The effects of role play on improving efl communicative competence of efl learners

BANKING ACADAMY FACULITY OF FOREIGN LANGUAGE  - GRADUATION THESIS THE EFFECTS OF ROLE PLAY ON IMPROVING EFL COMMUNICATIVE COMPETENCE OF EFL LEARNERS Student: Le Thi Dieu Thao Class: K20ATCA Course: 2017 – 2021 Student ID: 20A7510160 Supervisor: Dr Trinh Ngoc Anh Hanoi, June 2021 Tai ngay!!! Ban co the xoa dong chu nay!!! 17014129084441000000 CERTIFICATE OF ORIGINALITY I hereby have the assurance to strongly confirm this is my initial paper The documents and data that I used to investigate, synthesize and analyze on the topic “THE EFFECTS OF ROLE PLAY ON IMPROVING EFL COMMUNICATIVE COMPETENCE OF EFL LEARNERS” were conducted by myself under the supervision of Dr Trinh Ngoc Anh – Lecturer of Foreign Language Faculty, Banking Academy The information and results of previous studies used in the paper are cited international citation standards (Harvard) Indeed, I will assume full responsibility for this work This Bachelor’s graduate thesis is my own work, which has not been submitted to any other universities to take benefits from Author (Signature and full name) Le Thi Dieu Thao i ACKNOWLEDGEMENT On this thesis accomplishment, it is my fortune to receive abundant support from many individuals I would like to profess my profound and heartfelt gratitude for theirunwavering encouragement, inspiration, and assistance First and foremost, I would like to put forward my thankfulness to the Faculty of Foreign Languages of Banking Academy of Vietnam for allowing me to pursue my paper whilst taking this opportunity as both a great privilege as well as a challenge Next, I pleasantly appreciate the time that my supervisor, Dr Trinh Ngoc Anh, has spent providing me with helpful guidance, constructive criticism, and constant stimulation in my thesis Besides, I truly thank the lecturers in the Faculty of Foreign Languages of Banking Academy who have been teaching me valuable lessons throughout my study in the Academy, which is considered as an insightful premise to achieve this graduation projectand for further applications in the future I would like to acknowledge the assistance and cooperation of the Global English center in supplying the internal data which is considered as the key foundation to actualize this article Without the center's allowance, the research could not have smoothly proceeded My thanks also extend to my warm-hearted family and my all friends who inspired me with their precious love, persistent support, and ample experiences Without them, I would not have been able to complete this thesis Last but not least, I treasure any readers and judges who read and provide critical comments on my study article ii ABSTRACT This study aims to investigate the effects of Role Play in enhancing English communicative competence among learners The secondary data was collected from related literatures In addition, as a rich source of secondary data, the test results of the Entrance and Final tests of the GBE English center in Hanoi were collated to examine how Role Play helped to enhance the oral performance of 128 students aged and The Role Play was evaluated based on four key criteria: Pronunciation, Vocabulary & Structures, Fluency, and Interaction The findings show that Role Play brings about positive impacts on learners’ communicative competence Specifically, it does not only helps learners to master English speech but also enhances their behavior in specific life contexts due to previous experience in classroom settings In depth, it is noted that substantial gains of interpersonal communication were manifested in the Entrance pre-test results and Role Play post-test results in terms of pronunciation, vocabulary & structure, fluency, and interaction There is no doubt that a pleasant learning atmosphere by acting out the hypothetical situation might reduce anxiety in English talking and increase self- confidence among learners As a result, students were able to articulate themselves and learn from one another with regard to speaking capabilities such as pronunciation, grammar, vocabulary, fluency, and interaction Students' motivation and enthusiasm in learning how to use English can be boosted by engaging them in these dynamic, engaging, immersive, and meaningful learning activities Key words: Communcative competence Framework of CC, Role Play, Impacts of Role Play iii TABLE OF CONTENTS ACKNOWLEDGEMENT ABSTRACT TABLE OF CONTENTS LIST OF TABLES CHAPTER 1: INTRODUCTION 10 1.1 Background of the study 10 1.2 Research Objectives and Research Questions 11 1.3 Significance of the study 11 1.4 Scope and limitation of the study .11 1.5 Structure of the study 12 CHAPTER 2: LITERATURE REVIEW 13 2.1 Communicative competence 13 2.1.1 Definition of communicative competence .13 2.1.2 Theoretical framework of Communicative competence 14 2.2 Role Play 18 2.2.1 Definition of RP – a task-based approach .18 2.2.2 Significance of Role play 20 2.2.3 The types of Role Play 20 2.2.4 Steps to conduct a Role Play 22 2.3 Related studies on implementing Role Play in English communicative competence 23 2.4 Conclusion 25 CHAPTER 3: PROCEDURE OF SECONDARY DATA COLLECTION AND RESEARCH METHODOLOGY .27 3.1 Locale of the study .27 3.2 Subject of the Research 27 3.3 Research design 28 3.4 Validity and Reliability of data analysis 31 3.4.1 Validity 31 iv 3.4.2 Reliability 32 3.5 Self Reflection on Secondary Data Collection Analysis 32 3.6 Conclusion 33 CHAPTER 4: FINDINGS AND DISCUSSIONS 34 4.1 Features of Collected samples about the ranges of genders and ages 34 4.1.1 Features of collected samples about genders 34 4.1.2.Features of collected samples about ages 35 4.2 Entrance and Final test results 37 4.2.1 The Min, Max, Average scores between Entrance and Final test results 37 4.2.2.The fluctuation of scores and its percentage between Entrance and Final test results 39 4.3.The impacts of Role Play on students’ English communicative competence 41 4.3.1 The impacts of Role Play on Pronounciation 41 4.3.2 The impacts of Role Play on Vovabulary & Structure 48 4.3.3 The impacts of Role Play on Fluency .55 4.3.4 The impacts of Role Play on Interaction 61 4.4 Conclusion 67 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 68 5.1 Summary of findings 68 5.2 Recommendations 70 5.2.1 Recommendation for teachers 70 5.2.2 Recommendation for parents 71 5.2.3 Recommendation for students 71 5.2.4 Recommendation for further research 71 5.3 Final thoughts .72 REFERENCES APPENDICES v LIST OF ABBREVIATIONS EFL / ESL English as Foreign language / English as Second language GBE Global English Centre L1 First language L2 Second language TBLT Task – based language teaching vi LIST OF TABLES Table 1: Categorised evaluation in a 10-point scale Table : Categorised evaluation in a 2.5-point scale Table 3: Features of samples’ ages in quantity and percentage Table 4: The overview of Entrance and Final exams Table 5: Overview of score changings Table 6: Number and percentage of students in each increasing level Table 7: Achievement of Pronunciation scores in the Entrance test Table 8: Achievement of Pronunciation scores in the Final test Table 9: Achievement of Vocabulary & Structure scores in the Entrance test Table 10: Achievement of Vocabulary & Structure scores in the Final test Table 11: Achievement of Fluency scores in the Entrance test Table 12: Achievement of Fluency scores in the Final test Table 13: Achievement of Interaction scores in the Entrance test Table 14: Achievement of Interaction scores in the Final test vii LIST OF FIGURES Figure 1: Components of second language speaking competenceFigure 2: Procedure of implementing the Role Play Figure 3: Percentage of students’ genders in collected samples Figure 4: Percentage of students’ ages in collected samples Figure 5: Comparisons of the lowest, highest and average scores of Entrance and Final examinations Figure 6: Percentage of students’ increasing levels Figure 7: Percentage of students in each Entry-term Pronunciation band score Figure 8: Percentage of students in each Final-term Pronunciation band score Figure 9: Number of students in each band scores of the Entrance and Final test Figure 10: Disparity of changes in number of students in each Pronunciation band scores between Entrance and Final exams Figure 11: Percentage of students in each Entry-term Vocabulary & Structure band score Figure 12: Percentage of students in each Final-term Vocabulary & Structure band score Figure 13: Disparity of changes in number of students in each Vocabulary & Structure band scores between Entrance and Final exams Figure 14: Number of students in each Vocabulay & Structure band scores of the Entrance and Final test Figure 15: Percentage of students in each Entry-term Fluency band score Figure 16: Percentage of students in each Final-term Fluency band score Figure 17: Disparity of changes in number of students in each Fluency bandscores between Entrance and Final exams Figure 18: Number of students in each Fluency band scores of the Entrance and Final test viii Figure 19: Percentage of students in each Entry-term Interaction band score Figure 20: Percentage of students in each Final-term Interaction band score Figure 21: Number of students in each band scores of the Entrance and Final test Figure 22: Disparity of changes in number of students in each Interaction band scores between Entrance and Final exams ix