An investigation into student engagement in role play in english speaking lessons at a secondary school in ho chi minh city

‘This action esearch, conducted within a secondary school in Ho Chỉ Minh City, Vietnam, addresses the prevalent issues of student engagement in English speaking activities result in decr

BỘ GIÁO DUC VA DAO TAO

TRUONG DAI HQC SU’ PHAM THANH PHO HO CHi MINH

Pham Thi Thu Thiy

AN INVESTIGATION INTO STUDENT ENGAGEMENT IN ROLE-PLAY IN ENGLISH SPEAKING LESSONS AT A SECONDARY SCHOOL IN HO CHI MINH CITY

LUAN VAN THAC Si KHOA HQC GIAO DUC

Thành phố Hồ Chí Minh - 2023

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRUONG DAI HQC SU’ PHAM THANH PHO HO CHi MINH

Pham Thi Thu Thiy

AN INVESTIGATION INTO STUDENT ENGAGEMENT IN ROLE-PLAY IN ENGLISH SPEAKING LESSONS AT A SECONDARY SCHOOL IN HO CHI MINH CITY

Chuyên ngành : Lý luận & Phương pháp dạy học bộ mônTiếng Anh

LUẬN VĂN THẠC SĨ KHOA HỌC GIÁO DỤC

NGUOI HUONG DAN KHOA HQC:

TS NGUYEN THUY NGA

Thành phố Hồ Chí Minh - 2023

Thereby certify that the thesis entitled “An Investigation Into Student Engagement In

is the result of my own research in fulfillment of the requirement for the M.A degree

at Ho Chi Minh City University of Education

Except where reference is made in the text of the thesis, this thesis does not contain

I have qualified for or been awarded another degree or diploma

No other person’s work has been used without due acknowledgment in the main text

of the thesis

This thesis has not been submitted for any degree in any other tertiary institution,

My journey at Ho Chi Minh City University of Education has gone to an end, and as I reflect upon the countless hours of dedication, perseverance, and support that with great honor and heartfelt appreciation that I extend my deepest acknowledgments to all those who have contributed to my growth and success First and foremost, I would like to express my profound gratitude to my esteemed supervisor, TS Nguyén Thay Nga Your unwavering guidance, expertise, and unwavering belief in my abilities have been instrumental in shaping this thesis Your commitment to excellence, patience, and passion for teaching have been a constant source of in: tion for me, Tam truly fortunate to have had the privilege

of working under your mentorship

I would also like to extend my sincere appreciation to the members of my thesis committee Your valuable insights, constructive criticism, and rigorous

my work Lam grateful for the time and effort you dedicated to helping me refine my ideas, enhance my research, and elevate the quality of this thesis

To the dedicated lecturers at Ho Chi Minh City University of Edueation, who have selflessly imparted their knowledge and expertise, 1 extend my heartfelt thanks our passion for learning has had a profound impact on my academic journey Your ensuring my success

I cannot find words adequate enough to express my deep appreciation to my beloved family Your unconditional love, endless encouragement, and unwavering understanding, and constant support have provided me with the strength and

life

ith i i good teacher, it and nurture young minds, just as my mentors have done for me I am committed to embracing the responsibility of shaping the lives of future generations, fostering a love for learning, and making a meaningful impact in the world of education

In closing, I am eternally grateful to everyone who has played a role in my educational wisdom, and guidance have molded me into the person I am today I will forever cherish the memories and lessons gained during my time here, and I carry them with

me as I embark on the next phase of my life

3.7.2 Collecting students’ perceptions,

3.8 Analytical framework

98

4.1.3 Student Perception - Survey

4.1.4 Student Perception — Open-ended questionnaire

%2 Implications for teachers and students 102

%3 Limitations of the research „103

Table 3.1 Target participant characteristics

Table 3.2 Cronbach's alpha coefficient of Student Engagement Questionnaire

Table 3.3 Cronbach's alpha coefficient of Student Perception Questionnaire (Close-

nded Part)

Table 4.1, Pre-Intervention Students’ Engagement

Table 4.2 Suidents’ Engagement in Cyele L s52

Table 4,5, Paired Samples Test of Pre-Intervention and Cycle 1 61 Table 4.6, Paired Samples Test of Pre-Intervention and Cycle 1 (Each component} Table 4.7, Pre-h \d Cycle 2 64 Table 4.8 Paired Samples Test of Pre-Intervention and Cycle 2 Table 4.9 Paired Samples Test of Pre-Intervention and Cycle 2 (Each component) .65 Table 4.10, Paired Samples Statistics of Cycle 1 and Cycle 2 66 Table 4.11, Paired Samples Test of Cycle 1 and Cycle 2

16Table 4.12, Paired Samples Test of Cycle | and Cycle 2 (Each component) - Table 4.13 Observation of Student Engagement in Pre-Intervention phase Table 4.14, Observation of Student Engagement in Cycle 1

Table 4.15 Observation of Student Engagement in Cycle 2

Table 4.16, Distribution of Answers of Classroom Student Perception Questionnaire

Table 4.17, Distribution of Answers of Classroom Student Perception Questionnaire

Table A3, Observation checklist wa

Table A2 The questionnaire for student` perceplion 52sseeesseeov PHÙ List of figures

Figure 2:1 Theoretical framework jsiiiisissiiisissciinassciinacinacinacinadinaonanonnnon ae

This action research, conducted within a secondary school in Ho Chi Minh City, Vietnam, addresses the prevalent issues of student engagement in English speaking classes, As observed in the 60 eighth-grade students involved, the current classroom, adversely This study aims to assess the effectiveness of the communicative technique

of role-play, which is renowned for its engaging nature and its potential to exert positive influences on engagement, within this context

The research implements a pre-intervention and post-intervention design, utilizing both a questionnaire and classroom observation to evaluate the level of student engagement, Post-intervention, student perceptions of role-play as @ learning technologically equipped, fostering a dynamic environment for English teaching, assessments The chosen participants, pre-intermediate level students, have at least five years of English education and additional exposure through extra classes at the English center

The findings of the study reveal that role-play significantly improves student engagement in English speaking lessons with students demonstrating positive role-play into the teaching curriculum, thereby offering useful implications for

broader populations.

This chapter provides an overview of the research study, including the background, problem statement, research aims, research questions, and the significance of the

research and outline its relevance

1.1 Background of the study

In the modern age of globalization, the role of English as an international language has become increasingly crucial across various human endeavors This has English language teaching and learning methodologies Amidst this evolution, the observations and innovations aimed at achieving language learning goals more effectively A notable shift in this domain, as Larsen-Freeman and Anderson (2013) observe, is the transition from a Linguistic to a Communicative approach This shift emerged from the realization that mere linguistic knowledge falls short in actual language communication, leading to the concept of communicative competence paved the way for the Communicative Approach, underlining the importance of communicative activities in language teaching These activities are lauded not just for bolstering learners’ communicative competence, but also for their role in enhancing student interest and participation in class

Recognizing that communication is a fundamental objective in language learning, the skill of speaking assumes a critical role in this educational journey The greatly influenced by student engagement in classroom activities Christenson et al (2012, as cited in Philp & Duchesne, 2016) and Skinner, Kindermann, and Furrer (2009) underscore that student engagement is a key driver in the learning process, settings

student engagement and academic success, a viewpoint further supported by Skinner, Kindermann, and Furrer (2009), who argue that engagement is a mutable factor underscores the significance of fostering student engagement in the learning process However, based on my observations and teaching experiences in a school setting, certain challenges have been identified, particularly among eighth-grade where students possess varied levels of English proficiency and distinct characteristics, engagement issues are prominent Many students display a lack of interest in textbook-designed activities and an overall disengagement in speaking this aspect through a popular communicative technique — role-play Celebrated for its technique that encourages self-expression and discussions on diverse topics (Ments, 1999), It not only facilitates language use in real-life scenarios but also captivates students with its entertaining nature (Ladousse, 1987) Its efficacy in enhancing student engagement in English language teaching has been documented by various scholars (Sirisrimangkorn & Suwanthep, 2013; Deviana, 2014; Subathi, 2015; into the application of role-play and assess its impact on student engagement, while teaching methods.”

1.2 Problem Statement

In the realm of English language teaching, particularly in speaking lessons, there

is a many issues with student disengagement Students frequently exhibit passive learning behavi s, such as minimal voluntary participation and frequent distractions (e.g., using mobile phones, reading unrelated materials) Moreover, there is a notable lack of enthusiasm and creativity in their approach to speaking tasks, often doing just enough to meet the basic requirements This problem is not only detrimental to the

process

to stem from the nature and organization of speaking activities Predominantly derived from textbooks, these leading to their perception as mere obligatory tasks rather than engaging and meaningful learning experiences

Addressing this issue is crucial for improving both the quality of language education and student learning outcomes This thesis suggests the integration of role- play, an activity of Communicative Language Teaching and a widely recognized lessons to enhance student engagement Despite its potentials, the implementation of role-play in Vietnamese classrooms has been limited and lacks customization to investigate the effectiveness of role-play in improving student engagement but also explore students’ perceptions of its utility in the language learning process This study engagement in speaking activities

Research Aims

This study is aimed to investigate:

i) The level of student engagement in role-play in speaking lessons in a secondary school in Ho Chi Minh City;

ii) The participant students’ perceptions towards the use of role-play in speaking lessons

13 Research Questions

This study seeks answers to the following questions

i) What is the level of student engagement in role-play activities during English speaking lessons in a secondary school in Ho Chi Minh City?

Practical significance

Apart from theoretical significance, this research also possesses practical significance Specifically, this study could examine the process of making use of this student engagement and other aspects as well An educator who reads this research can gain insights in how to facilitate i teaching, improving student engagement in particular and learning procedures in general Additionally, it collects data about students” perception towards the use of it, so that indisputably owes to leamers as a primary element As a student, by reading this receive at school, such as the aim of different classroom activities organized by the teacher, Aware of this, they can easily follow the procedure, make the most of it, and combine it with their own learning process and learning style, hence enhancing the

to the curriculum designs if it yields positive outcomes

This Master's thesis is systematically organized into five key chapters, Chapter | provides an introduction to the study It begins with the background

of the study, followed by the statement of the problem, research aims and questions This chapter also discusses the significance of the study and provides a summary to encapsulate the entire chapter,

Chapter 2 is a comprehensive literature review on relevant topics such as role plays, student engagement, and student perception It also includes a review of previous studies in the field, identifies the research gap, and presents a theoretical key points

Chapter 3 outlines the research methodology used in the study It begins by

This chapter also details the lesson plans, the model of action research, the procedure

of action research, and the research instruments used for measuring student engagement and collecting students’ perceptions Further, the analytical framework, validity and reliabilit i di din detail

‘A summary concludes the chapter

Chapter 4 presents the data analysis and discussion of the study's findings It encompasses an in-depth analysis of the Student Engagement Questionnaire,

findings follows, with a chapter summary to encapsulate the key points

Chapter 5 provi tudy

It summarizes the main conclusions of the study, discusses the limitations of the research are also presented in this chapter

‘The thesis concludes with a comprehensive list of references that were used throughout the study, followed by an appendix including various questionnaires,

checklists, and a sample lesson plan

This chapter introduces the research study on improving student engagement in speaking lessons using role-play It provides the background of the study, the problem engagement levels and students’ perceptions The chapter also highlights the theoretical and practical significance of the research for future studies and its implications for educators and students.

This chapter focuses on the literature related to role-play, student engagement and student perception Additionally, it also reviews and synthesizes empirical studies related to the two research questions — student play in their speaking classes Finally, this part highlights the research gap and provides the theoretical framework for this study

varied interpretations presented in the literature

Role-play is presented with broad definitions and classroom applications Oxford Dictionary (n.d.) suggests that it entails emulating another's behavior in

a given situation This is echoed by Dent-Young (1977), who envisions role-

classroom by stimulating learners’ imaginations and promoting interaction

Richards (2005) also supports the concept of role-play as a form of classroom Here, students are given roles to act out, improvising scenes or dialogues based

‘on supplied information or hints, Ments (1999) simplifies the concept of role-

even oneself in a certain situation Ments goes further, describing potential

outcomes of the activity ranging from acquiring a skill to learning a technique Finally, different authors consider Role-Play as a Communicative Activity Davies (1990) categorizes role-play within the sphere of dramatic improvisation, simulation, and dramatized storytelling Davies defines role- play as a scenario in which students personify imaginary individuals within a fictional setting Abidin and Hosseini (2012, as cited in Waluyo, 2019), along

communicative activity where learners engage in meaningful language

aspects of both verbal communication, such as intonation, stress patterns, and tone of voice, and non-verbal communication, including eye contact, hand gestures, and personal space

In conclusion, there are various definitions of role-play in language

learning Synthesizing these perspectives, while role-play is multifaceted in definition and application, a common thread is its role as a communicative, thereby dị 1 id i i where participants adopt roles of themselves or someone else in a specific

situations, highlighting its significance in language teaching Types of role plays

There have been different ways to categorize role play

Different approaches to Role-Play: Ments (1999) acknowledges that role-play

is not monolithic but encompasses various types, each necessitating different

feelings, and attitudes." For the first category, he asserts that the learning environment and role instructions should be meticulously prepared, and the second requires a less

“tightly constrained" process where learners draw on their personalities and experiences

Frameworks of interaction in Role-Play: Davies (1990), in contrast, presents two frameworks for role-play: open-ended dialogues and mapped dialogues The former allows for unstructured conversation development, while the latter uses a chart-based guide to facilitate interaction

Dual nature of Role-Play: In Al-Arishi's (1994) perspective, role-play exhibits

a dual nature, underpinned by real-playing and surreal-playing impulses The former encourages classroom activities that simulate real-world experiences, while the latter fosters imaginative expression of the students’ inner worlds Scripting in Role-Play: Krebt (2017) proposes a typology of fully scripted, semi-scripted, and non-scripted role-plays This is complemented by various authors plays to dialogue keywords in non-scripted ones, showing the varying degrees of guidance provided to students,

Structured and Free Role-Plays: Wadensjé (2014) and Kumaran (2017) further differentiate role-plays into scripted and improvised, and structured and free, adapted to various learning environments and objectives

Synthesizing these perspectives, it is clear that role-play can be categorized based on factors like focus, structure, nature, level of guidance, and degree of improvisation Such categorizations provide educators with a range of approaches for play into their teachi In this study, types of role-play: fully scripted, semi-scripted, and non-scripted, following Krebt’s application, tailored to the specific learning objectives, learner characteristics, and instructional context of this research,

This section synthesizes the diverse benefits of role-play as identified in the literature

Enhancing engagement and experience in the Classroom: Ladousse (1987) and Anderson (2006) highlight role-play's ability to bring varied experiences into the

ding shy students, while And Ì

in reducing leamer anxiety and strengthening student relationships Both authors learning more enjoyable and engaging

Promoting language skills and realistic practice: Kumaran (2017) and Salim Keezhatta (2020) focus on the benefits of role-play in enhancing language skills, language in a safe classroom environment and its effectiveness in improving overall language competency

Building confidence and empathy: The works of Ments (1999), Anderson (2006) and Kumaran (2017) converge on the idea that role-play boosts self- confidence, self-esteem, and empathy among learners, These authors underline the role of role-play in allowing students to express their feelings and understand others better, thus contributing to personal development

Fostering a learner-centered environment: Ments (1999) and Kumaran (2017) both emphasize the student-centered nature of role-play They discuss its ability to where students are actively involved and can control the activities to some extent

To sum up, based on the works below, it can be concluded that role-play offers

a range of benefits in teaching The advantages included increased interaction, motivation, engagement, and enjoyment It also provides opportunities for language practice in realistic or authentic contexts; allows expression of feelings and empathy;

‘or enhances self-confidence and self-esteem, Finally, it facilitates learner-centered

Loss of control and structure: Ments (1999) and Kumaran (2017) both highlight the potential loss of teacher control during role-play activities This includes concerns over the unpredictability of what is learned and the order of learning, especially in large classes where maintaining a constant language focus and student participation can be challenging,

Misconceptions and classroom management issues: Ladousse (1987) and Kusnierek (2015) discuss common misconceptions about role-play and the related nature of role-play, difficulties in maintaining discipline, and potential for classroom chaos,

Time constraints and resource demands: Ments (1999) and Kumaran (2017) note that role-play can be time-consuming, requiring significant classroom time for implementation and feedback The need for additional resources and the reliance on both the tutor and learners are also emphasized,

Learner participation and performance anxiety: Kusnierek (2015) and Kumaran (2017) identify challenges related to learner participation, These include the particularly in cases where role-play involves public performance Limited understanding and communication of goals: Ladousse (1987) and Kumaran (2017) point out the problems arising from a limited understanding of the concept of learning through role-play ‘The lack of clear communication of goals to and reduced effectiveness

To sum up, the challenges of implementing role plays in teaching include the loss of control and order, misconceptions and limited understanding, discipline and participation issues, loss of language focus, time constraints, classroom management difficulties, lack of immediate correction, and confusion among learners The ways

to solve these challenges include careful planning, clear communication of goals,

language or performance anxieties

The organization of role play in language teaching

Selection and preparation of Role-Plays: Ladousse (1987) and Anderson (2006) emphasize the importance of careful selection of role-plays This includes relevance, cultural appropriateness, and students’ familiarity with the situations, Ladousse also suggests starting with pair work and short activities to ease students into role-playing

‘These techniques offer flexibility and adaptability in conducting role-play sessions, catering to different learning styles and classroom dynamics Debriefing and follow-up actions: Ments emphasizes the importance of debriefing and follow-up, which are crucial for consolidating learning and reflecting activities with Lime limits to maximize learning outcomes

Consideration of classroom dynamics and props: Anderson highlights the significance of understanding classroom dynamics, using props and mime, and maintaining flexibility in expectations This ensures that role-plays are engaging and effectively cater to students’ varying language proficiency levels and expressions

In English teaching: They differentiated simulations and Role Plays Klippel

scenes based on everyday situations This distinction helps in selecting the terms of materials and preparation, Klippel also discusses the use of “role cards" and and cue cards providing detailed speaking instructions, This highlights the activities As for facilitating interaction and conversational skills, Dent- Young (1977) and Liu & Ding (2009) emphasize role-play’s ability to foster small group interaction including preparation, instruction, and teacher questioning, which aids in addressing Liu & Ding highlight the need for topics and appropriate language usage Teacher's role and feedback: Liu & Ding (2009) and KuSnierek (2015) discuss the critical role of the teacher as a facilitator, spectator, or correction is advised to occur after the practice stage, preferably through negotiation classroom management: KuSnierek (2015) and Rahayu (2015) focus on the implementation process, including engagement, study, and activate stages, and teaching materials and situations, role-play practice, and teacher evaluation Kodotchigova (2002) adds that creating a suitable situation and considering students’ language proficiency are key to successful implementation,

To sum up, in this study, the approach proposed by Ments (1990) for effective role play integration is adopted due to its comprehensiveness and adaptability Ments’ methodology will form the core framework for role play implementation in this research The organization of role play in language teaching includes the selection of appropriate role plays, the preparation for students through pair work and short activities, following a structured approach, the use of different implementation

differentiating between simulations and role plays, providing clear instructions, promoting small group interaction, considering relevant topics and language support, preparing for the role play activity The role of the teacher is crucial in facilitating and guiding the role play process,

Now that we have explored the various aspects of role-play activities, let's shift our focus to the critical topic of student engagement We will delve into student engagement and different dimensions of engagement

Attitudes and participation: Willms (2003) and Christenson, Reschly, and Wylie (2012, as cited in Hofkens & Ruzek, 2019) focus on student engagement as a

reflection of students’ attitudes towards schooling and their participation in school

invest in their academic work and overall school involvement Quality of interaction and involvement: Skinner, Kindermann, and Furrer (2009), and Axelson and Flick (2010) view student engagement as a measure of the underscore the importance of students’ enthusiasm, focus, involvement, interest, and connectivity with their learning, classes, and peers

Multidimensional perspective: Fredricks et al (2004, as cited in Fredricks & McColskey, 2012), Gunuc and Kuzu (2015), and Lane and Harris (2015) present student engagement as a meta-construct comprising behavioral, emotional, and

processes and activities, both inside and outside the classroom Active involvement and commitment: Lei, Cui & Zhou (2018), and Ginting (2021) emphasize student engagement in terms of active involvement and Participation in various learning tasks and activities, along with a commitment to achieving leaming objectives

Collectively these perspectives refer to student engagement as a multifaceted concept encompassing students’ attitudes, energy, participation, quality of interactions, and reactions to learning processes and activities Features and Components

Multidimensional nature of student engagement: Wang and Degol (2014), Hiver, Al-Hoorie, and Mercer (2020), and other researchers highlight the multilevel, multidimensional, and malleable aspects of student engagement They differentiate it value for learning outcomes

Three Dimensions of student engagement: Consensus exists among researchers like Fredricks et al (2004), Hofkens and Ruzek (2019) Reeve (2012), and others on identifying cognitive, emotional, and behavioral components as the key dimensions

of student engagement Ginting (2020) and others underscore the interconnectedness

of these dimensions

Cognitive engagement: This dimension focuses on mental investment and intellectual effort, as described by Hofkens & Ruzek (2019) and Reeve (2012) It

s and deep understanding Researchers also

note that cognitive engagement is influenced by individual factors, the learning involves personalized leaming strategi

environment, and the tasks at hand (Helme & Clarke, 2001) Behavioral engagement: Highlighted by Groccia (2012), Skinner et al (2008), and Fredricks (2004), behavioral engagement includes efforts, attention, and

like note-taking and active participation, playing a crucial role in academic success

describe emotional engagement as encompassing both positive and negative emotional responses to learning activities and school interactions Fredricks &

students’ i ir institution and their willingness to engage in academic work

In conclusion, this review builds on the insights of Hofkens and Ruzek (2019), Helme and Clarke (2001), Groccia (2012), Skinner et al (2008), Philp and Duchesne (2016), and Fredricks and Blumenfeld (2004), to argue that student engagement is multi-dimensional, including cognitive, behavioral, and emotional facets, which provide a comprehensive understanding of the multidimensional nature of student dimensions encompass students’ mental investment, active participation, and emotional responses in the learning process

Having explored the complex and multifaceted nature of student engagement,

we now shift our focus to another critical aspect of the educational experience:

~Role- play, Evidently, the interplay between student perception and student engagement

stands as a critical determinant of educational outcomes Let's delve deeper into the concept of student perception, its key components, and its relationship with student learning process

2.3 Student perception

Definition

Perception is a term defined in several ways by different authors, yet they all emphasize the notion of interpretation and understanding based on sensory input and past experiences Cambridge University Press presents a general understanding of perception, referring to it as a belief or opinion that is often shared by many people and is based on appearances

in Marx, 1983) adds depth to this understanding by suggesting that perception emphasizes that perceptions are a product of the interplay between current sensory inputs and past experiences, forming a second-order information Perception as a meaningful interpretation: Lindsay and Norman (1977, as cited

in Pickens, 2005) describe perception similarly, viewing it as a process where world This definition highlights the structuring role of perception in organizing sensory information into coherent experiences

The mechanism and dimensions of perception: Qiong (2017) delves into the mechanism of perception, noting that it involves sensory organs and the evaluation interpretation of sensory input Qiong also introduces the concept of physical and

we perceive and interpret our environment

In terms of language learning and teaching specifically, perception might be the awareness and viewpoints of learners, teachers or educators about some educational aspects which are related to their own experience Perception, in this study, is the class in terms of motivation, usefulness, engagement, autonomy, anxiety, and satisfaction (Haghighi, Jafarigohar, Khoshsima & Vahdany, 2019) This aligns with the study's focus - the impact of role-play on learning outcomes This perspective, understanding of students’ interactions with and responses to role-play, which is critical for improving teaching strategies,

There have been numerous studies have examined the relationship between student perception and engagement Many studies have confirmed the effect of student perception on student engagement in learning

Influence of Student Perception on Engagement and academic achievement: Voelkl (1995) confirms the significant impact of student perceptions on their participation, engagement in class, and academic achievement This study highlights demonstrating how each influences the other

Perception of teachers and class organization: Mearns, Meyer, and Bharadwaj (2007) focus on students” perceptions of tutors’ approachability and sensitivity, and

in class, affecting their motivation, enjoyment, and perception of teachers’ awareness

of students’ difficulties This study underscores the importance of the learning environment and instructor-student dynamics in shaping student engagement Val ing students’ perspectives in learning environments: Yazzie-Mintz and MeCormick (2012) emphasize the value of understanding students’ perceptions of their classroom experiences, They argue that gaining insights into students’ highlighting the importance of considering the learner's viewpoint in educational research and practice

Perception of leaming environment and its impact: Bizimana, Mutangana, and Mwesigye (2022) investigate the link between students’ perception of the leaning

Lass Their find

between how students perceive their learning environment and their level of engagement, offering significant implications for teachers and educators in shaping conducive learning spaces

In summary, numerous studies have found that student perception plays a significant role in influencing students’ level of engagement Among various factors

students’ perception of the class organization, the leaming environment or

instructional activities have been considered as important determinants of student engagement Additionally, student perceptions also offer valuable insights into students’ experiences and motivations, which contribute to the understanding, investigation, and improvement of student engagement

Having explored the concepts of role-play, student engagement and perception individually, it is essential to delve deeper into the relationship of these elements in

an educational context Let's now turn our attention to the existing literature that specifically examines the impact of role-play on student engagement, as well as how been implemented

24, Previous Studies

As aforementioned, this part focuses on reviewing and synthesizing previous studies related to the two research questions — student engagement in role-play and students’ perception towards to the use of role-play in their speaking classes Role plays and student engagement

Role plays have been considered as an effective teaching strategy enhance student engagement in various educational contexts Numerous studies have been from these studies indicated the benefits of incorporating this approach into the

engagement

Active Participation and inclusivity: Role plays significantly increase active participation in the classroom Studies by Rosell (2005) and Harouche & Meftah (2018) d s how role pla ce even less ved students to become active participants, leading to enhanced engagement in the learning process Intellectual stimulation and enjoyment: Bender (2005) and Heyward (2010) highlight how role-play activities make learning more enjoyable and intellectually

stimulating This enhanced enjoyment directly contributes to higher levels of student

interesting and thought-provoking

Improving classroom dynamics: Role-play activities, especially in language learning contexts (Deviana, 2014; Sirisrimangkorn & Suwanthep, 2013), transform

@ more engaging and interactive learning environment, promoting greater student involvement

Role-play activities have been observed boost student motivation and confidence, particularly in speaking and language skills (Minh & Thi, 2020; Thuyet, 2020) Increased confidence and motivation are key drivers of student engagement

Meanwhile, there other beneficial factors brought by this activity Skill Development: Bhattacharjee and Ghosh (2013) and others show that role- play can enhance specific skills like perspective-taking and problem-solving, contributing to a more comprehensive learning experience Language Fluency and Communication; Role-play activities, as noted in studies focusing on language learning (Fatimah, 2019; Gusmuliana et al., 2021), improve language fluency and communication skills, which are crucial for academic success

‘Addressing Educational Challenges: Role plays offer innovative solutions to

I chall uch as larg { student anxiety, as seen

in the research of Lakhdar (2022) and Ruslanovna (2022),

In the context of Vietnam: Minh and Thi (2020) examined the effectiveness of group work role plays in improving EFL students’ accuracy in speaking skills at a

strategies to effectively engage young students in speaking activities (Vo, 2020) Based on a synthesis of these studies, it is clear that role plays have a significant positive impact on student engagement in different educational contexts, including English language teaching in Vietnam specifically The implementation of role plays interest, and confidence, By creating a dynamic and enjoyable learning environment, role plays encourage active involvement and knowledge sharing among students However, it is crucial to carefully plan and design role play activities in order to

interest, and scaffolding, educators can effectively utilize role plays to promote student engagement across different subjects and enhance learning outcomes Students’ perception of role-play

A great number of studies have investigated students’ perceptions of role-play

in language learning Findings from these studies indicated an overall positive perception of students towards this type of classroom activities Enhanced confidence and motivation; Rahayu Nur Safitri (2019) and

confidence in their language abilities This increase in confidence is closely linked to (2022) Yusof and Alas (2021) also noted the positive impact of role-play on students” confidence, contributing to more enriching language learning experiences Language competence and communication skills: The development of language competence was a key theme in Safitri’s (2019) study, where students perceived role- Junianti (2021) observed that role-play effectively improved communicative competence, also enhancing vocabulary and facilitating experiential learning Positive learning atmosphere and student engagement: Astuti (2017) and

to creativity and proficiency in English Rahmatillah’s (2019) research highlighted communication scenarios

‘Yusof and Alas (2021) and Hoofd (2022), students expressed a general enjoyment of role-play activities They viewed these activities as enjoyable aspects of their students’ overall positive attitudes towards this teaching method, as it made learning

‘more interactive and less conventional

In the Vietnamese context: Nguyen and Do (2017) found that students had a favorable attitude towards drama-based role-play, considering it an effective environment role-play provided, promoting their motivation, creativity, and their proficiency in English,

In conclusion, the related studies indicated an overall trend of positive perceptions among students towards the use of role-play in language learning Students appreciate the importance of learning English for their future careers and regard role-play as a potential technique for improving language competence, evoking positive emotions Role-play is also seen as a means to create an interesting fluency These findings collectively support the notion that role-play is an effective and beneficial technique in language education.s

2.5 Research Gap

There are various studies into the effects of role-play on different aspects of learning and teaching in different contexts in general, and student engagement in

of this technique on enhancing student engagement in the classrooms broadly due to

(2014) Sirisrimangkorn & Suwanthep (2013) demonstrate these benefits, Additionally, role-play can alleviate various barriers in speaking lessons such as students’ anxiety and embarrassment while encouraging students’ creativity, confidence, participation, and involvement — as shown in studies by Lakhdar (2022); Ruslanovna (2022); Minh & Thi (2020) and Thuyet (2020), Furthermore, this technique is reported to possess great potential for fostering an active and student- seen in the works of Minh & Thi (2020); Fatimah (2019); and Gusmuliana et al (2021) These studies contribute significantly to the teaching field, particularly in critical evaluation, these works provide a rigorous analysis of the use of role-play, teaching context Some works also offer recommendations for the further effective use of role-play in teaching Regarding student engagement, the findings of these implementation of role-play to improve student engagement in English language teaching

However, there is still limited research delving deeply into the effects of the implementation of different types of role-play on different elements of student engagement, especially in the context of a secondary school in Vietnam While the without examining the influences on each component of the construct, given the considering the tremendous modifications in English language teaching in Vietnam - application of related methods and techniques, and the problem related to student

Based on the literature review and the research gap, the theoretical framework for this study was formulated It focused on three key components and some aspects:

Role-Play: Role-play can be defined as a communicative activity in which involves imaginary or real characters in various situations It can bè categorized based on some factors While there are some challenges in implementing this technique, it does offer several benefits including improving student engagement, As for the implementation of it in English interaction, choose relevant topics and language support, make use of role role play activity This study looks to examine the impact of using role-play school

Student Engagement: Student engagement includes cognitive, behavioral, and emotional engagement Cognitive engagement involves students’ mental

in learning refers to their active participation, effort, and persistence in learning activities, reactions during the learning process As for the method to measure student validates, assisting researchers and educators in approaching student engagement and facilitating necessary interventions The research aims to measure the impact of role-play on these three dimensions of student engagement

Student Perception: This term is defined as the awareness and viewpoints of learners, teachers or educators about some educational aspects which are

explore students’ perceptions of role-play as a teaching technique

* Impact of Role-play on Student Engagement: This is about the impact that

drawn from a number of research and studies, suggests that role-play can improve student engagement in English lessons

* Students’ Perception of Role-play: This is about students’ perception towards the use of role-play in their English-speaking class, The theory behind this aspect suggests that students have positive perception towards the use of role-play, based on the findings from related work in the topic Finally, the theoretical framework considers the research gap There has been limited research on the effect of role-play on different student engagement dimensions, especially in the Vietnamese secondary school context, This study aims student engagement in English language teaching at a secondary school in Ho Chi Minh City, Vietnam

Consequently, the theoretical framework focuses the effect of engagement on role-play and student perception towards role-play This is a strong theoretical grounding for answering the research questions and interpreting the findings,

‘The theoretical framework is demonstrated in the figure 2.1, below,

‘This framework addresses the research gap about the effect

of role-play on different lons of st engagement in the Vietnamese secondary school context Figure 2.1 Theoretical framework 2.7 Chapter summary

This chapter has provided the relevant literature review about key terms and empirical studies related to the research questions ~ student engagement in role-play and students’ perception towards to use of role-play in language lessons, The first, engagement and student perception respectively, Section 4 highlights the findings from studies which are related to this rescarch’s questions, Section 5 pinpoints the research gap and formulates the theoretical framework for this study

This chapter specifically addresses the research setting, research design, participants, the model and procedure of action research, research instruments, the participants provide essential information regarding the research site and the individuals involved The research design, as well as the model and procedure of framework outlines the methods for analyzing the instruments used Lastly, the chapter delves into the validity and reliability of the instruments employed for data collection

3.1, Research Setting

‘The research is set in a secondary school in Ho Chi Minh city — the most developed urban area in Vietnam This school offers education for junior high and well-equipped with projectors and audio equipment, supporting a multimedia learning environment across subjects

However such programs are not extensively available for high school students English textbooks are selected annually by the teachers’ team, with a curriculum covering all four language skills, components of language (vocabulary, grammar, tural knowledge of English: various topi Lesson plans, incorporating authentic materials, are at the discretion of individual teachers

As a resull, students have the chance to interact with native speakers and the

there are regular assessments, a mid-term test and a final test in a semester, The forms

of regular assessment are varied ranging from paper-based tests on learners’ language

of students in a certain program

3.2, Research Design

This study is action research According to Oxford Learner's Dictionary, action

fe ` i peop! i We activity, es] tally

in education, to improve the working methods of those involved”, Mills (2000) researchers, principals, school counselors, or other stakeholders in the

teaching/learning environment to gather information about how their particular

they teach, and how well ú 1 He also mai

steps: “Identify an area of focus”, “Collect data”, “Analyze and interpret data", and

“Develop an action plan”

Likewise, Efron and Ravid (2019) refer to action research as “an inquiry conducted by practitioners in their own educational settings in order to advance their research in the educational context whose goal is to “engage in a study to find out their own students, solving problems, or developing new skills”, it is the teachers or other school practitioners that “take the role of researcher and study their own practice” with the questions which arise from “events, problems, or professional interests that the educators deem important”

4.3 Participants

The participants in this research include 60 eighth-grade students in the two class n which the teacher is in charge of at school The participants are chosen

based on convenience sampling These pre-intermediate level students have at least

five years of English education, many also attending English centers Their background supports the feasibility of role-play activities in class 3.4 Lesson Plans

+ Lesson Plans

All speaking lessons in this research were conducted with Communicative Language Teaching, Principles and characteristics of Communicative Language Teaching have been followed These includes the focuses on communicati competence (Richards, 2006), Similarly, Larsen-Freeman and Anderson (2013) functions with language functions being focused more than forms Besides, Larsen-

with “communicative intent” while Richards (2006) discriminates between fluency tasks and accuracy tasks In terms of role of teachers and learners, Larsen-Freeman such as an advisor who responds to learners’ questions and monitors their activity or a “co-communicator” who participates in the communication with learners Meanwhile, as they maintain, learners are the communicators who negotiate procedures For the role of LI, Larsen-Freeman and Anderson (2013) also support

“judicious use” of L1 in L2 classes Finally, regarding learners’ errors and feedback, Littlewood (1981) asserts that feedback in CLT needs to be based on the focus of the activity, whether it is on meaning or form, or the combination of the two

In terms of improving student engagement in my speaking activities, researchers like Zepke and Leach (2010) have proposed several strategies for enhancing student

and recognizing the central role of teaching and teachers in student engagement Other strategies they mention involve creating active and collaborative learning

fostering inclusive institutional cultures They also recommend providing supportive

services, accommodating learners’ expectations, and facilitating the growth of students’ social and cultural capital

On a related note, Parsons and Taylor (201 1) have focused on various strategies

to boost student engagement in reading activities These include encouraging effective instruction, and implementing authentic assessment methods They further interdisciplinary leaming that is relevant and real, technology-rich learning relationships between students and teachers, and a shared culture of learning These comprehensive strategies offer valuable insights into improving student engagement across different classroom activities

Role-play is selected for its relevance to the students’ personal interests and life experiences, its focus on student participation, and its effectiveness in enhancing

fies This method is thoughtfully implemented, taking into account all of the aforementioned factors

motivation, teamwork, and language abili

There were 3 stages in the lessons: Pre-Speaking, While-Speaking and Post- Speaking

In the Pre-Speaking stage, there was a warm-up activity that attracted students” interest or uplifted the mood of the class In Role-play, the teacher often raised the topic or the issue for students to foster their curiosity, Through this, the teacher highlighted the need to learn and practice about the topic The topics were quite related to students, and the teacher needed to ensure the fulfillment of the

which prepared them for the Role-play activity

The second stage was the While-Speaking After delivering the instructions, the teacher facilitated the speaking activities which were performed in pair work or group work In this research, Role-play was mostly performed in groups to foster teamwork, collaboration, and interactions When students eens and prepared, the

involved peer-feedback, teachers’ feedback, and summarizing the lessons, The topics include:

~ Pre-Intervention: Narrating an event

= Cycle 1: Lesson | - Problems that a famous destination faces; Lesson 2 - Space Travel; Lesson 3 - Using the Internet

Cyele 2: Lesson 4 - Films/ Movies: Lessons 5: Describing an experience; Lesson 6: Famous places in your countries,

* Modifications:

In Cycle 1, the time was extended in Cycle 2 1 asked students to introduce the roles and act more clearly, Additionally, there had to be leader to narrate the students, performances

3.5 The Model of Action Research

In this study, action research is utilized following the model developed by Costello (2003), which is based on Kurt Lewin's four-step model (plan, act, observe, reflect) and further elaborated to include deciding a research focus, planning

Its, and

activities, implementing interventions, observing outcomes, out on res and emphasis on reflective practice, aligning well with the study's needs Costello's model complements the frameworks by Mills (2014) and Efron and Ravid (2019) Mills characterizes action research as a systematic process for