THE IMPACT OF ROLE PLAY ON THE SPEAKING PERFORMANCE OF EFL STUDENTS
DOI:
https://doi.org/10.56489/p2yngw90Keywords:
Role Play, Speaking, Performance, EFL StudentsAbstract
This study investigates the effectiveness of role play activities in engancing the speaking performance of EFL students within a non-western educational context. While prior research has acknowledged the general benefit of role play, limited studies have assessed its direct impact on speaking skills in cukturally specifict environments. Employibg one-group pretest-posttest design, the study measured changes in speaking proficiency among 29 second-year students enrolled in the English Language Education Program at Universitas IsIam Kalimantan Muhammad Arsyad Al Banjari. Participants completed a pretest measuring flyency, accuracy, and communicative competence followed by a series of role play interventions, and subsequent postest using the same rubric. Statistical analysis revealed a significant improvement in speaking scores, with the nean rising from 76.97 to 82.69. A paired sample t-test confirmed this increase was statisticalky significant (t = - 9.389, p < 0.001), indicating that tge role play intervention positively influenced students' speaking performance. These findings suggest that culturally contextualized role play can be an effective pedagogical tool in EFL settings, particularly in improving learners' spoken English proficiency.
References
Alghamdi, M., & Alseidi, N. (2023). The role of learner engagement in second language acquisition. Journal of Language Learning, 50(3), 238-251. (https://doi.org/10.1016/j.jll.2023.05.001)
Brown, H. D. (2023). Principles of Language Learning and Teaching (7th ed.). Pearson Education.
Campbell, D. T., & Stanley, J. C. (2022). Experimental and Quasi-Experimental Designs for Research. Houghton Mifflin Harcourt.
Chen, L., & Zhang, X. (2023). The cultural implications of role play in EFL classrooms. Language Teaching Research, 27(2), 177-190. (https://doi.org/10.1177/1362168823101173)
Chou, M., & Weng, Y. (2024). Role play and its impact on language proficiency in the EFL classroom: A case study. Asian EFL Journal, 49(1), 105-122. (https://doi.org/10.1177/0208932923102948)
Cook, T. D., & Campbell, D. T. (2023). Quasi-experimentation: Design and Analysis Issues for Field Settings. Houghton Mifflin.
Creswell, J. W., & Poth, C. N. (2022). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). Sage.
Field, A. (2023). Discovering Statistics Using SPSS (5th ed.). Sage.
Fukuda, Y., & Han, J. (2023). Motivation in language learning: A look into the role of role play. TESOL Quarterly, 58(4), 925-943. (https://doi.org/10.1002/tesq.1523)
García, L., & López, J. (2023). The role of cognitive factors in language production: Implications for EFL teaching. Applied Linguistics Review, 44(2), 78-91. (https://doi.org/10.1080/15434303.2023.1923064)
Horwitz, E. K., et al. (2022). Language anxiety and its impact on speaking performance in EFL learners. Journal of Applied Linguistics, 40(1), 22-34. (https://doi.org/10.1016/j.jal.2022.03.010)
Karakas, A., & Erdogan, M. (2021). Role play as an effective tool in language teaching: A systematic review. Journal of Language Teaching and Research, 12(5), 847-860. (https://doi.org/10.17507/jltr.1205.09)
Kuo, P., & Hsu, Y. (2024). Role play as a tool for fostering English speaking skills in EFL learners. Journal of English Teaching and Learning, 49(1), 99-110. (https://doi.org/10.1080/0007176X.2023.1710325)
Liu, M., & Jackson, J. (2024). The role of interaction in language acquisition. Language Teaching Research, 28(2), 105-122. (https://doi.org/10.1177/1362168823102213)
Long, M. H. (2024). Second Language Acquisition: A Comprehensive Introduction. Cambridge University Press.
Mackey, A., & Gass, S. M. (2022). Second Language Research: Methodology and Design (2nd ed.). Routledge.
Mustafa, F., & Zafar, S. (2023). The impact of role play on EFL learners' speaking skills: A meta-analysis. Language Education and Technology, 31(4), 215-230. (https://doi.org/10.1007/s11055-022-00388-1)
Palinkas, L. A., et al. (2022). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 39(2), 137-148. (https://doi.org/10.1007/s10488-022-1017-6)
Perea, D., & Gallego, A. (2023). A framework for using role play to enhance speaking performance. Journal of Applied Linguistics, 46(2), 115-128. (https://doi.org/10.1080/11170702.2023.1685352)
Smith, R., & Zhang, H. (2023). Investigating the impact of role play on speaking performance in EFL classrooms. Language Teaching Research Quarterly, 15(4), 302-318. (https://doi.org/10.1017/ltrq.2023.004)
Siti, M., & Sunaryo, D. (2022). Role play and anxiety reduction in language learning. International Journal of Applied Linguistics, 22(3), 204-218. (https://doi.org/10.1515/ijal.2022.0039)
Sujatmiko, S. (2024). The Role of Communicative Activities in Language Acquisition. Jakarta: IndoPress.
Tabachnick, B. G., & Fidell, L. S. (2022). Using Multivariate Statistics (7th ed.). Pearson.
Yilmaz, G., & Güngör, M. (2022). Integrating role play into EFL classrooms: Theoretical underpinnings and practical benefits. Journal of Educational Research, 42(1), 37-50. (https://doi.org/10.1016/j.jedu.2022.01.012)
Zhang, J., & Li, X. (2022). Motivation and cognitive development in language learning: Role play in EFL contexts. TESOL Journal, 63(2), 89-103. (https://doi.org/10.1002/tesj.1289)
