INTRODUCTION
Rationale
English has undeniably established itself as the global lingua franca, essential for accessing worldwide information and fostering STEM (Science, Technology, Engineering, and Mathematics) knowledge, as well as facilitating international exchange and cooperation Given its importance, innovative teaching methods for English language education have gained significant attention in recent years.
The Vietnamese education system has traditionally prioritized teaching grammatical forms and written language; however, there is a growing consensus that English instruction should emphasize communicative proficiency instead of just structural mastery As a result, the communicative approach has become the new focal point in English teaching practices.
Role-play is an innovative and effective teaching tool that enhances communicative competence among students, particularly in English as a Foreign Language (EFL) settings At Le Quy Don Gifted High School in Danang, Vietnam, this method not only supports language acquisition but also invigorates the learning environment, capturing students' interest and improving their engagement in the curriculum.
This research, titled “An Investigation into the Use of Role-Play Activities in Improving Students' English Communicative Competence at LQD Gifted High School,” explores the perceptions of students and English teachers regarding role-play's effectiveness in enhancing communicative skills It identifies the challenges faced by both teachers and students and proposes practical solutions to address these issues The study aims to offer insights on how educators can effectively implement role-play activities to foster better communicative competence, ultimately leading to more engaging and effective language teaching and learning experiences.
Aims
This piece of research aims to look at the use of role-play activities in enhancing students’ English communicative competence at LQD Gifted High School
Objectives
This article aims to explore the implementation of role-play in English classes at LQD Gifted High School It investigates the perceptions of both English teachers and students regarding the effectiveness of role-play as a teaching method Additionally, it highlights the benefits of role-play in enhancing students' communicative competence while addressing the challenges faced in its adoption Finally, the article proposes suggestions to improve students' communicative skills through the integration of role-play activities in the curriculum at LQD Gifted High School.
Research questions
To achieve the aims and objectives as stated above, the study seeks to answer the following questions:
1 How is role-play implemented in English classes at LQD Gifted High School?
2 What are the students’ and teachers’ perceptions on the use of role-play at LQD Gifted High School?
3 What are the benefits of role-play in improving students’ communicative competence and challenges faced by teachers and students when using it in English classes at LQD Gifted High School?
4 How should role-play activities be incorporated in English classes for improving students’ communicative competence at LQD Gifted High School?
Hypotheses
Hypothesis 1: Both teachers and students of English at LQD Gifted High
School have a positive attitude towards the use of role-play in English classes
Hypothesis 2: There is a positive correlation between the use of role-play and the improvement of student’s communicative competence at LQD Gifted High School
Hypothesis 3: Problems exist in the application of role-play in the context of teaching English to students at LQD Gifted High School.
Scope of the study
To enhance students' communicative competence in English as a Foreign Language (EFL), various approaches and methods have been utilized This study specifically aims to analyze the perceptions of both students and teachers regarding the effectiveness of role-play as a tool for improving students' language skills.
This report focuses on the English communicative competence of 100 students, comprising 50 grade-10 and 50 grade-11 students, along with insights from 5 English teachers at LQD Gifted High School The research does not explore other related aspects of role-play.
Significance of the study
Limited official research has explored the impact of role-play on enhancing students' English communicative competence from the perspectives of both teachers and students This study is crucial for educators to understand the significant advantages of incorporating role-play in their teaching practices By analyzing feedback from students and teachers, educators can gain valuable insights into student perceptions and address their concerns, ultimately increasing motivation to utilize this effective teaching strategy.
This research aims to enhance students' interest in learning English through role-play activities, ultimately encouraging them to achieve greater fluency in real-life communication scenarios.
LITERATURE REVIEW
Role-play has gained significant attention in language teaching methodology, with numerous studies highlighting its positive impact on language acquisition A substantial body of literature explores how role-play enhances both teaching and learning outcomes in language education.
Schmidt's (1985) research aimed to identify the key characteristics of effective role-play, leading to the development of a three-part model comprising pre-enactment, enactment, and post-enactment, alongside eight distinct role-play activities, which received overall positive feedback Similarly, Hull's (1986) study focused on two aspects of communicative competence—sociolinguistic and strategic—and revealed significant instances of self-correction and successful meaning negotiation, with no signs of embarrassment or communication breakdowns, resulting in predominantly positive interaction outcomes.
(2009) concluded that role-play brought about a positive contribution to enhancing
Role-play is a powerful tool in language learning, as it enhances the teaching and learning environment, stimulates student interest, and revitalizes traditional language classes By incorporating role-play, educators can foster a more engaging atmosphere, ultimately leading to more effective language acquisition.
Research in Vietnam highlights the effectiveness of role-play in English teaching and learning Le Thi Giao Chi (2013) identifies role-play as a valuable pedagogical tool, while Tran Thi Thu Huong (2015) emphasizes its ability to enhance student interest and motivation by creating an engaging environment that connects actions with thoughts According to Huong, role-play not only fosters creativity and confidence but also improves students' collaborative skills.
Despite the wealth of literature on role-play, there has been insufficient focus on its effectiveness in enhancing students' communicative competence at local high schools Previous studies have often treated this topic superficially, relegating it to a secondary aspect of their research This gap in the literature underscores the need for a dedicated investigation into the role of role-play in improving communication skills among high school students.
THEORETICAL BACKGROUND
Communicative Language Teaching (CLT)
The landscape of foreign language teaching has evolved significantly, particularly in syllabus design and methodology In the 1970s, the Communicative Language Teaching (CLT) approach emerged as linguists challenged traditional methods like audiolingualism and grammar translation for their effectiveness in fostering communication CLT has since been recognized as a leading pedagogical model, focusing on developing communicative competence and integrating the four language skills to enhance the connection between language and communication (Richards & Rodgers, 2001).
Communicative Competence
The concept of communicative competence is crucial to this study, necessitating a clear definition of the term According to Hymes (1972), communicative competence encompasses the degree to which something is formally possible.
The feasibility of an action depends on the available means of implementation, while its appropriateness is evaluated based on the specific context in which it is applied Additionally, the actual execution of the action and its implications must be considered to fully understand its effectiveness and impact (Hymes, 1972, p 281).
Canale's (1983) comprehensive theoretical framework for communicative competence significantly impacts four key areas of foreign language teaching: syllabus design, teaching methodology, teacher training, and materials development This revised model includes four essential types of competence: grammatical, sociolinguistic, discourse, and strategic competence.
Communicative competence can be a complex concept to define For clarity and consistency, this study will utilize Canale’s (1983) model of communicative competence, which is outlined in the accompanying table.
Larsen-Freeman (1986) highlighted various techniques aligned with Communicative Language Teaching (CLT), emphasizing role-play as a key activity that enhances communicative competence Similarly, Rivers (1981) recognized role-play as a valuable opportunity for learners to apply their knowledge in real communication scenarios Due to its effectiveness in fostering communicative competence, role-play has become a prevalent method in CLT language classrooms.
Role-play
Grammatical the extent of mastery of morphology, syntax, semantics, and phonology
Socio-linguistic the appropriateness of communication depending on contextual factors
Discourse cohesion and coherence of groups of utterances
Strategic the set of strategies that are put into use when communication fails
Figure 3 1 Communicative competence (Adapted from Canale, 1983)
Role-play has become a widely recognized and effective method in language teaching and learning, particularly within the Communicative Language Teaching (CLT) framework According to Ladousse (1995), role-play involves students assuming a character in a specific situation, allowing them to engage in a playful and safe environment Hamer (1998) adds that these activities require students to interact and perform as their assigned characters in various scenarios Additionally, Abraham (1996) describes role-play as a task where individuals portray themselves or adopt a real or fictional identity to present an event from the perspective of their new character.
Role-play activities can be categorized into two types: scripted and unscripted Scripted role-play involves using textbook dialogues or reading texts, which help convey language meaning in a memorable way In contrast, unscripted role-play, also known as free role-play or improvisation, allows students to create their own dialogues without relying on textbooks This type of role-play requires effective preparation from both teachers and students to ensure successful communication and interaction.
The sequence outlined by Le Thi Giao Chi (2013) as shown below allows for a logical order and the development of a role-play practice
Figure 3 2 Format of role-play (Adapted from Le Thi Giao Chi, 2013)
RESEARCH METHODOLOGY
Setting
The research was conducted at LQD Gifted High School, which caters to academically exceptional students, allowing for the development of tailored lesson plans featuring advanced activities The English curriculum employs the New English textbook, emphasizing a communicative approach, and comprises various units that cover Getting Started, Reading, Writing, Listening, Speaking, Language, Communication and Culture, Looking Back, and Project components.
Research Design
This research utilized both qualitative and quantitative methods, ensuring validity and reliability through rigorous data collection and analysis techniques Three primary data-gathering methods were implemented: observations, questionnaires, and interviews To provide a comprehensive perspective, the study employed data triangulation, as defined by Marshall and Rossman, which involves integrating multiple data sources to enhance the understanding of a single point.
The teacher provides clear guidance to students on the topic and procedural aspects of the role-play activity, outlining the task criteria and expectations regarding language use and behavior.
• Students familiarize themselves with topic-related vocabulary and structures, assigning and taking roles assigned, organizing their role-play task, doing rehearsal and consulting their teacher if necessary
• Students, individually or in groups, act out their performance in front of class, or with their classmates as audience or participants
The teacher evaluates the effectiveness of the role-play by soliciting feedback from both the performers and the audience This discussion highlights key takeaways, identifies areas for improvement, and aims to enhance the overall learning experience through role-play.
8 role-play has been adopted at LQD Gifted High School.
Data Collection
role-play has been adopted at LQD Gifted High School
Eight English classes at LQD Gifted High School were observed using an observation sheet for data collection Additionally, five English teachers participated in 15-minute personal interviews, which were conducted in English and recorded Semi-structured questionnaires, incorporating both Likert scale and open-ended questions, were developed and administered in Vietnamese to ensure clarity for the participants.
The researcher observed eight English classes utilizing role-play to analyze student performances and teacher facilitation of these activities Data from the role-play sessions were meticulously recorded using an observation sheet Midway through the second semester, questionnaires were distributed to 100 students at LQD Gifted High School Additionally, teachers were interviewed to gain insights into their perceptions of role-play in the classroom.
Data Analysis
The research data underwent both qualitative and quantitative analysis, beginning with the transfer of handwritten survey tallies into spreadsheets and tables for numerical processing This data was visually represented through charts and graphs Additionally, students' role-play presentations and teachers' interview responses were examined to gain deeper insights into the role-play methodology Ultimately, the hypotheses were validated using data derived from observations, interviews, and questionnaires.
RESEARCH FINDINGS
Role-Play Implementation in English Classrooms
Figure 5 1 Frequency of role-play implementation (%)
At LQD Gifted High School, students attend three English classes each week Survey data indicates that teachers occasionally incorporate role-play activities in their lessons, though such practices are not frequent.
A recent survey revealed that 87% of students appreciate their teacher's role-play practice, finding it a relaxing and motivating way to apply theoretical knowledge in a practical setting However, 13% of respondents expressed dissatisfaction, citing issues such as time constraints that complicate preparation and high expectations from the teacher Some students feel that the teacher has not provided sufficient knowledge to effectively implement the role-play activities, leading to stress and difficulty in meeting the requirements.
Students’ Perceptions on the Use of Role-Play
I enjoy taking part in role-play activities
I feel more motivated and excited to practise my learning by role-playing than doing practice exercises
I feel relaxed and learn without much 0 0 6 45 49
I engage with the lesson when role-play is applied 0 4 5 54 37
Role-play is an effective method of
I develop my teamwork skills when preparing for role-play activities 0 0 10 43 47
As part of a team, I have an increased sense of responsibility to perform 0 2 7 47 44
I have a precious chance to learn many things from my teammates during preparation
I have memorable time with my friends when we prepare for our performance 0 10 9 45 36
I have a chance to rehearse for real-life situations 0 5 6 45 44
I develop my critical thinking when role- playing 0 8 9 37 46
I develop my creativity when role-playing 0 8 9 37 46
As a result of role-playing, I have a clear picture of the knowledge that I have learned 0 3 8 48 41
Table 5 1 Students' perception on the use of role-play (%)
Over 90 percent of students found role-play enjoyable and more motivating than traditional "pen and paper" exercises, with all respondents agreeing that it creates a relaxing learning environment Furthermore, 91 percent reported that role-play fosters deeper engagement with the subject matter, while 94 percent viewed it as an effective technique for teaching and learning English.
During the preparation process, role-play also helps learners to build up their teamwork skills while triggering a sense of responsibility which may be beneficial for
Students gain invaluable experiences for their future by collaborating with teammates, creating unforgettable moments together This sentiment was echoed by over 80 percent of participants surveyed.
The questionnaire findings indicate that almost 90% of respondents believe role-play offers valuable opportunities to practice real-life scenarios and present before their peers Additionally, a significant portion of the sample supports this view.
A significant 83% of students acknowledge that role-play enhances their critical thinking and creativity Additionally, many students reported that role-play activities provide them with a clearer understanding of their learning objectives.
Overall, these positive results assure that beside linguistic benefits, role-play does bring other tremendous benefits in classrooms.
Teachers’ Perceptions on the Use of Role-play
An interview was conducted to gather English teachers' perceptions on the use of role-play in their classrooms, arranged at the participants' convenience Before the interviews, the teachers were informed about the interview's purpose Five teachers provided their views on ten specific questions, which were recorded and summarized into key statements.
In response to Question 1, role-play emerged as the preferred method among teachers for enhancing students' communicative competence Four educators reported that they frequently or occasionally incorporate role-play into their lessons, particularly during the application phase Conversely, one teacher mentioned that she seldom utilizes role-play, as her primary objective is to prepare students for the university entrance exam, which emphasizes grammatical and lexical proficiency.
Teacher 1, a proponent of Communicative Language Teaching (CLT), emphasized that the primary goal of language education is to enhance students' communication abilities, with role-play being a highly effective method for achieving this All surveyed teachers concurred that role-play fosters active engagement, allowing students to immerse themselves in real-life scenarios and practice their knowledge They also noted that students exhibit increased enthusiasm and motivation when role-play is incorporated into lessons, highlighting its positive impact on learners' attitudes.
Students cherish the memorable moments spent with friends while preparing for role-plays, as it allows them the freedom to express themselves openly in front of the class.
Some students may feel shy or lack confidence in their speaking and acting abilities, which can lead to a reluctance to participate in role-play activities However, teachers can gain valuable insights from these activities; for instance, Teacher 3 noted that role-play allows educators to assess students' communication skills and develop tailored improvement plans Additionally, Teacher 4 emphasized that role-play serves as an effective formative assessment tool, enabling teachers to track student progress and make necessary adjustments to support continuous development.
Overall, most of the teachers believed that role-play is beneficial in improving students’ communicative competence and intend to apply it more in their language teaching.
The Use of Role-play in Improving Students’ Communicative Competence 12 5.5 The Use of Role-play in Improving Students’ Communicative Competence
I am clear with how to use the vocabulary learned after role-playing 0 3 11 48 38
I am clear with how to use the grammar points learned after role-playing 0 6 11 46 37
Role-play is a good chance to practise my pronunciation 0 0 9 57 34
I am clear with the spelling of a word after role-playing 36 48 13 3 0
I am clear with how to use the appropriate formation of a word after role-playing 0 6 11 47 36
I am clear with how to use the suitable language for different situations after role- playing such as how to apologize to my manager at work, how to persuade a customer
This study utilizes Canale’s (1983) model of communicative competence, which encompasses four key types: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence, ensuring convenience and consistency in the analysis.
Grammatical competence in English teaching at high schools encompasses the effective use of vocabulary, grammar, pronunciation, and word formation A significant percentage of students reported that role-playing enhanced their understanding of vocabulary and grammar usage Additionally, many students noted improvements in their pronunciation due to role-play activities However, 84% of respondents disagreed that role-play aids in word spelling, highlighting a limitation of this approach In terms of sociolinguistic competence, 90% of students acknowledged that role-play allows them to practice selecting appropriate language for real-life situations Furthermore, 87% of students agreed that role-play enhances their coherence when engaging in dialogues, such as purchasing a product.
My ability to organize ideas effectively improves after role-playing 0 3 10 43 44
My ability to connect sentences smoothly improves after role-playing 0 4 9 45 42
I practise how to “talk around” an unknown word when role-playing 0 0 11 46 43
I practise using my body language to express my ideas when I don’t know how to express them in words effectively when role-playing
Table 5 2 The use of role-play in improving communicative competence (%)
Over 90% of participants indicated that role-play is an effective method for practicing both verbal and non-verbal communication strategies, particularly when they struggle to articulate their thoughts in specific situations This highlights the importance of strategic competence and cohesive thought in communication.
Role play is essential for fostering meaningful interactions among students, significantly enhancing their communicative competence This approach provides valuable opportunities for students to engage comprehensively in their learning experiences.
5.5 The Use of Role-play in Improving Students’ Communicative
Observations were conducted in eight English classes utilizing two specific lesson plans, focusing on four different groups: 10A2, 10A5, 10B2, and 10C1 Data collection was carried out through an observation sheet while students engaged in role play activities.
Students had the chance to use the vocabulary learnt 87.5 12.5
Students had the chance to use the grammar points or structures learnt correctly 87.5 12.5
Students had the chance to practise their pronunciation 100 0
Students had the chance to practise the spelling of a word 0 100
Students had the chance to practise using the appropriate formation of a word 75 25
Students had the chance use the suitable language for different situations 100 0
Students had the opportunity to enhance their skills in organizing ideas effectively, achieving a perfect score of 100% They also practiced connecting sentences smoothly, with a strong performance of 87.5% Additionally, students learned strategies to "talk around" unknown words, demonstrating a complete success rate of 100%.
Students had the chance to practise using body language to express ideas when they do not know how to express them in words effectively
In 7 out of 8 classes, students enhanced their grammatical competence by practicing topic-related vocabulary and language patterns During the speaking lessons, they engaged in role-playing activities focused on proposing solutions to pollution, allowing them to effectively utilize the vocabulary they had learned.
Preserving the environment is crucial for mitigating pollution's adverse effects Understanding the causes of pollution allows us to propose effective solutions By implementing sustainable practices, we can significantly reduce our ecological footprint It is essential to engage in discussions that promote agreement on environmental initiatives while also addressing differing opinions Collaborative efforts and innovative strategies are key to fostering a cleaner, healthier planet for future generations.
Figure 5 2 Students’ performance in a Speaking lesson
Students improved their pronunciation and word formation skills through speaking practice; however, it was evident that spelling was not addressed during role-playing activities.
Role-play has proven to be an effective method for enhancing sociolinguistic competence among students By engaging in conversations that reflect real-life situations, students learn to adapt their language choices based on the context, including the purpose of the interaction, the roles of the participants, the setting, and the relevant norms For instance, during a Communication and Culture lesson, students practiced formal language skills by taking on the roles of interviewer and interviewee, allowing them to apply their knowledge in a practical setting.
Figure 5 3 Students’ performances in a Communication and Culture lesson
Engaging in unscripted activities significantly enhances students' discourse competence by encouraging them to independently generate and organize their ideas, which fosters coherence in their thoughts and cohesion in their expression While performing, students may encounter challenges in articulating their thoughts due to various factors or limited skills However, role-playing offers valuable opportunities to develop strategic competence, allowing students to utilize both verbal and non-verbal communication strategies to navigate communication breakdowns, thereby improving overall effectiveness For instance, in the Communication and Culture lesson, students not only practiced formal language but also learned the importance of formal behaviors, such as shaking hands and using polite gestures, to effectively convey their ideas during interviews.
Difficulties when Doing Role-play
Figure 5 4 Students’ difficulties when doing role-play (%)
While role-play in classrooms offers significant benefits, it also presents potential drawbacks Over 50% of students report that limited acting skills hinder their participation, and 46% attribute their struggles to shyness Additionally, students often face challenges due to limited English proficiency and lack of real-life experience Another concern is the insufficient preparation time, with more than half of the students expressing this sentiment Despite these issues, role-play remains effective, as 90% of interviewees disagreed that it complicates their understanding of new lessons.
Teachers face challenges when implementing role-play in the classroom, primarily due to time constraints As noted by Teacher 4 and Teacher 5, a standard 45-minute lesson often proves insufficient for effectively executing role-play activities To address this issue, educators tend to simplify scenarios for students, reserving more complex and advanced role-play situations for Review or Project periods.
Discussion
Considering the results above, the researcher discusses some points related to the implementation of role-play technique in English teaching and learning intended to
I struggle when role-playing as my acting is not good
I struggle when role-playing as I normally feel shy to perform in front of my classmates
I struggle when role-playing due to my limited English skills
I struggle when role-playing due to my insufficient real-life experience
I struggle when preparing for role- play as the given time is short
I struggle to understand the new lesson when role-play is applied
No opinionAgreeStrongly agree
18 improve the students’ English communicative competence In this case, the researcher can figure out the strengths as follows
The Role-Play technique is highly effective for fostering an engaging and motivating classroom environment, which significantly enhances students' focus and encourages them to express their ideas in English According to Liu and Ding (2009), role-play positively impacts students' interest in language learning This method not only energizes the teaching and learning process but also stimulates learner interest, ultimately making language acquisition more efficient.
Incorporating role-play into the classroom introduces variety and excitement, fostering opportunities for language production in a natural setting This technique allows students to engage in interesting scenarios, reducing inhibition and anxiety while interacting with peers Role-play enhances teamwork and collaboration, as students share ideas and input during the preparation phase, working together enthusiastically to deliver their best performance.
Figure 5 5 Students’ teamwork during preparation process
Role-play activities offer students valuable opportunities to practice real-life scenarios, enhancing their confidence, acting skills, critical thinking, and creativity in engaging and interactive settings As a versatile teaching method, role-play provides significant benefits for learners.
In the position of educators, role-play helps them to capture the interest and attention of the learners, encourage students to actively get involved in activities assigned
Role-play offers a significant benefit for teachers by serving as an effective tool for formative assessment According to Muhammed (2020), utilizing role-play allows educators to critically assess individual student performance and identify solutions to their challenges.
Role-play significantly enhances students' communicative competence, fostering fluency and interaction in the classroom while boosting motivation, as highlighted by Ladousse (1987) Analysis of a second questionnaire confirms that role-play activities improve various aspects of students' language skills, including grammatical, sociolinguistic, discourse, and strategic competence, although it has less impact on spelling practice.
While the role-play technique has its advantages, the researcher identified several challenges in its application Key issues include students' lack of confidence, acting skills, English proficiency, and real-life experience Additionally, teachers face significant difficulties due to time constraints, which hinder the effective implementation of role-play in the classroom.
From the above discussion, it can be stated that teaching English using role-Play technique really gives a high contribution to improving the students’ English communicative competence.
CONCLUSION, SUGGESTIONS AND LIMITATIONS
Conclusion
Research confirms that role-play techniques are essential in English language teaching, significantly enhancing students' communicative competence This competence is crucial for enabling students to communicate confidently in social and professional settings, aligning with the goals of the National Foreign Language Project The project aims for Vietnamese students from secondary schools, vocational institutions, colleges, and universities to effectively use a foreign language in daily interactions Since the advent of Communicative Language Teaching (CLT) in the 1970s, role-play has been widely utilized to foster this vital skill, making it a key pedagogical method in achieving these educational objectives.
However, there emerge some challenges that both the students and the teachers
20 confront Hence, how role-play activities could be incorporated in English classes for improving students’ communicative competence at LQD Gifted High School should be taken into consideration.
Suggestions
Successful teaching goes beyond merely following a lesson plan; it hinges on the teacher's ability to engage students through dynamic presentation and effective classroom management To enhance English communicative competence via role-play, teachers should select materials that align with students' proficiency levels, ensuring tasks are neither too challenging nor too simplistic Prior to role-play activities, it is crucial for teachers to confirm that students comprehend the instructions and possess the necessary background knowledge, vocabulary, and language patterns to facilitate effective communication The teacher's role during role-play should adapt to the situation, acting as a controller to maintain order, a facilitator providing resources like costumes and music, or even a participant to enhance engagement Additionally, implementing reflective journals for each student can foster deeper involvement, allowing them to document their learning experiences and offer constructive feedback to their peers.
As for learning English by using role-play to enhance students’ communicative competence, here are some suggestions for the students:
Students should diligently revise previous lessons to ensure they are well-prepared for new material Observations from LQD Gifted High School indicate that many role-play activities conducted by teachers are unscripted, which can pose challenges for some students Given the limited class time, effective home revision can enhance understanding and boost confidence during role-play exercises Additionally, students are encouraged to actively participate in an English drama club, both within and outside of school Engaging in a drama club not only provides an enjoyable extracurricular experience but also significantly enhances students' confidence and acting skills, contributing positively to their overall language learning journey.
The study presents valuable recommendations for both teachers and students, aiming to enhance English teaching and learning It is anticipated that these outcomes will stimulate further discussions on this important topic.
Limitations
Despite the careful design and reliable data of the study, certain limitations are present The qualitative nature of the research depended on the honesty and accuracy of participants' responses to questionnaires and interviews Additionally, time constraints restricted observations to only eight periods, and the participant pool was also limited A longer duration for the experiment could have yielded more reliable results.
APPENDIX
I am researching the impact of role-play activities on enhancing English communicative competence among students at Le Quy Don Gifted High School To gather insights on the implementation of these activities, I will distribute a questionnaire Please note that all information collected will remain confidential and will solely be used for research purposes.
This section seeks to gather information about you and how role-play is utilized in your English classes Please indicate your responses by writing or circling the applicable options.
2 Which class are you studying?
3 Why are you learning English?
A To prepare myself for future job
B To discover English-speaking countries’ culture
F To enjoy English songs and movies
4 Are you interested in English?
5 How many hours per week do you spend on studying English?
6 What activity do you want to experience most to improve your communication
7 How often do you have role-play activities in English classes?
8 Do you like the way your teacher organizes role-play activity in English classes?
In Section 2, we focus on your views regarding the implementation of role-play in English classes Please express your level of agreement or disagreement with each statement by marking a single response with a tick () next to the corresponding statement.
Note: SD = Strongly Disagree D = Disagree NO = Have no opinion
I enjoy taking part in role-play activities
I feel more motivated and excited to practise my learning by role-playing than doing practice exercises
Role-play helps me feel relaxed and learn without much pressure
I engage with the lesson when role- play is applied
Role-play is an effective method of
I develop my teamwork skills when preparing for role-play activities
As part of a team, I have an increased sense of responsibility to perform
I have a precious chance to learn many things from my teammates during preparation
I have memorable time with my friends when we prepare for our performance
I have a chance to rehearse for real- life situations
I improve my confidence as role-play provides me a chance to present in front of a crowd
I develop my critical thinking when role-playing
I develop my creativity when role- playing
As a result of role-playing, I have a clear picture of the knowledge that I have learned
Section 3 focuses on your views regarding the advantages of role-play in enhancing students' communicative competence Please indicate your level of agreement or disagreement with each statement by marking a single response with a TICK () next to the appropriate statement.
Note: SD = Strongly Disagree D = Disagree NO = Have no opinion
I am clear with how to use the vocabulary learned after role- playing
I am clear with how to use the grammar points and structures learned after role-playing
Role-play is a good chance to practise my pronunciation
I am clear with the spelling of a word after role-playing
I am clear with the formation of a word after role-playing
Through role-playing exercises, I have gained clarity on using appropriate language in various situations, such as effectively apologizing to my manager at work and persuading customers to make purchases.
My ability to organize ideas effectively improves after role- playing
My ability to connect sentences smoothly improves after role- playing
I practise how to “talk around” an unknown word when role-playing
I practise using my body language to express my ideas when I don’t know how to express them in words effectively when role- playing
Section 4 addresses the challenges of implementing role-play in English classes Participants are asked to indicate their level of agreement or disagreement with each statement by marking a single response with a tick.
Note: SD = Strongly Disagree D = Disagree NO = Have no opinion
I struggle when role-playing as my acting is not good
I struggle when role-playing as
I normally feel shy to perform in front of a crowd
I struggle when role-playing due to my limited English skills
I struggle when role-playing due to my insufficient real-life experience
I struggle when preparing for role-play as the given time is short
I struggle to understand the new lesson when role-play is applied
Thank you for your cooperation!
Mình đang tiến hành nghiên cứu về việc áp dụng hoạt động đóng vai để nâng cao khả năng giao tiếp của học sinh tại trường THPT chuyên Lê Quý Đôn Mình cần thu thập thông tin liên quan đến việc sử dụng hoạt động này trong môi trường học đường Tất cả thông tin thu thập được sẽ được bảo mật và chỉ phục vụ cho mục đích nghiên cứu.
Phần 1 yêu cầu bạn cung cấp thông tin cá nhân và đánh giá việc sử dụng hoạt động đóng vai trong giờ học tiếng Anh tại trường Vui lòng viết hoặc khoanh tròn đáp án tương ứng với lựa chọn của bạn.
2 Bạn đang học lớp nào?
3 Tại sao bạn lại học tiếng anh?
A Để chuẩn bị cho nghề nghiệp tương lai
B Để tìm hiểu văn hóa của các nước nói tiếng anh
C Để giao tiếp với người nước ngoài
E Để đọc tài liệu bằng tiếng anh
F Để nghe nhạc và xem phim bằng tiếng anh
4 Bạn có thích tiếng anh không?
5 Mỗi tuần bạn giành ra bao nhiêu giờ để học tiếng anh?
6 Hoạt động nào bạn muốn tham gia nhất nhằm cải thiện kĩ năng giao tiếng tiếng anh của mình?
7 Tuần suất bạn tham gia các hoạt động đóng vai trong giờ học tiếng Anh?
8 Bạn có thích cách mà giáo viên của bạn tổ chức hoạt động đóng vai không? Tại sao có? hay Tại sao không?
Sử dụng hoạt động đóng vai trong giờ học tiếng Anh là một phương pháp hiệu quả giúp học viên cải thiện kỹ năng giao tiếp và tự tin hơn Hoạt động này không chỉ tạo ra môi trường học tập thú vị mà còn khuyến khích sự sáng tạo và tương tác giữa các học viên Nhiều người cho rằng việc thực hành thông qua đóng vai giúp họ dễ dàng ghi nhớ từ vựng và cấu trúc ngữ pháp hơn Tuy nhiên, cũng có ý kiến cho rằng không phải ai cũng cảm thấy thoải mái khi tham gia vào các hoạt động này Dù vậy, việc áp dụng hoạt động đóng vai vẫn được xem là một cách học tích cực trong việc nâng cao khả năng sử dụng tiếng Anh.
Lưu ý: SD = Rất không đồng ý D = Không đồng ý NO = Không có ý kiến
Tôi thích tham gia vào các hoạt động đóng vai
Tôi cảm thấy hứng thú và có động lực hơn khi học bài thông qua hoạt động đóng vai, thay vì chỉ làm bài tập như thường lệ.
Hoạt động đóng vai giúp tôi cảm thấy thư giãn và không có nhiều áp lực trong học tập
Tôi tham gia vào bài học khi hoạt động đóng vai được áp dụng
Hoạt động đóng vai là một phương
30 pháp dạy và học tiếng anh hiệu quả
Tôi phát triển kĩ năng làm việc nhóm trong khi chuẩn bị cho việc đóng vai
Là một thành viên trong nhóm, tôi trở nên có trách nhiệm hơn
Tôi có cơ hội quý báu để học hỏi nhiều điều từ các đồng đội của tôi
Tôi có khoảng thời gian đáng nhớ với những người bạn khi chuẩn bị cho phần trình diễn của nhóm
Tôi có cơ hồi để diễn tập cho các tình huống có thật trong cuộc sống
Tôi cải thiện sự tự tin vì hoạt động đóng vai giúp tôi có cơ hội trình diễn trước đám đông
Tôi phát triển tư duy phản biện khi tham gia hoạt động đóng vai
Tôi phát triển sự sáng tạo của bản thân khi tham gia hoạt động đóng vai
Nhờ vào hoạt động đóng vai mà tôi hình dung được rõ ràng về nhưng kiến thức mà tôi đã học được sau tiết học
Hoạt động đóng vai mang lại nhiều lợi ích trong việc cải thiện năng lực giao tiếp Nó giúp người tham gia phát triển kỹ năng lắng nghe, tăng cường sự tự tin và khả năng diễn đạt ý tưởng một cách rõ ràng Thông qua việc thực hành trong các tình huống thực tế, người học có thể rèn luyện phản xạ nhanh và khả năng ứng biến, từ đó nâng cao hiệu quả giao tiếp trong cuộc sống hàng ngày.
Lưu ý: SD = Rất không đồng ý D = Không đồng ý NO = Không có ý kiến
Tôi hiểu cách sử dụng từ vựng đã học sau khi tham gia vào hoạt động đóng vai
Tôi hiểu cách sử dụng các cấu trúc và điểm ngữ pháp đã học sau khi tham gia vào hoạt động đóng vai
Hoạt động đóng vai là cơ hội tốt để luyện tập phát âm
Tôi rõ cách viết một từ nào đó sau khi tham gia vào hoạt động đóng vai
Tôi rõ cấu tạo một từ nào đó sau khi tham gia vào hoạt động đóng vai
Tôi có khả năng sử dụng ngôn ngữ phù hợp trong các tình huống khác nhau, như việc xin lỗi quản lý tại nơi làm việc hoặc thuyết phục khách hàng mua sản phẩm.
Khả năng tổ chức, sắp xếp các ý tưởng của tôi được cải thiện sau khi tham gia hoạt động đóng vai
Khả năng kết nối các câu một cách trơn tru của tôi được cải thiện sau khi tham gia hoạt động đóng vai
Tôi luyện tập khả năng dùng những từ khác để diễn tả một từ mà tôi không biết khi tham gia hoạt động đóng vai
Tôi luyện tập khả năng dùng
Khi tham gia hoạt động đóng vai, bạn có thể gặp phải nhiều khó khăn khác nhau Những thử thách này có thể bao gồm việc thiếu tự tin trong việc thể hiện vai diễn, khó khăn trong việc tương tác với các thành viên khác trong nhóm, hoặc cảm giác áp lực khi phải hoàn thành nhiệm vụ Hãy đánh dấu vào ô tương ứng với suy nghĩ của bạn để thể hiện những cảm xúc và trải nghiệm của mình trong quá trình tham gia.
Lưu ý: SD = Rất không đồng ý D = Không đồng ý NO = Không có ý kiến
Tôi chật vật khi tham gia hoạt động đóng vai bởi vì khả năng diễn xuất của tôi không tốt
Tôi chật vật khi tham gia hoạt động đóng vai bởi vì tôi cảm thấy xấu hổ khi đứng trước đám đông
Tôi chật vật khi tham gia hoạt động đóng vai bởi vì kĩ năng tiếng anh của tôi khá hạn chế
Tôi chật vật khi tham gia hoạt động đóng vai bởi vì tôi không có đủ kinh nghiệm sống
Tôi chật vật khi tham gia hoạt động đóng vai bởi vì thời gian chuẩn bị gấp gáp
Tôi chật vật trong việc hiểu bài học khi hoạt động đóng vai được áp dụng trong lớp học
Cảm ơn sự hợp tác của các bạn! Ngôn ngữ cơ thể là công cụ quan trọng giúp tôi diễn đạt những ý kiến mà tôi không thể diễn tả bằng lời trong các hoạt động đóng vai.
INTERVIEW QUESTIONS FOR TEACHER INTERVIEW
1 Among the teaching methods that could be used to increase students’ communicative competence, which method do you use most frequently?
2 How often was role-play implemented in your classes?
3 What are your objectives of applying role-play?
The students' reactions to the role-play activity in class were largely positive, with many expressing enjoyment in engaging with the material creatively They particularly appreciated the opportunity to collaborate with peers and the interactive nature of the exercise, which made learning more dynamic However, some students voiced discomfort with public speaking and felt anxious about performing in front of their classmates, indicating a preference for quieter, more individual learning methods Overall, while the role-play fostered enthusiasm and teamwork, it also highlighted the need for support in addressing students' varying comfort levels with participation.
5 From your teaching experience, how do students benefit from role-play?
6 From your teaching experience, how do teachers benefit from role-play?
7 Does the role-play have any drawbacks?
8 Could you please name some problems that you have encountered in using role- play? How did you cope with these problems?
9 Are you planning for more role-playing tasks in the future?
10 How do you think these help improve your students’ communicative competence?
No of students present: Level of class:
Students had the chance to use the vocabulary learnt
Students had the chance to use the grammar points or structures learnt correctly
Students had the chance to practise their pronunciation
Students had the chance to practise the spelling of a word
Students had the chance to practise using the appropriate formation of a word
Students had the chance use the suitable language for different situations
Students had the chance to practise organizing ideas effectively
Students had the chance to practise connecting sentences smoothly
Students had the chance to practise how to “talk around” an unknown word
Students had the chance to practise using body language to express ideas when they don’t know how to express them in words effectively
By the end of the lesson, Ss will be able to:
- Build up vocabulary related to the topic “preserving the environment”
- Understand and talk about the causes and effects of pollution and how to solve them
Objectives: To arouse students’ interest
To introduce the topic of the new lesson
Content: Students play “Ping Pong” Game as directed
Outcome: Some vocabulary related to the topic “pollution” is shown on the screen
- T divides the class into three groups and explains the rules of the game to the Ss
