.2 Students’ Speaking Performance in Cycle 2
The analysis of students' speaking performance revealed a significant improvement, with an increased number of students achieving scores of 4 and 5 based on the analytical scoring rubric for speaking fluency Specifically, 22.2% of students reached a fair level, while 63% demonstrated fluent speaking abilities Additionally, 2 students achieved a very fluent level, and only 2 remained at the not fluent level, with none falling into the not very fluent category.
Figure 4.2: The level of speaking fluency after cycle 2
After implementing the role-playing technique in the second cycle, the researcher assessed the instructional process in the classroom Data analysis revealed that 17 students, accounting for 63% of the class, achieved at least a fluent level in speaking This indicates a significant improvement in students' speaking fluency compared to the preliminary study, where no students reached fluent or very fluent levels Initially, 4 students were at a not very fluent level, 10 at not fluent, and 13 at a fair level Following the role-playing technique, the number of students at the not fluent level decreased from 4 to 2, demonstrating a marked enhancement in their speaking performance.
In the first cycle, there were 16 students, while the second cycle saw a decrease to 6 students However, the number of students achieving fluency increased significantly, rising from 7 in the first cycle to 17 in the second cycle, with 2 students attaining a higher level of proficiency.
The level of speaking fluency after cycle 2
Not very fluently not fluently Fair Fluently Very fluently
32 score 5 (very fluently) after cycle 2 None of the students reached not very fluently level (see the figure 4.3)
Figure 4.3: Comparison the results between cycle 1 and cycle 2
Analysis of students’ questionnaires and interviews
Section 1: Demographic information about the participants
Information Number and percentage of students
Table 4.1: Students' profiles (Total number of students: 27)
The study involved a total of 27 students, with 24 aged between 18 and 19 years and 3 aged between 20 and 24, indicating a relatively equal age distribution among participants All students had been studying English for a minimum of 7 years The gender composition included 23 female students and 4 male students.
Not fluently Fair Fluently Very fluently
Comparison the results between cycle 1 and cycle 2 cycle 1 cycle 2
33 from many different provinces of the country It can be seen that there are a significant discrepancy in the number of male and female students
Section 2: Student’s attitudes towards English speaking fluency
Question 1: How do you assess your present level at English speaking fluency?
Level Number of students Percentage
Table 4.2: Students’ level at English speaking fluency
Figure 4.4: The level of students at English speaking fluency
The analysis of the data reveals that 22% of students, or 6 individuals, reported speaking English either very fluently or fluently, with only 2 students (7.41%) classified as very fluent In contrast, a significant majority, approximately 74% or 20 students, indicated they do not speak English very fluently or fluently Additionally, just 1 student (3.7%) was uncertain about their speaking fluency.
Not fluently Not very fluently
Students’ level at English speaking fluency
Question 2: The difficulties of students in speaking English skill
Have no idea about the topic 15 55.6%
Table 4.3: Students’difficulties in speaking English
Figure 4.5: The difficulties of students in speaking English
A survey of 27 students revealed that 74.1% (20 students) identified limited vocabulary as their primary challenge in speaking This issue stems from insufficient understanding of essential language features, such as syntax and semantics.
Have no idea about the topic
Have no idea about the topic
Students’ difficulties in speaking English
A significant number of students, 15 in total (55.6%), reported that their primary challenge in speaking is a lack of ideas related to class topics This issue may stem from various factors, including limited opportunities for brainstorming in the classroom and a reluctance to engage in critical thinking or share personal opinions on current issues Additionally, some students struggle to articulate their thoughts in English, further hindering their ability to participate in discussions.
Out of 27 students surveyed, only 7 (25.9%) identified grammar as their primary speaking difficulty This challenge often stems from a lack of practice and a fear of criticism, both of which significantly hinder the development of oral skills Students' shyness and anxiety about making mistakes contribute to this lack of practice To address these issues, implementing role play can provide students with real-life scenarios that reduce their shyness while simultaneously improving their grammar and speaking abilities.
Among 27 participants, a significant 92.6% (25 students) reported that their greatest challenge in speaking English is doing so without hesitation They struggle to express their opinions fluently and engage in conversations without pausing or faltering.
Only 18.5% of students attribute their speaking difficulties in English to factors other than those previously mentioned A significant number of them believe that poor pronunciation is the primary barrier to achieving fluency Many students developed habits of mispronouncing words during childhood, making it challenging for them to correct these errors later on.
Question 3: which of these activities does your teacher use most in speaking lesson?
Activities Number of students Percentage
Table 4.4: Activities used most by teachers in speaking lesson
Figure 4.6: Activities used most by teachers in speaking lesson
The bar chart and table indicate that student responses vary significantly regarding the main teaching activity Nearly 67% of respondents, or 18 students, identified role-playing as the primary method used by the teacher, which facilitates conversation in specific situations Additionally, over 22% of the students, totaling six, preferred discussions, while only 1 to 2 students, representing 3.7% to 7.4%, chose language games and individual speaking as their preferred activities Role-playing is an effective practice method that enhances learner productivity by providing a supportive environment for improved speaking skills.
Question 4: Which of these activities do you participate in most actively?
Activities Number of students Percentage
Activities used most by teachers in speaking lesson
Activities used most by teachers in speaking lesson
Table 4.5: Activities students participate in most actively in speaking lesson
Figure 4.7: Activities students participate in most actively in speaking lesson
The data presented in the bar chart and table indicates that the role play activity had the highest participation, with 20 students engaged, followed by group discussions with 18 students and individual speaking involving 10 students In contrast, language games attracted the least participation, with only 8 students involved This suggests that role play is an effective method for enhancing student engagement and productivity in language practice.
Section 3: Students’ Attitudes towards Role Plays
Question 5: Students’ attitudes towards role play
1 Role-play helps me to speak English more confidently
2 Role-play helps me to speak English more fluently
3 I enjoy role-playing the dialogue 3.7% 7.4% 14.8% 48.2% 25.9%
Individual speaking Group discussion Role-playing Language game
Activities students participate in most actively in speaking lesson
Activities students participate in most actively in speaking lesson
4 Role-play gives me more time to speak English in the classroom
5 I learn to speak English better from my classmates when I am role- playing with him/her
6 Role Play is a simple practice that develops communication skills
SD= Strongly disagree, D= disagree, U= undecided, A= Agree, SA= Strongly agree
Table 4.6: Students’ attitudes towards role play activity
Figure 4.8: Students’ attitudes towards role play activit
The bar chart clearly indicates that a significant majority of students recognize the positive effects of role play activities on enhancing their speaking skills, with the highest rates of agreement across all statements However, a notable number of participants expressed uncertainty regarding some benefits of role play in the classroom, surpassing those who disagreed in items 2, 3, 4, and 5 Conversely, items 1 and 6 showed a different trend, where disagreement was more prevalent.
To be more specific, the rate of students agreeing and strongly agreeing that role- play helps them to speak English more fluently reached the greatest figure, at
No1 No2 No3 No4 No5 No6
In a recent study, 81.48% of students (22 out of 27) favored item number 2, making it the most popular choice Following closely were item number 4, which garnered 77.8% support (21 students), and item number 3, with 74% (20 students) The remaining items showed a range of preferences, with item number 1 and item number 5 both receiving 70.4% (19 students), while item number 6 had the least support at 62.9% (17 students).
The survey revealed that the number of students unsure about the positive effects of role play varied minimally across six items, with three to five students expressing indecision In contrast, there was a more significant discrepancy among those who disagreed or strongly disagreed, with numbers ranging from two to six students.
A significant 81.48% of students, equating to 22 individuals, agree or strongly agree that role-play activities enhance their English speaking fluency In contrast, only 11.1% of students, or 3 individuals, are uncertain about the effectiveness of role play in improving their fluency Furthermore, a minimal number of students, just 3.7% or one student, strongly disagree or disagree with this statement.
In contrast to the initial item in the table, 22.2% of students (6 individuals) disagreed or strongly disagreed with the statement in item 6, surpassing the 14.8% of students who expressed uncertainty about it.
(4 students) The rate of students agreeing and strongly agreeing with this item was the lowest, in comparison with the rest items
Question 6: How often does your teacher use role-play in teaching speaking English?
Rank Number of students Percentage
Table 4.7: Teachers’ frequency of using role play activity
Figure 4.9: Teachers’ frequency of using role play activity
According to the data presented in Table 9, a significant 74% of participants indicated that teachers frequently or very frequently incorporate role-play activities into speaking skill instruction Additionally, 18.52% of respondents noted that role-play is occasionally utilized by teachers for speaking practice In contrast, only 7.4% of participants reported that role-play is never used in their speaking lessons, suggesting that these students may have missed classes where this effective technique was implemented to enhance speaking skills.
Question 7: Why do you think your teachers use Role plays?
Reasons why teachers use role plays
Raise students motivation and interest 20 74 %
Help students to improve and enrich their vocabulary
Bring the foreign language culture into the classroom
Facilitate learning 18 66.7% teachers' frequency of using role play activity
NeverOccasionally oftenVery often
Give an opportunity for students for practice and test their language level
Table 4.8: Reasons why teachers use role play activity
Discussion
This action research aims to evaluate the effectiveness of role play activities in improving speaking fluency among first-year students at NEU's FEL program The study assesses this effectiveness through teacher evaluations and student questionnaires and interviews, focusing on students' attitudes towards learning English via role play It seeks to determine if these activities contribute to enhanced speaking fluency and to provide compelling reasons for teachers to incorporate role play more frequently in their classrooms.
4.3.1 Students’ attitudes toward speaking fluency
First-year students at NEU's FEL demonstrate a positive attitude towards enhancing their speaking skills, particularly in fluency They acknowledge their weaknesses and express challenges in speaking English publicly Five common issues were identified through questionnaires, which were corroborated by student interviews Key factors affecting their speaking fluency include interruptions from peers, difficulties in generating new ideas, and time pressure during role-playing activities Additionally, students noted improvements such as increased eye contact, expanded vocabulary, and enhanced problem-solving skills.
4.3.2 Students’ attitudes toward role play activity
A significant number of freshmen at FEL, NEU, have shown a strong interest in role play activities during speaking lessons Both quantitative and qualitative data from student questionnaires and interviews reveal that most students hold positive attitudes towards this approach and appreciate how their teachers implement it Specifically, many students reported that role play enhances their confidence and fluency in speaking English They also expressed enjoyment in engaging with this novel activity, which they had not encountered in high school Additionally, students feel a sense of fulfillment when embodying various characters in realistic scenarios during class.