INTRODUCTION
Background of the study
In today's globalized world, English serves as a universal language; however, Vietnamese learners often struggle to practice speaking authentically due to limited opportunities and environments This lack of daily practice hinders their ability to express their thoughts in English, as they are influenced by their native Vietnamese speaking habits As a result, many students feel uncomfortable when required to give speeches in English.
Arousing students' curiosity and passion for learning is essential, rather than pressuring them to grasp rigid academic theories immediately Role Play serves as an effective tool to build confidence and facilitate understanding in an English-speaking classroom It enables students to engage with various real-life scenarios, enhancing their ability to interact beyond the classroom Unique in its holistic approach, Role Play allows learners to assume different roles, blending theoretical knowledge with practical experience This method enhances interactive communication by utilizing learned vocabulary and structures, creating a more engaging and effective learning environment.
Aiming to clarify the impacts of Role Play on improving the English communicative ability among learners, the study covers the topic “THE EFFECTS
The study titled "The Role of Role Play in Improving Communicative Competence of EFL Learners" investigates the impact of role play on enhancing four key areas of language proficiency: pronunciation, vocabulary and structure, fluency, and interaction.
Research Objectives and Research Questions
This secondary research analyzed the impact of Role Play on enhancing English communicative competence among learners, focusing on four key criteria: Pronunciation, Structures & Vocabulary, Fluency, and Interaction The study aimed to answer the research question regarding the effectiveness of Role Play in improving these aspects of language skills.
What are the effects of Role Play in EFL/ ESL learners’communicative competence based on the criteria of Pronunciation, Vocabulary & Structure, Interaction, and Fluency.
Significance of the study
Research highlights the effectiveness of Role Play in improving communicative competence among EFL/ESL learners, particularly in Vietnam This study aims to explore the implementation of Role Play in classroom settings and its impact on students' communicative skills, focusing on Pronunciation, Structures & Vocabulary, Interaction, and Fluency Ultimately, the findings will lead to valuable recommendations for enhancing language learning through this method.
Scope and limitation of the study
This secondary research analyzes and synthesizes relevant studies to examine the impact of Role Play on EFL/ESL learners across various age groups It includes data collected from the Global English Center, where Role Play was utilized to enhance the communicative competence of learners aged 6-7 The analysis is based on test results from the Entrance term and Final oral exams of 128 students over six consecutive courses, evaluating communicative competence through four key categories: Pronunciation, Vocabulary & Structure, Fluency, and Interaction.
The sample size was limited in comparison to the overall population of English learners due to time constraints, and I was unable to participate in all the classes that were part of the research during both the teaching and testing phases.
Structure of the study
The graduation thesis is structured in 5 chapters involved respectively by Introduction, Literature review, Methodology, Findings and Discussions, and Conclusion
Chapter 1 – Introduction – deals with the background and the why this study was conducted Besides, the overview of objectives, research questions, significance, scope, and limitation, and the terminal segment will summarize the overall of this chapter
Chapter 2 – Literature review – refers to the theoretical framework engaged by relevant studies in the past The chapter also reveals the theories regarding Role Play: Definition, Significance, Type and Step to conduct a Role Play
Chapter 3 – Methodology – mentioned the research methodological procedures including Locate of the study, Secondary research, Secondary data collection, Secondary data analysis, and Self Reflection on Secondary Data collection and Data Analysis
Chapter 4 – Findings and Discussions – describes the Features of samples in genders and ages, compares the results of Entrance and Final test results, then carries out the analysis from the collected data and synthesis from previous studies to conclude the impacts of Role Play on EFL / ESL learners
Chapter 5 – Conclusion – summarizes the research findings, suggests recommendations for involved partners in Role Play, and further researches Final thoughts will be shared at the end
LITERATURE REVIEW
Communicative competence
Communicative competence is defined as the ability to effectively and fluently perform social tasks through language, as highlighted by Lynn (2014) This skill emphasizes the importance of oral communication in fostering understanding among individuals It is essential for learners to go beyond mere words and grammar, as true communicative capability involves accurately and appropriately using language across various life aspects, including social and academic contexts (Sari, 2011) Speaking skills are crucial for mastering any language, with Widdowson (1978) noting that speaking encompasses both the expression and usage of language for communication Consequently, students should articulate their thoughts and emotions in English without hesitation (Walter, 2004) Additionally, Littlewood (1981) categorized communicative practices into functional and social activities, emphasizing the need for learners to convey messages effectively.
Language tools play a crucial role in bridging knowledge gaps and addressing issues, utilizing functional tasks to enhance understanding Additionally, social learning activities help connect language to specific social contexts, fostering a deeper comprehension of its practical applications.
2.1.2 Theoretical framework of Communicative competence a Related studies
Haris (1981:p81) defines speaking as a comprehensive skill that requires the simultaneous application of various abilities Effective communication can be hindered by issues related to spelling, syntax, vocabulary, and fluency The research highlights four critical components that collectively contribute to the development of speaking proficiency.
Vocabulary encompasses the set of familiar words within an individual's language and is essential for effective communication As noted by Zimmerman in Coady and Huckin (1998), vocabulary plays a central role in language learning and is vital for speech production Ur, as cited in Hormailis (2003), highlights the importance of using vocabulary correctly and appropriately In summary, vocabulary represents the total number of words employed to express ideas and convey the speaker's intentions, underscoring the necessity of vocabulary acquisition in language development.
The grammatical structure is defined by Cambridge Dictionary as a set of lexical items such as sentences, phrases, propositions, and so on, according to linguistics
Effective communication relies on the proper organization of statements, adhering to grammatical rules and order When speakers violate these rules, such as misusing semicolons, the clarity of their message can become ambiguous According to Ramli (2003:6), using grammatically correct phrases enhances both the informativeness and entertainment value of conversations, ensuring that communication flows smoothly when grammar is properly understood.
Fluency in language refers to the ability to communicate effortlessly and accurately, as highlighted by Longmanin Hormailis (2003) and Skehan (1998) Skehan emphasizes that fluency involves automating elements of second language output, including pronunciation and word identification Additionally, Richards, Platt, and Weber (1985) identify key characteristics of fluency, such as natural speech qualities, native-like pausing, rhythm, intonation, stress, speaking rate, and the use of interjections and interruptions.
According to Nunan (1999), a learner's first language (L1) significantly influences their second language (L2) accent, often leading to those who strive for correct pronunciation being perceived as having a foreign accent Pronunciation, as defined by the Cambridge Dictionary, is crucial for effective communication in English, as it directly affects understanding between speakers Improved pronunciation enhances conversation effectiveness and reflects the speaker's confidence, while poor pronunciation can hinder social interactions and negatively impact perceptions of professionalism and expertise.
To effectively assess speaking competence, it is essential to consider the research conducted by Goh and Burns (2012), which identifies key components such as core speaking skills, language and discourse knowledge, and communication strategies, as illustrated in Figure 1.
Figure 1: Components of second language speaking competence
Effective language and discourse knowledge involves understanding sound patterns, pronunciation, grammar, vocabulary, and speech acts essential for mastering a target language Core speaking skills focus on fluency, with interaction control as a key sub-skill that includes negotiating language use, clarifying misunderstandings, and fostering conversations Additionally, communication strategies like paraphrasing and circumlocution help mitigate errors from limited knowledge, while organizing thoughts and checking for understanding are crucial According to Cambridge's speaking assessment scale, student performance is evaluated based on accuracy, grammar, interactive conversation, and dialogue Furthermore, since March 2015, the VSTEP (Vietnamese Standardized Test of English Proficiency) has been utilized to assess English proficiency among Vietnamese learners.
17 mentioned criteria into six ones: pronunciation, vocabulary, grammar, fluency, content, and communication strategy
In the study "Drama-based Role Play Exercises to Effect on Students' Speaking Performance" by Nhi, D.T.N and Huan, N.B (2017), the speaking assessments of 30 English-major freshmen at Can Tho University were evaluated based on three key criteria: accuracy, vocalization, and collaborative communication Students' speaking performance was specifically measured through parameters such as consistency in vocabulary and grammar, pronunciation, and interpersonal communication Each criterion was rated on a five-point Likert scale, ranging from 1 (bad) to 5 (excellent).
My research is informed by previous studies, particularly Pipit Rahayu's (2015) exploration of speaking abilities in English Department students at the University of PasirPengaraian, which emphasized vocabulary, grammar, fluency, and pronunciation I integrated these criteria with those from God and Burn (2012), focusing on core speaking skills, language knowledge, and communication strategies To evaluate communicative competence effectively, I selected two categories: knowledge of language and discourse (including vocabulary, structures, pronunciation, and voice) and core speaking skills (such as interaction and fluency) The theoretical framework for my study is supported by the Cambridge English speaking assessment scale, which covers accuracy, grammar, interaction, and dialogue, aligning with the six VSTEP rubric criteria: pronunciation, vocabulary, grammar, fluency, content, and communication strategy.
As a researcher, I identified four key standards—Accuracy (encompassing Vocabulary and Grammar), Pronunciation, Fluency, and Interaction—to effectively evaluate examinees' performance These criteria served as a framework for analyzing secondary data and addressing the research question.
Role Play
2.2.1 Definition of RP – a task-based approach
Role Play is a vital educational tool that simulates real-life social interactions, fostering active learning among students without the pressure of traditional methods (Qing, 2011; Tompkins, 2001) It involves engaging in speaking activities where participants either adopt another person's perspective or navigate hypothetical scenarios (Budden, 2006) Observations by Stephen D Hattings suggest that Role Play effectively encourages strategic use of English and enhances conversational skills, allowing students to develop their communication abilities naturally As it emphasizes dialogue and interpretation, Role Play is closely tied to communicative competence and serves as a bridge between real-life situations and classroom learning (Doff, 1990) This approach not only promotes realistic exchanges in the target language but also facilitates knowledge sharing both inside and outside the classroom.
Role Play is a strategic approach that involves using imagination to assume different identities in specific situations, fostering critical thinking and creativity This method enables students to practice new language skills and interpersonal interactions within a safe environment, ultimately boosting their confidence and engagement, which are essential for effective learning.
From the aforementioned reviews, Role Play is a strategy that entails using fiction or imagination to pretend to be somebody else in a particular situation for a short period of
Adapting speech and creating a tailored physical environment for specific scenarios fosters critical thinking and creativity among students This method enables learners to develop and practice new language and interpersonal skills in a safe setting, ultimately boosting their confidence and engagement, which are essential for effective learning.
Task-based language teaching (TBLT) has gained prominence in language pedagogy since the 1980s, emphasizing meaningful interaction and negotiation among learners (Richards, 1999) This approach enhances communicative language teaching by offering a broader array of classroom activities and improved guidance for educators (Cook, 2001).
Task-based learning, as highlighted by Nunan (2004), Ellis (2018), and Willis (2011), is a crucial approach that precedes performance in play The process begins with the Pre-task phase, where instructors prepare students by introducing key language features relevant to the theme, such as grammar and vocabulary, alongside practical activities like restaurant dialogues and pronunciation exercises This foundational work continues until students can effectively perform their roles The next phase, known as the "during task" or "task cycle," involves students acting out the scenarios in groups of 3-4, with a time limit of about 10 minutes They are encouraged to utilize props and resources, including costumes and multimedia tools, to enhance their presentations Finally, the "post-task" phase provides an opportunity for feedback on the language used, allowing students to refine their skills.
Twenty students participated in a Role Play performance, evaluated on their vocabulary, word usage, and semantics Additionally, it is essential to engage in a thorough discussion regarding any errors, obstacles, or challenges encountered during the previous two stages of the activity.
Role Play is essential for teaching speaking, as it allows students to practice communication across various social contexts and roles (Freeman, 2000) This engaging activity not only enhances students' ability to express ideas, opinions, and feelings but also fosters fluency in the target language Additionally, Role Play encourages interaction among students, boosts motivation, and makes the learning experience more enjoyable.
In a study by Najizade (1996), Role Play was shown to significantly enhance students' acquisition of English language structures by simulating real-life scenarios in the classroom This engaging activity allows students to customize dialogues and create realistic settings, promoting critical thinking and imagination Additionally, Role Play provides a safe environment for students to develop and practice new language and behavioral skills, boosting their confidence and involvement in the learning process Ultimately, Role Play is recognized as an effective EFL classroom practice that fosters academic commitment, encourages higher-order reasoning skills, and supports language learning.
2.2.3 The types of Role Play
Scripted and non-scripted Role Plays are two forms of Role Play practices often seen in English language classrooms, according to Don Byrne (1986), as quoted in Jannah (2011)
In the scripted Role Play, the students would have to collaborate in pairs or small
In a structured learning environment, 21 groups engage in orchestrated role-plays, utilizing goal-oriented prompts to guide their discussions These prompts serve as a framework for students to develop their target discourse creatively Prior to presenting their dialogues in class, students participate in rehearsals to refine their performances An example of a scripted role-play dialogue and accompanying reading text illustrates this effective process.
Friend 1: Hello, do you remember me?
Friend 2: oh…I think I met you somewhere but sorry, I forgot your name F1: My name is
F2: Nice to meet you , I am
F1: Nice to meet you too i think that we had met at Sam’s birthday party F2:
Yeah…I see Where are you going?
F1: I am shopping now And you? F2: I am on my way back home
F1: Ah would you like to go for a coffee?
F2: I am sorry, I am busy now Here is my phone number…you can call me at the weekend
F1: Okay, I will call you soon Goodbye F2: Bye Have a nice day
Non-scripted Role Play requires students to engage in improvisational activities in front of their peers and teachers, rather than relying on pre-written scripts This method encourages students to select their own vocabulary and navigate dialogues independently, fostering creativity and communication skills For instance, a student who gets lost while walking home must ask various people for directions, leading to frustration until he eventually encounters a classmate and neighbor who helps him find his way Teachers play a crucial role in this process by selecting appropriate scenarios and assigning roles based on each student's abilities, facilitating a supportive and dynamic learning environment.
22 play a very important part in instructing students follow procedure which aim to effectively achieve the target language
The choice of Role Play type depends on the student's proficiency and the desired learning outcomes Students with a solid command of English—encompassing vocabulary, grammar, pronunciation, and interaction—should engage in non-scripted Role Play In contrast, orchestrated Role Play is appropriate for students who are still developing their skills.
2.2.4 Steps to conduct a Role Play
Huang (2008) has mentioned six major steps in the conducting Role Play procedure
Figure 2: Procedure of implementing the Role Play
Instructors should carefully select instructional tools, which may include textbooks, internet resources, magazines, newspapers, films, and TV programs, to enhance learning Additionally, a teacher's personal experiences and materials can serve as valuable resources The choice of teaching materials should align with students' understanding, interests, educational goals, and the specific teaching environment.
Selecting Situations and Initiating Conversations
Selecting the appropriate context for the role-play is essential Dialogs can be provided through teaching materials or created by the teacher, or students can generate their own dialogues during role-play activities.
To effectively conduct role-play exercises, instructors must first teach students the essential vocabulary, phrases, and dialogues Ensuring that students comprehend how to utilize this language is crucial before they engage in role-playing activities.
Encourage students to switch roles after completing their tasks multiple times in pairs or groups, allowing them to experience different perspectives This approach helps students learn all the lines in the role play effectively Once they feel confident, teachers should prompt them to perform the play in front of the class.
Altering the situations and dialogues
Related studies on implementing Role Play in English communicative
A study conducted by Kusmana (2011) on the impact of role play and drills in enhancing first-grade students' motivation for learning English conversation at SMP Darussalam Jakarta Selatan revealed that implementing role plays significantly boosted students' enthusiasm and heightened their self-awareness in effective communication.
24 self-assured and did not mind making mistakes while speaking It is also stated that during the teaching and learning process, the participants positively engaged
Huang (2008) in his research “Role Play for ESL/EFL Children in the English
Role Play is a valuable learning technique in EFL classrooms that benefits both students and teachers By incorporating this method more frequently, students develop a practical and functional understanding of the English language Consequently, they become more aware of the real-world applications and usefulness of English.
Thao (2013) explored the effectiveness of Role Play in enhancing speaking skills among 11th-grade students at Lai Vung 2 High School The study highlighted that Role Play fosters the development and practical use of new language and behavioral skills in a safe environment, promoting essential engagement and motivation for learning This method is particularly beneficial for improving communication abilities, addressing complex issues, and understanding speakers' perspectives and values.
A significant thesis to consider is "Improving Students' Speaking Skills Through Role-Playing," conducted by Hardanu at SMK N 6 Yogyakarta for the Travel Tourism program during the 2014/2015 academic year.
In Sukatri's (2016) study, a combination of classroom observation, student interviews, and test results revealed significant improvements in learners' speaking competence Key areas such as fluency, grammar, vocabulary, and accuracy showed positive enhancement Additionally, the integration of role-playing in the classroom fostered an engaging environment that not only encouraged students to practice communication but also boosted their self-esteem, both of which are crucial for mastering English as a Foreign Language (EFL) speaking skills.
In their 2012 study, Priscilla Islam and Tazria Islame examined the effectiveness of role-playing in improving speaking skills among students at MTs As’adiyah No 49 Bola Aserae – Belawa during the 2016/2017 academic year The research highlighted the enthusiasm of students for this interactive learning method, demonstrating its potential to enhance language proficiency in large classroom settings.
Role play stands out from traditional classroom exercises by fostering significant improvements in students' speech abilities and fluency This interactive method enhances their confidence in both simulated and real-life scenarios, allowing them to express their "secret thoughts" without fear As a valuable teaching strategy, role play enables educators to assess the progress of multiple students quickly, while providing constructive feedback that helps them recognize and improve upon their strengths and weaknesses.
The Role Play technique significantly enhances vocabulary acquisition, as demonstrated in Thuraya A Alabsi's 2016 study, "The Effectiveness of Role Play Strategy in Teaching Vocabulary." The experimental group using Role Play achieved a mean score of 36.0, surpassing the control group's 32.6, indicating superior vocabulary comprehension compared to traditional methods The study also found no significant improvement in the traditional group's pre-test and post-test scores, highlighting the ineffectiveness of outdated vocabulary teaching approaches that often lead to student boredom Furthermore, previous research supports the benefits of Role Play in fostering communicative competence, increasing motivation, enhancing study interest, improving fluency, grammar, vocabulary, accuracy, and boosting speech abilities and confidence among learners.
Conclusion
This chapter reviews related literature on Communicative skill and Role Play and theoretical underpinnings including the criteria of pronunciation, vocabulary & structure,
This chapter will explore the effectiveness of Role Play in developing communicative competence within Vietnamese contexts, utilizing secondary data analysis Building on previous studies, the primary source of this data is GBE, an English center catering to Vietnamese primary and secondary school students, which provides reliable insights into the impact of Role Play strategies on EFL/ESL communicative abilities.
PROCEDURE OF SECONDARY DATA COLLECTION AND
Locale of the study
The Global English Center in Hanoi, Vietnam, operates under the name "GLOBAL DEVELOPMENT AND TRAINING COMPANY LIMITED." With a proven track record, the center has successfully trained thousands of students across different age groups and proficiency levels Currently, it operates three facilities, consistently attracting a steady flow of students.
Subject of the Research
Role Play is a well-established teaching method supported by extensive research To enhance the credibility of my study, I explored various resources, including books, articles, magazines, and online platforms However, I realized that without a focused direction, my search for information on Role Play could become overwhelming By concentrating on the effects of Role Play techniques on the communicative skills of EFL/ESL learners, I was able to identify the specific speaking skills and components that benefit from effective pedagogical strategies The previous research I gathered serves as a valuable resource for this thesis Additionally, my study includes secondary data from entry and exit tests of children aged 6 and 7, an age group ideal for bilingual acquisition, as they learn a foreign language alongside their native tongue.
Introducing foreign languages to children as early as 6 or 7 years old is highly recommended, as their brains function like sponges, absorbing information more effectively The natural ability of young children to imitate sounds, aided by their developing auditory and speech organs, enhances their capacity to learn new languages Starting early can significantly strengthen their language acquisition skills.
ResearchGate.net features an inquiry by Mohanad Hazim from Al-Maarif University regarding the optimal age to learn English Responses indicate that preschool and primary ages are ideal for language acquisition Tatsuo Tabata, a professor at Osaka Prefecture University, notes that English lessons will commence in the third year of elementary school, around age eight, starting from FY 2020 In Malaysia, Fung (2018) suggests that children typically begin learning English at six, coinciding with their entry into multilingual kindergartens, though some parents opt for earlier exposure Supporting this, R Ellis (1994) argues that children can achieve native-like pronunciation by age six if properly exposed to the language Similarly, Littlewood and Beverly Clark (2000) assert that children require access to language by ages 6-7 to handle it effectively.
In conclusion, I selected this group of learners to explore the effects of Role Play on their communicative competence, serving as a practical case study for general EFL/ESL learners.
Research design
This secondary research utilizes both qualitative and quantitative data derived from previous studies, alongside quantitative data collected from test results of children aged 6-7 at the GBE center Specifically, pre and post-test results were analyzed from 128 young learners who participated in five consecutive courses from late 2018 to early 2021 The gathered results were then processed using mathematical methods.
29 calculation and meta-analysis; then were compared to the other findings in the previous studies
This research used quantitative data including the entrance and final test results from
The study involved 128 young learners aged 6-7, aligning with the principles of quantitative research According to Sarath (2012), this type of research entails conducting formal experiments to test hypotheses through psychometric data collection and analysis.
A total of 128 test results were collected from 12 classes, comprising 128 students who engaged in Role Play as a primary learning strategy over three months following their entrance exam This approach allowed students to acquire essential knowledge and enhance their soft skills within a classroom environment Each week, students participated in three 1.5-hour sessions, during which teachers guided them through the Role Play process, including task assignment, role identification, vocabulary and grammar introduction, rehearsals, and final performances The final assessment focused on role assignment and role-playing, with teachers evaluating students using four criteria: Pronunciation, Vocabulary and Structure, Fluency, and Interaction This rubric-based evaluation enables teachers to assess student progress objectively and accurately.
This thesis utilizes secondary data by analyzing Pre-Post assessments from six courses across twelve classes, involving a total of 128 students' grades before and after participating in a role-playing training program at GBE During the initial assessment, students describe various images using simple, familiar vocabulary, allowing the examiner to evaluate their word recall, pronunciation, fluency, and non-verbal communication skills The final test, lasting 12-15 minutes, involves 2-3 students at a time and consists of two sections, where each candidate responds to one or two questions, with the duration determined by the asker’s time management The topics covered in the assessments are diverse.
In the initial phase, students draw upon their prior knowledge of families, friends, and interests Educators then guide them through familiar roles and situations that align with their classroom learning The topics are designed to be relatable and applicable to young learners' everyday lives Subsequently, students will enact their prepared scenarios, during which teachers will focus on pronunciation, vocabulary accuracy, and discourse fluency This process generates valuable data to assess outcomes and compare them with initial assessments, enabling educators to identify any changes over the two terms.
The following rubric thresholds table will be used to determine holistic speaking capacity by unveiling individual grades in each examination
Table 1: Categorised evaluation in a 10-point scale
To clarify each aspect of the evaluation criteria, including Pronunciation, Vocabulary and Structures, and Fluency and Interaction, the table below provides detailed insights for a comprehensive understanding.
Table 2 : Categorised evaluation in a 2.5-point scale
Validity and Reliability of data analysis
“A test was valid if it measured what it proposed to measure”, stated Hardanu
In 2016, a comprehensive evaluation of communicative competence was established using a four-band rating scheme, with scores ranging from 0.5 to 2.5 for each skill, as per the GBE's appraisal rubrics Since then, I have assessed each student's performance on a scale of two to ten, where two represents the lowest and ten the highest score The Cambridge Preliminary Evaluation Scale is recommended for both pre- and post-examination assessments, focusing on accuracy, pronunciation, interaction, and discourse as key performance indicators Additionally, the VSTEP assessment outlines six principles—pronunciation, vocabulary, grammar, fluency, content, and communication strategy—that further define these parameters This methodology effectively validates the GBE center's approach to evaluating students' communication skills, ensuring fair and reliable measurement of competencies while helping students identify their strengths and weaknesses to enhance their learning strategies.
Reliability refers to the accuracy of a measurement, and while it's challenging to provide an exact estimate, various methods exist to approximate it The data for this thesis was collected internally and has been maintained by the center over time Since its establishment, the Role Play instructional methods and assessment formats have undergone significant changes Nevertheless, the final results remain the most reliable, as the data effectively reflects students' competence after three months of study at the center.
Self Reflection on Secondary Data Collection Analysis
Numerous studies have explored the impact of the Role Play teaching approach on EFL/ESL acquisition, focusing on benefits, challenges, and influencing factors While compiling previous research, I recognized that merely gathering data is insufficient; as Stewart & Kamins (1993) noted, understanding research data techniques is crucial for proper evaluation Therefore, I aimed to familiarize myself with primary methods to assess existing data and identify issues related to instruments, populations, and shortcomings in original studies The analysis of my current paper reveals both advantages and drawbacks of secondary data collection Key advantages include the presentation of students' Entrance and Final Examination scores based on Role Play performance, which allows for concise data processing, saving time and costs Additionally, I have invested time and effort into synthesizing existing concepts into a unique contribution, enhancing the research's value.
The secondary data on students' test results, supplied by GBE under a confidentiality agreement, poses limitations on the research This lack of continued access to the subjects for further observation hinders the ability to assess the long-term effects of the Role Play approach.
I did not attend all training courses or discourse tests, which resulted in a lack of comprehensive information about the progression process and its minor impacts Consequently, I have made a concerted effort to investigate pertinent aspects to adequately address the research questions.
Conclusion
In summary, this chapter focused on the collection and analysis of secondary data, incorporating findings from relevant studies and test results from 128 students aged 6-7 at an English center The insights derived from the literature and test outcomes will be further analyzed and discussed in the subsequent chapter.
FINDINGS AND DISCUSSIONS
Features of Collected samples about the ranges of genders and ages
4.1.1 Features of collected samples about genders
The sexes of student who had studied in 12 research classes are presented in number and percentage as follows:
Figure 3: Percentage of students’ genders in collected samples
The population samples in the study exhibit a balanced distribution between genders, with boys representing 47.65% of the participants, totaling 61 out of 128 students This equitable representation ensures a fair analysis of the learners involved in the research.
35 is 67 accounting for 52.35% in the girls' groups The disparity is considered to be small, just 6 students make up 4.6% in comparison with the total participants
In addition, from the perspective of the center, the stable amount of students which manages 10 – 12 learners in 1 class and 2 classes each course has facilitated a tighten classroom control
4.1.2 Features of collected samples about ages
The study involved 128 students primarily in grades 1 and 2, with most participants aged 6 and 7, and a small number of 8-year-olds Specifically, 6-year-olds made up just over 50% of the sample, while 7-year-olds accounted for 45.31% Additionally, there are still 3.91% of the sample yet to be fully represented, which includes 5 students aged 8.
Table 3: Features of samples’ ages in quantity and percentage
The doughnut diagram illustrates population distribution among different age groups, with the blue section representing over half of the circle, indicating that more than 50% of the population consists of 6-year-old students, the optimal age for initiating new language learning The orange segment highlights the 7-year-old group, which also shares this ideal timeframe for language acquisition, while the smaller grey section represents the 8-year-old children.
Figure 4: Percentage of students’ ages in collected samples
In reference to the Table 3 and Figure 4 above , it could be generalized that among
The study involved 128 samples, showcasing a balanced representation of students aged 6 and 7, with a few 8-year-olds included to enhance English comprehension as desired by parents However, class sizes are capped at a maximum of 2 additional students per class due to center regulations Over the course of 6 sessions with 12 classes, only 5 older students participated, accounting for just 3.91% of total enrollment The distribution of these older students was uneven, as class arrangements were made to meet immediate demands, resulting in classes with one or two 8-year-olds, while many classes had none.
Data indicates that parents are increasingly concerned about their children's English language skills, highlighting the need for effective teaching methods Early strategies play a crucial role in shaping future outcomes Implementing Role Play in teaching a second language (L2) to young learners in grades 1 and 2 shows great promise, despite their initial challenges.
37 experience or knowledge This method has been utilized in order to innovate the teaching
- studying fevour and directly bring out ample value in EFL/ESL achievements.
Entrance and Final test results
4.2.1 The Min, Max, Average scores between Entrance and Final test results
The analyzed data reveals the scoring range for both exams, highlighting the lowest and highest marks achieved By summing the scores of all participants and dividing by the total number of students (128), we can determine the average marks for each examination, as illustrated in the accompanying table.
Table 4: The overview of Entrance and Final exams
Disparity of change in avarage scores
(Resourses: Global English Center) In form of a Pre-test, the minimum score is 3.0
Vietnamese children often have limited exposure to English at a young age, which can lead to ineffective learning methods and poorer outcomes despite increased practice However, a small number of students achieve excellent entrance scores, likely due to early and effective training in English, ideally starting around ages 2 or 3 This early experience contributes to their success in exams After just three months of training at GBE, students demonstrated significant improvement in their English communication skills, with the lowest score rising to 5.
The average score increased by two points compared to the entrance test, reflecting a significant improvement Notably, the highest score achieved corresponds to the maximum level on a 10-point scale, while no participants received scores in the low-quality range of 1 to 4.
A significant increase in English speaking skills has been observed among students taught using the Role Play technique, as evidenced by an improvement in their test scores The average score on the Entrance test was 6.3 out of 10, which increased by 1.6 points to approximately 8 (specifically 7.9) in the Final test, representing a positive change of 24.5% This remarkable progress serves as a motivating factor for both learners and teachers, highlighting the effectiveness of this teaching method in achieving short-term goals while working towards the long-term objective of mastering a second language.
Diagram 5 illustrates the comparison of learner performance before and after implementing the Role Play strategy in L2 acquisition, highlighting three key metrics: lowest, highest, and average scores Notably, the orange line representing the Final test results consistently remains above the blue line for the Entrance test results across all three scoring levels.
Figure 5: Comparisons of the lowest, highest and average scores of Entrance and Final examinations
Students who pass the entrance trial are expected to have a solid foundation in English, indicating prior exposure to the language and readiness for a more advanced educational program The analysis highlights the effectiveness of the Role Play teaching method, which has demonstrated significant benefits in final assessments Future content will elaborate on the implementation of this transition, offering a comprehensive overview of the process.
4.2.2 The fluctuation of scores and its percentage between Entrance and Final test results
Below is the table aiming to publish some summaries once comparing the students’ performance of Entrance Oral test and Final Role Play test
Table 5: Overview of score changings Change in scores Number of students
The growing output quality is evidenced by 117 recognized cases, accounting for an impressive 91.4% of the total This achievement highlights the effectiveness of the teaching and learning methods employed, fostering motivation for future courses Conversely, there are 5 students (3.9%) who experienced either decreased or unchanged outcomes.
Out of 128 samples, only 6 students (4.7%) were successful, indicating that the role-playing approach may not be suitable for all student groups This method can particularly hinder those who have not adequately prepared before facing a completely new environment.
The final exam scores at GBE showed no improvement after three months of training, particularly for individuals who are shy and reserved, as the program requires significant movement and interaction.
There are diverse increments engaged by kids whose minimum alteration from 0.5 to maximum 3-point achievement These 6 layers and their proportion will be rendered here:
Table 6: Number and percentage of students in each increasing level
Number of students (children) Number of students (%)
The quantity and percentage compared inside this group are summed here: there are
10 learners who got 0.5 more points (8.54%), 24 kids efforts to have 1 more point (20.51%),
23 achieve 1.5 added (19.65%) The group of 2-plus points proportionates 28.21% which is the biggest amount involved by 33 participants out of 117 ones whose upgrade result
2.5 is the great extra attainment addressed by 22 ones At the same time, there notes
5 students got maximum growth is 3, accounting for 4.26% - such a small amount that this group can be viewed quite rarely happens, just distributed in the intermediate and advanced categories
The quantity and percentage compared inside this group are summed in the following graph
0.5 points 1.0 point 1.5 points 2.0 points 2.5 points 3.0 points
Figure 6: Percentage of students’ increasing levels
Novices exhibit significant heterogeneity in their backgrounds, innate abilities, study approaches, and enthusiasm for practice, all of which critically influence their learning processes and outcomes Conversely, the Role Play approach significantly enhances students' communication skills, as evidenced by improved scores across four evaluated criteria: Pronunciation, Vocabulary & Structures, Fluency, and Interaction, each rated on a 2.5-point scale Detailed fluctuations in these rubrics will be explored in the subsequent section of the thesis.
The impacts of Role Play on students’ English communicative competence
4.3.1 The impacts of Role Play on Pronounciation a Entrance test
The lowest proficiency level in English pronunciation is attributed to students who demonstrate clumsy and rigid enunciation, with 11.72% of samples evaluated by 15 students falling into this category In contrast, a score of 1.0, deemed acceptable, was achieved by 26 pupils who can articulate words competently.
42 stuck in some places which are easily viewable, are encouraged to receive 1.5 points
Among 35 students, 42 achieved a score of 2 on a 2.5-point scale, categorizing them at a Good level with satisfactory spoken voice skills While they demonstrate solid performance, there is room for improvement in stress, intonation, and ending sounds The highest scores were awarded to students who exhibited natural intonation and precise stress patterns, characterized by stronger emphasis on specific syllables Emotional intonation, which involves modulating pitch to convey messages effectively, is also crucial Additionally, the technique of linking sounds can enhance overall pronunciation Notably, only 12 students, representing 7.82% of the group, reached the Excellent level, as indicated by the data on pronunciation criteria in the accompanying table.
Table 7: Achievement of Pronunciation scores in the Entrance test
Achievement of Pronunciation scores at Entrance test
Mean score: 1.55 (Recources: Global English
The study reveals a diverse distribution of pronunciation scores across classroom settings, with band scores ranging from 0.5 to 2.5 The mean score of 1.55 on a 2.5 scale indicates that students' pronunciation abilities are assessed to be above average.
The majority of students fall into three middle performance levels, scoring between 1 and 2, while 43 students are classified as the lowest performers It is anticipated that the ratings of these students will vary significantly in future exams.
Figure 7: Percentage of students in each Entry-term Pronunciation band score
In conclusion, the outlined resource allocations present considerable challenges for teachers striving to effectively instruct students with limited English pronunciation skills while also addressing the needs of higher-ranked groups The accompanying pie chart illustrates the distribution of students across various input band scores.
Basing on the Rating scale evaluation as in the initial examination, the teachers have estimated the performance of each participant resulting in the summary listed in Table 10 and Figure 10
0.5 point 1.0 point 1.5 point 2.0 point 2.5 point
Table 8: Achievement of Pronunciation scores in the Final test
Achievement of Pronuciation scores in the final test
Mean score:2.00 (Recources: Global English
None of the children received a score of 0, with the highest score recorded by 11 kids, representing 8.59% Additionally, 25 children scored 1.5, accounting for 19.53%, indicating a satisfactory level that may lead to further improvement in the future The top two categories included 44 youngsters classified as "Good," comprising 34.38% of the total The highest score of 2.5 was achieved by 48 students, demonstrating that they meet all standard requirements.
The chart reveals that only four grade ranges are represented, with the light green area indicating the highest number of learners achieving 2.5 points In contrast, the lowest score of 1.0 accounts for less than 10% of the total Additionally, a significant portion of students falls within the orange category, which reflects those earning 2 points Impressively, over 70% of learners score at least 2 points in this skill, a notable increase compared to the approximately 42% seen in the initial exam.
Figure 8: Percentage of students in each Final-term Pronunciation band score
(Recources:Processed data) c Discussion about impacts of Role Play on Prounciation
The quality of Pronunciation proficiency is compared between the Pre - Post exams:
Figure 9: Number of students in each band scores of the Entrance and Final test
Thirteen students who initially scored 0.5, the lowest entry grade, have shown improvement, with none remaining at this level Additionally, the number of students scoring 1 point has decreased from 26 at the entrance test to 11 Furthermore, the Satisfactory category has also seen a decline, dropping from 35 students at the beginning to only 25 currently.
These three falls have resulted in over 40 students improving their grades, with many advancing by two to three levels Notably, students who previously ranked lower have significantly enhanced their skills, increasing the number of top performers from 12 to 48.
From Table 8 and Table 9, I have sought out another chart that indicates the disparity rate (%) by these 2 examination alterations
Figure 10: Disparity of changes in number of students in each Pronunciation band scores between Entrance and Final exams
Unit: % scored 0.5 scored 1.0 scored 1.5 scored 2.0 scored 2.5
(Recources: Processed data) The remarkable variation is positive 300 percent, implying that the kids' number having a max of 2,5 points in the Final test (engaged by perfect pronunciation, or being noted
The growth in the Good category is notable, as it has shown a significant increase, while the three lower ratings have declined, signaling positive outcomes for Role Play's beneficiaries This overall improvement has led to an increase in the mean speaking score of 128 students, rising to 2.00 from an average entry score of 1.55, indicating that students can achieve an average of 2 points in pronunciation.
* Discussion on the previous studies
According to Burns (2003), effective pronunciation skills hinge on three key suprasegmental features: linking, intonation, and stress Additionally, the mastery of vowels and consonants, the fundamental components of the English alphabet, plays a crucial role in determining one's pronunciation proficiency.
In the 2014 study "Use of Role Play to Enhance English Speaking Ability" by Blanca Góngora Mendoza, it was emphasized that teachers must possess strong pronunciation skills to effectively guide adult EFL learners in the Business Management program at Universidad de la Amazonia Through classroom observations documented in his daily diary, Mendoza expressed satisfaction with the consistent improvement in students' grades throughout the Role Play semester This approach notably enhanced the speaking process, focusing on essential micro-skills such as vocabulary and pronunciation, while also significantly advancing students' overall speaking abilities, vocabulary, and grammar.
The 2016 thesis "Improving Students' Speaking Skills through Role Play," authored by Hardanu Sukatri, focused on grade XI students at SMK N 6 Yogyakarta in the Travel Tourism major for the academic year 2014/2015 Utilizing Brown's (2004) speaking scoring rubric, the evaluation comprises five scoring levels, ranging from 1 to 5, to provide comprehensive feedback on students' speaking abilities across four criteria: Grammar/Accuracy, Vocabulary, Fluency, and Pronunciation In the pronunciation category, a score of 1 indicates frequent mistakes, while a score of 2 reflects understandable speech with occasional errors A score of 3 is awarded when errors occur but do not significantly impede communication.
The study explores three stages across two cycles of instruction, focusing on students' pronunciation improvement In Cycle 1, the mean pronunciation scores were 11.83 before instruction and 13.38 after Role Play activities Cycle 2, which built on successful strategies from Cycle 1, resulted in a further increase to an average score of 18.5 As students were introduced to new vocabulary and phrases, their ability to pronounce words correctly and clearly improved significantly, leading to a consistent rise in individual pronunciation scores and an overall enhancement in this skill.
Recent studies highlight the significant benefits of using role play strategies for EFL/ESL learners, demonstrating an increase in high achievement rates and a decrease in low performance sessions These findings align with existing research, clearly supporting the effectiveness of role play in enhancing pronunciation competence among students.
4.3.2 The impacts of Role Play on Vovabulary & Structure a Entrance test
Conclusion
In Chapter 4, I explored the effects of Role Play methods on four key rubrics: Pronunciation, Vocabulary & Structure, Fluency, and Interaction, focusing on the communicative competence of L2 learners The gathered score data were analyzed in accordance with previous studies to validate the findings This analysis will provide a foundation for the Summary and Recommendations in the following chapter.
CONCLUSIONS AND RECOMMENDATIONS
Summary of findings
Role Play is an effective method for enhancing speaking competence, particularly in second language (L2) acquisition Numerous studies, including those by Samsibar and St Wahyuddin (2018), Yu (2014), Hardanu (2016), and Góngora and Manjarrez (2005), have demonstrated that Role Play boosts learners' confidence, fluency, pronunciation, vocabulary, and overall communicative ability Research indicates that this method positively impacts English as a Foreign Language (EFL) and English as a Second Language (ESL) learners across various age groups This article focuses specifically on the effects of Role Play on the communication competence of 6 and 7-year-old children, highlighting its significance in early language development.
This paper explores the impact of the Role Play technique on second language acquisition at GBE – Global English Center, analyzing existing research to understand its effects on the communicative skills of EFL/ESL learners, particularly focusing on children aged 6 and above.
7 in particular through 4 pivotal criteria: Pronunciation, Vocabulary & Structure,
Fluency, and Interaction From that, I will engender some recommendations for a more effective Role Play application for early-aged students
The data collected from the Entrance and Final performance scores, marked on a 2.5-point scale across four rubrics, demonstrate a significant improvement in student performance after three months of Role Play training, with mean scores rising from 6.3 to 7.9 on a 10-point scale This indicates a positive shift in the number of students achieving high scores, addressing the initial decline in performance However, a few students did not meet expectations due to frequent absences, lack of attention in class, and shy personalities, which hindered their engagement in dynamic classroom activities like Role Play.
Incorporating role play in classroom settings significantly enhances students' spelling, vocabulary, grammar, and fluency, essential for developing strong English speaking skills applicable in all areas of life Engaging with diverse characters allows children to express their emotions and adapt their speech to various contexts, thereby increasing their motivation to comprehend and effectively navigate real-life situations.
Despite challenges in data collection and processing, the author's findings highlight the significant impact of Role Play on improving oral speaking skills This research will serve as a foundational resource for future studies, aiming to address existing gaps and enhance the understanding of this effective learning method.
Recommendations
As English increasingly influences various aspects of life, early mastery by FFL/ESL learners can lead to significant advantages Consequently, there is a growing emphasis on developing English communicative competence from a young age, with numerous teaching methods being introduced However, due to the diversity in age, personality, knowledge, goals, and financial circumstances, particularly for young learners, it is crucial to adopt tailored approaches to ensure effective education and avoid unproductive efforts Additionally, second language acquisition is a long-term commitment that requires consistent practice over time to achieve fluency comparable to native speakers Among the effective educational strategies for children, Role Play has shown promising results in meeting EFL/ESL needs Therefore, the following suggestions aim to enhance Role Play performances through collaboration between teachers and parents.
Teachers should focus on both delivering information and fostering a positive classroom environment, as this approach enhances students' scores and practical speaking skills following Role Play activities.
Understanding the unique characteristics and psychological conditions of young individuals is essential for successfully performing a play This insight enables teachers to select appropriate themes, construct fitting dialogues, and assign roles effectively, which are all critical elements for achieving an outstanding performance.
Role play requires extensive preparation, prompting English instructors to creatively enhance input materials with engaging plots, practical sentences, and effective classroom tools Additionally, positive feedback and encouragement play a vital role in fostering a supportive learning environment.
71 criticisms at the end of the play also involve attracting the students’ enthusiasm and involvement in the speaking process
The mischievous behavior of young students can hinder language acquisition and disrupt the entire classroom Therefore, it is essential to implement practical experiences that leverage each student's strengths and weaknesses while also maintaining their emotional balance to create an effective learning environment.
For young EFL/ESL learners, parental involvement is crucial in fostering a positive attitude towards English language acquisition Parents should create a supportive environment tailored to their children's learning styles, which can significantly enhance their academic experience To further this goal, adults should adapt their educational approaches, such as considering homeschooling options or providing recognition for their children's achievements, to effectively support their language development.
The Internet offers parents a wealth of educational resources, including videos, audio, games, and flashcards, enabling holistic learning in a natural and engaging manner.
Ineffective learning outcomes are often linked to gaps in knowledge acquisition and repetitive practice To overcome these challenges, students should fully engage in all lessons, focus on their teachers' guidance, and apply what they learn outside the classroom Additionally, immersing themselves in English through movies, programs, songs, and everyday conversations can significantly enhance their mastery of the language.
As a researcher, I acknowledge my responsibilities for my work and recognize the limitations associated with my study on "the effects of role play on improving EFL communicative competence among EFL learners." The findings from this research can provide valuable insights into enhancing language proficiency through interactive methods.
72 references for other further researchers in relevant studies, in addition, to put forrward some suggestions Presented as follow:
To enhance the reliability of the study's findings, researchers should expand their sample size beyond the current 128 participants Additionally, it is important to explore the long-term effects of the Role Play approach on student performance beyond the classroom setting through continued observation in subsequent terms.
This study's research methodology is limited as it relies solely on the analysis of secondary data from two test results: the Entrance input and the Final test This approach is supported by findings from similar previous studies To achieve a more comprehensive understanding, the researcher could benefit from employing various tools, including classroom observations, interviews, and inquiry surveys.
In the context of the realistic judgment ladder for pupils in GBE, I have emphasized the improvement of four key standards, while noting that communicative competence involves various other evaluative criteria Future research is anticipated to delve deeper into the effects of individual criteria or explore additional factors related to oral speaking skills.
Final thoughts 72 REFERENCES
English plays a crucial role in various aspects of life, prompting significant research into effective teaching methods for different age groups This study examines the effectiveness of the Role Play method in enhancing the communicative abilities of L2 learners, focusing on four key areas: Pronunciation, Vocabulary & Structure, Fluency, and Interaction The findings support the research question regarding the improvement of these skills among young learners In conclusion, Role Play proves to be an invaluable tool in EFL classrooms and should be integrated into speaking-focused English classes to maximize effectiveness, encouraging educational institutions to adopt this productive teaching technique.
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APPENDICES THE ENTRANCE AND FINAL TEST RESULTS OF STUDENTS IN 12
Stt Full name Gender YOB Age
Struc Fluency Inter Total classific ation Pronoun
Struc Fluency Inter Total Classifi cation
An M 2012 6 1 2.5 1.5 2 7 Interme diate 1.5 2.5 2.5 2 8.5 Interme diate
2 Bùi Thị Lam F 2012 6 2.5 2 2 2.5 9 Advanc ed 2.5 2.5 2.5 2.5 10 Advanc ed
6 Lê Đăng Đức M 2011 7 2.5 2 1.5 1 7 Interme diate 2.5 2 1 2 7.5 Interme diate
9 Lê Bảo Anh F 2012 6 2 1.5 2.5 2 8 Interme diate 2.5 1.5 2.5 2.5 9 Advanc ed
Anh F 2012 6 1.5 2.5 2 1 7 Interme diate 2 2 2.5 2 8.5 Interme diate
28 Lê Gia Bảo M 2013 6 1 2 0.5 1 4.5 Beginn er
37 Đỗ Như Hoa F 2013 6 2.5 1.5 2.5 2 8.5 Interme diate 2.5 2 2.5 2
Anh F 2012 7 1 2 1.5 2.5 7 Interme diate 2 2.5 2.5 2.5 9.5 Advanc ed
47 Lê Thị Hoa F 2013 6 1.5 2 2.5 1.5 7.5 Interme diate 2 2 2 2.5 8.5 Interme diate
Nhung F 2012 7 2.5 2 2 1.5 8 Interme diate 2 1.5 2 2 7.5 Interme diate
52 Bùi Hải Anh F 2013 6 0.5 0.5 1.5 1 3.5 Beginn er
55 Tô Thị Châu F 2013 6 2.5 2 2 1.5 8 Interme diate 2.5 2 2 1.5
59 Lê Thị Ngát F 2013 6 0.5 1 1 1.5 4 Beginn er
Nguyễn Minh Đức M 2013 6 2.5 2 2.5 2 9 Advanc ed 2.5 2.5 2.5 2.5
Linh M 2014 6 2.5 1 2 2 7.5 Interme diate 2.5 2 2 2 8.5 Interme diate
Thắng M 2014 6 2 1.5 2.5 2 8 Interme diate 2 2.5 2 2 8.5 Interme diate
Phong M 2014 6 1.5 2.5 1.5 2 7.5 Interme diate 2.5 2 2.5 2.5 9.5 Advanc ed
74 Vi Thị Trang F 2014 6 2 2 1.5 2 7.5 Interme diate 2.5 2.5 2.5 2 9.5 Advanc ed
Hiền F 2013 7 2.5 1.5 2 1.5 7.5 Interme diate 2 2.5 2.5 2 9 Advanc ed
77 Lê Thị Nhi F 2014 6 1 0.5 1.5 1.5 4.5 Beginn er
Sang M 2013 7 2 1.5 1.5 2.5 7.5 Interme diate 2 1.5 1.5 2.5 7.5 Interme diate
Tâm F 2014 7 2 2 2.5 1 7.5 Interme diate 2 2 2.5 2 8.5 Interme diate
103 Trần Thị Mai F 2015 6 2 2 1.5 1.5 7 Interme diate 2.5 2.5 2.5 2 9.5 Advanc ed
105 Lê Văn Sơn M 2014 7 1 2 1.5 2.5 7 Interme diate 1.5 2.5 2 2 8 Interme diate
Toàn M 2015 6 1.5 2.5 2 1.5 7.5 Interme diate 1.5 2.5 2.5 2 8.5 Interme diate xii
117 Đỗ Thị Nguyệt Ánh F 2013 7 1 2 1.5 1.5 6 Averag e
120 Võ Văn Hiếu M 2015 6 1.5 2.5 2 2 8 Interme diate 2 2.5 2.5 2.5 9.5 Advanc ed
Ngân F 2014 7 2 2.5 2 2 8.5 Interme diate 2.5 2.5 2.5 2.5 10 Advanc ed
Phương Linh F 2015 6 2 1.5 2 1.5 7 Interme diate 2.5 2.5 2 2 9 Advanc ed
Huyền F 2015 6 2 2 2 1.5 7.5 Interme diate 2.5 2.5 2.5 2 9.5 Advanc ed xiv