A study on the use of role plays in developing the english speaking skills of 10th graders from kim lien high school

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER A STUDY ON THE USE OF ROLE-PLAYS IN DEVELOPING THE ENGLISH SPEAKING SKILLS OF 10TH GRADERS FROM KIM LIEN HIGH SCHOOL Supervisor: Luc Dinh Quang, M.A Student: Hoang Hai Chi Course: QH2012.F1.E5 HA NOI – 2016 ĐẠI HỌC QUỐC GIA HÀ NỌI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TÔT NGHIỆP NGHIÊN CỨU VỀ VIỆC SỬ DỤNG HOẠT ĐỘNG ĐÓNG VAI TRONG VIỆC PHÁT TRIỂN KĨ NĂNG NÓI TIẾNG ANH CHO HỌC SINH LỚP 10 TRƯỜNG THPT KIM LIÊN Giáoviên hướng dẫn : ThS Lục Đình Quang Sinh viên: Hồng Hải Chi Khóa: QH2012.F1.E5 HÀ NỘI – 2016 ACCEPTANCE I hereby state that I: HoàngHải Chi, class: QH2012.F1.E5, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the University relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature HOANG HAI CHI Hanoi, 1th May 2015 i ACKNOWLEDGEMENTS First and foremost, I would like to send my deepest gratitude to my supervisor, Mr Luc DinhQuang (M.A.) for his enthusiastic support, critical comments and corrections throughout my preparation for this research paper My appreciations are also extended to three teachers of English in Kim Lien high school in Hanoi who allowed me to observe their speaking classes as well as interview them during the time I conduct the research I also would like to thank all 10th form students of class 10A2, 10A3, 10A4, 10A6 and 10A7 who assisted me pilot and fulfill the questionnaires Without their help, I could not reach the target as nowadays Finally, it would be a lack if I did not express my great gratefulness to my family and my friends, particularly, the whole 12.E5, who has constantly encouraged me during the writing of this paper ii TABLE OF CONTENTS ACCEPTANCE i ACKNOWLEDGEMENT ii LIST OF TABLES AND FIGURES iii ABSTRACT vii CHAPTER I: INTRODUCTION 1.1 Statement of the research problem and rationale for study 1.2 Aims and objectives of the study 1.3 Significance of the study 1.4 Scope of the study 1.5 Organization of the study CHAPTER II: LITERATURE REVIEW 2.1 Definition of speaking 2.2 Definition of speaking proficiency 2.2.1 Speaking proficiency 2.2.2 Speaking proficiency versus communicative competence (CC) 2.3 Components of speaking proficiency 2.4 Teaching speaking skills in ELT 2.4.1.Teaching speaking in Communicative Language Teaching (CLT) 2.4.1.1.The goal of teaching speaking 2.4.1.2.Definition and characters of CLT 2.4.1.3.Activities promoting speaking skills in CLT 2.4.2 Stages of a speaking lesson 10 2.5 Using role-play in speaking lessons 11 2.5.1 Definitions of role-play 11 2.5.2 Types of role-play 12 2.5.3 Organization of a role-play activity 13 2.5.4 Significance of a role-play activity in teaching speaking skills 15 2.6 Summary 16 CHAPTER III: RESEARCH METHODOLOGY iii 3.1 Research design 18 3.2 Participants and the selection of participants 18 3.3 Data collection instruments 19 3.3.1 Observation 19 3.3.2 Interview 19 3.3.3 Questionnaire 20 3.4 Data collection procedure 20 3.4.1 Phrase 21 3.4.2 Phrase 21 3.5 Data analysis procedure 21 3.5.1 Classroom observation 21 3.5.2 Interview 21 3.5.3 Questionnaire 22 3.6 Summary 22 CHAPTER IV: FINDINGS AND DISCUSSION 4.1.Research question 24 4.1.1 Quantitative results from questionnaire 24 4.1.2 Qualitative results from interview and classroom observation 25 4.1.2.1.Interview 26 4.1.2.2.Classroom observation 27 4.1.3 Discussion 27 4.2.Research question 27 4.2.1 Qualitative results from interview 27 4.2.2 Qualitative results from classroom observation 29 4.2.3 Discussion 31 4.3 Research question 32 4.3.1 Quantitative results from questionnaire 32 4.3.2 Qualitative results from interview and classroom observation 33 4.3.2.1.Interview 33 4.3.2.2.Classroom observation 35 4.3.3 Discussion 36 iv 4.4 Research question 36 4.4.1 Quantitative results from questionnaire 36 4.4.2 Qualitative results from classroom observation 37 4.4.3 Discussion 38 4.5.Summary 39 CHAPTER V: CONCLUSION 5.1 Summary of the findings 40 5.2 Limitations of the study 41 5.3 Suggestions for further research 41 5.4 Implications of the study 41 5.4.1 Implication for the teachers of English 42 5.4.2 Implication for the students 42 REFERENCES 43 APPENDICES 48 v LIST OF TABLES AND FINGURES Table Table 1: The framework of the students’ questionnaire Figures Figure 1: Students’ interest level to using role-plays Figure 2: Students’ attitude towards the usefulness of role-plays Figure 3: Benefits of role-plays to learning speaking Figure 4: Difficulties to using role-plays Figure 5: Students’ expectations to using role-plays Figure 6: Students’ responses to the use of role-plays improving their speaking Figure 7: Evaluating students’ role-play performance results vi ABSTRACT Of four skills taught in tertiary education, speaking has become the focus of not only the educators but also the learners because of its good response to society’s demand Under the effect of communicative language teaching (CLT), out-dated teaching methods have therefore been shifted to communicate approach with the exploitation of a variety of speaking activities including role-play As an attempt to explore the effectiveness of role-plays in speaking classroom for a certain group of learners, namely, the 10th Kim Lien high school graders, this paper will shed light on four dimensions It describes the perception of both students and teachers on the use of role-plays, the ways of organizing a role-play, the challenges during the activity and its results towards the improvement of the students’ speaking skills For the achievement of those targets, 200 students and 3teachers are involved in completing the questionnaires and interviews Observing classes is also adopted so that the researcher can examine more closely the results The research consists of two main phrases at which the first one is for observing and interviewing from the beginning of the survey while the second is for collecting questionnaires’ results In the paper, it is displayed that a vast majority of students and teachers have a good attitude towards using role-plays By applying this technique, the students have chance to work in teams as well as motivate themselves to speak English Based on the concrete analysis of the survey, many aspects of speaking skills are confirmed to be attained by the learners when they participate in the activity Moreover, the participants concede that they find their speaking ability much better, which implies how successful role-plays are in learning and teaching a language vii CHAPER 1: INTRODUCTION 1.1 Statement of the research problem and rationale for the study As an interactive process of constructing meaning that involves producing, receiving and processing information (Burns & Joyce, 1997), speaking skill in a language plays an integral role in communication In the book “A course in language teaching”, Ur (1996, p.120) asserted that: … Of all the four skills (listening, speaking, reading and writing), speaking seems intuitively the most important: people who know the language are referred to as “speakers” of that language, as if speaking included all other kinds of knowing; and many if not most foreign language learners are primarily interested in learning to speak Accordingly, from the standpoint of English language learners, the mastery of speaking skill is viewed as their priority It is this ever-growing need for communicative competence in Englishthat there has caused a worldwide transition from traditional teaching methods towards communicative-focused instruction In Vietnamese education, the communicative approach has beengraduallyadopted Instead of utilizing most common pedagogical techniques in form of repetitive drills and translation mechanics (memorization of dialogues), teaching methods are updated in order to foster learners’ independence in speaking However, the new theory confronts a few obstacles, such as students’ hesitation and limited opportunities in practising communication in the target language (Hoang et al., 2006) Hence, it deserves a full attention in finding appropriate and specific strategies to minimize current difficulties and fulfill the function of the new approach One of recommended solutions Vietnamese educators concern in speaking skill development is role-play Role-plays are recognized as excellent activities for speaking in the relatively safe environment of the classroom (Bailey, 2005)where learners can practise speaking through performing different roles in different social contexts In some cases, role-plays even require creative thinking and develop learners’ imagination (Kowalska, 1991) Additionally, it is a good way to animate classroom atmosphere and arouse learners’ interest in speaking Note Poor cooperation and group-work skills, poor communication of character’s role and emotions; few non-verbal cues Inadequate cooperation and group-work skills,moderate communication of character’s role and emotions; acceptable variety of non-verbal cues Adequate cooperation and group-work skills, good communication of character’s role and emotion; quite impressive variety of non-verbal cues Very good cooperation and group-work skills; very good communication of character’s role and emotions; impressive variety of non-verbal cues Non-verbal cues include gestures, facial expression, eye contact, etc (*) Based on the frame of oral English rating scale by David P Harris (1969); the samples by ALTEC from http://rubistar.4teachers.org/index.php 51 APPENDIX CLASS OBSERVATION FORM What type of RP is used? Participant organization (pair work/group work/individual; technique of forming groups, time duration) Giving structures (technique, time duration) Ss’ interaction in the role-play activity (active participation and cooperation, attitude,…) Difficulties and solutions in the role-play activity’s stages Students Teacher 52 APPENDIX INTERVIEW QUESTIONS (For teachers) How long have you been using role-plays in teaching speaking? What are your main purposes when you use role-plays to teach speaking? What you think about this type of speaking activity? What factors can affect your choice of a role-playing activity? In what stage of a lesson you often use role-plays? Give reasons How you often use role-plays? How you give instructions to the students before a role-play? When you give students feedback? How you correct the students’ mistakes? 10 What aspects (grammar, vocabulary, communicative skills, etc.) you often comment on? 11 What difficulties you encounter in conducting a role-play activity? 12 To reduce these difficulties, what you do? 53 APPENDIX ROLE CARD SAMPLE (Teacher C, Unit 14, English 10) Card You are the famous footballer, Pelé You will join in a talk show The MC will ask you some questions about your personal life and your career You may use some information below: - Born in Brazil in 1940 - Join a Brazilian football club in 1956 until 1962 leader of the team to 1st World Cup championship - Participate three World Cup championship in 1958, 1962 and 1970 - Score 1,2000 goals - Retire in 1977 and become an international ambassador for the sport Card You are a MC of a talk show on the Stars channel You will interview a famous footballer named Pelé – the Brazilian national hero with the power of kicking and controlling the ball You have to ask him about his personal life and his success in career You may use some suggestions below: - When was born? When participated in Brazilian football club? Which position in the club? - When joined in the first World Cup? How many times? How many scores were gained? - What job now? What expectations for the future of football? (Teacher B, Unit 16, English 10) There are a tourist guide and two foreign visitors who come to President Ho Chi Minh’s Mausoleum in the first time Tourist guide: Welcome you to President Ho Chi Minh’s Mausoleum As you may 54 know, it is situated in the center of Ba Dinh District in Hanoi It was constructed in September 1973 and completed in August 1975 Visitor 1: How many floors are there? What is the use of each floor? Tourist guide: There are three floors The 1st floor is a stand for important meetings organized at Ba Dinh Square, the 2nd floor is where the late president Ho Chi Minh is lying and the third one is the roof of the mausoleum Visitor 2: What time can we visit? Is it suitable right now? Tourist guide: the visiting time is from 7:30 to 10:30 am in summer and from 8:00 to 11:00 am in the winter You can come here every day except for Monday and Friday Visitor 2: Oh, I see For maintenance, is the Mausoleum usually closed on from September to December 5, right? Visitor 1: As I know, it is on December 10, not 5! Tourist guide:That’s right! The Mausoleum is usually closed on from September to December 10 Tourist 1: Can we take photograph inside? Tourist guide: No, we can’t It is forbidden to take any photos if you come inside Tourist and 2: What’s pity! Tourist guide: Ok, let’s come in! 55 APPENDIX INTERVIEW – TEACHER A Interviewer (D): Thank you so much for joining the interview today Are you ready? Teacher A (A): Yes D: Ok, for the first question, how long have you been using role-plays in teaching speaking? A: I have been using role-plays for years, since I started teaching in this school D: Why you choose role-plays to teach your students speaking skills? I mean, what are your main aims? A:Well, you know I prefer using role-plays in teaching speaking because, firstly, I suppose it allows my students chances to talk English with other friends Today, teachers like me are no longer the class controllers; on the other hand, we need to be guide people for m students and motivate their self-development D: So, what about the second? A: Oh, I expect that my students can use English language to communicate successfully with other people outside the classroom Learning English and knowing how to use it in the classroom among other friends are not enough, right? D: Yes, I agree with you.What you think about this type of speaking activity? A: In my opinion, role-play is a useful activity for both teacher and students D: Why you think so? A: Because after a quite long time using role-plays in teaching English, I realize that roleplays usually create an active and friendly class atmosphere, so most of my students have a greater enthusiasm for speaking English, and I feel happy when they can participate in this activity and openly practice speaking Therefore, my aims are somehow achieved D: And with your experience in teaching speaking, what factors can affect your option of a role-play activity? A: well, it’s not easy for me to address which factors I am influenced in particular because it depends on many things; but I can say that the one I always think about first is the ability of my students My classes are not for gifted students and their English is not really good I have to care about the level of their capacity before deciding which roleplaying activity is suitable before the class 56 D: Can you explain more about their ability what you are talking about? A: Actually, 10th grade students in Vietnam need to reach A2 – B1 level in English, but the reality is different from the theory, you know Although my students have been learning English for from to years, even 10 years, their speaking ability is limited D: Oh, I see Ok now, we’ll move to the next question In what stage of a lesson you often use role-plays? Please give a specific reason A: Often, I use this activity in post-speaking section of a speaking lesson, or sometimes, I use it for last part of the other skills I think it’s more effective for my students to concentrate more on knowledge and practice using grammar structures or vocabularies they’ve learnt in the previous parts D: Can you give me an example for applying role-plays in teaching other skills except for speaking lessons? A: I can use role-play in other lessons, too For example, a role-play can be applied after I teach my student reading skills in order for them to summarize main ideas of the reading text and practice speaking with the summary they have D: How you often before a role-play? A: I never forget to divide the class into smaller groups D: Why you say that? A: Because this is a very important step if you don’t want to ruin your lesson Students can be dissatisfied if you put them in unexpected groups or pairs and they will not go in for Besides, it becomes more convenient for me to observe and examine their role-plays D: Which way you often collect students in a group? A: It depends on the lesson I teach this day, but seldom I choose the whole class form because some students may rely on other friends and nothing, and the roles almost are not enough for all D: oh I can see Do you use role-play cards in the activity? A: Of course, I often use cards which are half of a paper A4 D: How you design them? A: Sometimes cards with the whole dialogues but sometimes, I just write on them some hints instead and my students have to develop these information.No matter which cards I 57 hand to the students, they all bring certain benefits for the lesson this day, as long as they use English for their talk more D: What about instruction provision? I mean, you often give instructions? If have, how you often give instructions to the students before a role-play? A: Definitely, cards or tables are used, but I need to explain why they have to use these cards, so the guidance before role-plays is very important I often give the request in English and then translate them into Vietnamese to make sure every student can understand In some cases, I can call a student to repeat what I have said because they may not focus on what is happening and I want them to attentively listen to and understand what they should without teacher’s help D: Now, let’s move on the next question When you give students feedback? A: When my students finish their performance with role-plays D: How you correct their mistakes? A: if possible, I let my students self-check and peer-check first To my mind, selfcorrection is necessary for them to realize their own mistakes, and comments by other students also positively affect them because of their self-esteem They not want to go behind their classmatesand they will try to better next times Then, I will my duty D: so what aspects you comment on? A: Their common mistakes relates to grammar and vocabularies like wrong linking verbs or tense verbs, word choice, etc I will remind them of these errors I also care about their fluency because students just focus on making correct sentences with right grammatical structures and forget that they are communicating in their roles, so it becomes unclearly to hear, sometimes with sound “ehhh”, “Ummm” or stop to ask me for help So annoyed to hear these (laugh) I know, although it is not easy for my students to have a good accent like native people, I expect them to be able to communicative as naturally as possible D: What certain aspect or aspects you often comment to improve their fluency? A: Pronunciation and Intonation I often take note their words with incorrect pronunciations and then let all students read them after me twice or more times until they read correctly, and so does intonation 58 D: For two last questions, what difficulties you encounter in conducting a role-play activity and what are the solutions? A: It is not easy for me to attract all students’ attention Their ignorance may pull my well-prepared activity down In fact, sometimes, that there are several ones who are not totally interested in this activity can affect others’ feelings like a connection and make them become more anxious for performing in front of if their friends not support them In these cases, I think it is more effective to adapt enjoyable topics which are suitable to their interest and age For example, you shouldn’t force your students to act as a politician and discuss a big issue if they don’t like Themes can be thought about such as music, TV stars or some things really close to their lives I also reward them after the lesson Though they are in grade 10, no longer preschool children, it is not ridiculous to give them small presents I think this helps arouse their positive emotions with not only learning English but also joining role-plays D: Ok, that’s the end of the interview Thank you for your great support! A:You’re welcome 59 APPENDIX INTERVIEW – TEACHER B Interviewer (D): Good afternoon, are you ready for the interview? Teacher B (B): Ok, you can start D: how long have you been using role-play in teaching speaking? B: I don’t remember the exact time, but it about years D: What are your main purposes when you use role-plays to teach speaking? B: It’s one of the most useful activity for speaking and I hope for its effectiveness to my students’ speaking skills Until now, it works as I expected D: What are you think about this type of speaking activity? B: I find it really interesting My students receive their roles, perform and deal with the situations like actual characters I remember there was a time that I was surprised and then happy when my students confidently played roles as visitors and tour guides They were really good at that and looked like real visitors and tour guides in daily life The pity is that role-play is not used widely in schools in Vietnam As a cliché, the traditional activities such as conversation and mini-presentation mostly are used in schools I think it will be better for a modern teacher to combine flexibly these techniques in their teaching D: What factors can affect your choice of a role-playing activity? B: I would say that they are my students’ ability and their attitudes I will select and adapt the degree of difficulty of the role-play depend on their speaking ability in order to it’s not too easy and too hard Besides, not all speaking lessons I apply role-play because I realize a certain topic may not attract them and then finding another technique may be more effective D: In which stage of a lesson you often use a role-play? B: mostly, I choose post-speaking stage to apply it because my students can use what they have learnt to real situations in their roles The give information in the previous part is like a preparation for them to give a better performance However, if the lesson has a certain requirement, I can use it in while-speaking part D: How you often use role-plays? B: you mean the way I organize it? D: yes 60 B: First, I give students the role-cards and then I divide the class into smaller groups or pairs, which is followed by discussing and role-playing Feedback is for the last part D: Why you decide to hand role cards first? B: I often give them cards with fixed dialogues so it’s okay to this task first, and that helps reduce the noise of the classroom Besides, during the time I hand the roles, they can quickly see the cards’ content and it allows my students to easily involve in the activity when they know a little what they should before I instruct specifically D: Why you give your students cards with fixed dialogues? B: Because of its convenience For my students, they can learn the sentences in the dialogues and quickly familiar with these They can understand more about the way they could with the give situation For me, you know, like you can simply keep looking at the words and follow your students’ talk The mistakes can be seen easily D: Ok, how you give instructions to the students before a role-play? B: I instruct them how to do, explain them more about the roles in cards, then I will call or students to repeat to check their understanding Alternatively, I can just instruct with making a model for students to demonstrate their tasks and don’t need to call them for check; and if that, I needn’t spend much time repeating the instructions several times for several groups They have to know their duty since I make models D: When you give them feedback? B: Of course, after role-playing activity is finished, but I respect peer-check from my students because it’s better for them to fix by themselves and can help to limit their repeat of these mistakes At last, I will recheck and give them the general comments D: What aspect(s) you often comment on? B: Grammar, vocabulary and skills for communication are aspects I concern For grammatical and vocabulary mistakes, it is common to check more the third one For example, they often meet the trouble to using verb tenses As an unconscious way, they just say and ignore the mistakes they are making although I say about these over and over again Besides, role-plays are with developing skills in communication The flexibility of using body languages like hand gesture is an aspect that my students haven’t yet achieved, so I have to help them to achieve it D: what difficulties you suffer in conducting a role-play activity? 61 B: They are the different degree of my students’ ability and their lack of cooperation in working in groups D: Can you explain more about these problems? B: Well, I find it hard to decide which contents or types of role-plays are suitable for all of my students when their ability is not the same I spend much time on searching various sources of information and collect the tasks I think they are not too easy as well as too difficult Also, it is difficult for me to divide groups as they don’t want to work with the friends they don’t like, so it wastes a significant amount of time in persuading them and gathering groups before role-playing Sometimes, I have to deal with their fighting just for choosing friends D: What you to resolve these difficulties? B: I just let them choose their friends (laugh) No fixed group number and members may comfort themselves and relieve the boredom, which mostly make them feel pleasant I think mixed groups with different ability and interests can vary the performance’s results D: Thank you, that’s the end of the interview Wish you have a good weekend! B: Ok, thanks, you too 62 APPENDIX INTERVIEW – TEACHER C Interviewer (D): Hello, now I will ask you some questions for the interview Are you ready? Teacher C (C): Ok D: How long have you been using role-plays in teaching speaking? C: Exactly, years D: What are your main purposes when you use role-plays to teach speaking? C: Role-play is an activity where my students can cooperate with other peers It helps to improve their connection in the class Role-play also gives them free talks without the fear of marks or something like that, just the way of practising D: What you think about this type of speaking activity? C: It’s useful for not only students but also for us, teachers, because I think that applying role-plays in teaching is such a noticeable thing Besides giving the students chances to have free talks, I may take advantages of role-plays to sharpen students’ soft skills, for instance, facial expressions or gestures which are vital in their future social life When role-playing, my students have to brainstorm and find their solutions to a particular circumstance from out daily life before they act and during they act Some of them have quite smart solutions for cases I always try to adapt to I also find it quite interesting as students may show their personality through their behaviors and from that I can understand them more D: What factors can affect your choice of a role-play? C: Students’ speaking ability, absolutely, I have to base on it to design role-play activities that can be as suitable to all students as possible I can’t pick up randomly a role-play activity in a book and then use it in the class without concerning about my students ability and feelings, right? (laugh) D: In what stage of a lesson does you often use role-play? C:Post-speaking section is the most suitable one, I guess because with all things I have taught they can apply in role-play more easily D: How you often organize a role-play? 63 C: Generally, I collect my students into small groups then give them cards to use in the role-play Students can have several minutes to discuss the roles and practice before I call them to perform The rest of the time is for giving comments D: Which type of role cards you often use? C:I prefer cards with hints only Some suggestions are written on the cards to help my students develop their roles I think it can encourage their creativity.I don’t like scripted role-play becauseif that, my students just know how to read all things from the cards as robots and gain nothing from this activity D: How you give instructions to the students before a role-play? C: I tell students what they have to then I will call students to repeat the requirements Sometimes, if the situations are difficult to act out, I make model for students to follow D: Ok, move on the next question, how you correct students’ mistakes? C: Well, after each role-play or all role-play performances I will give feedback I start with the common mistakes and then the particular matters each group have during their performance D: As I know, some people prefer to let students check together What you think about this? C: I think it’s not effective at all because of their lack of ability and knowledge to judge their friends Generally, they just comment about the tone of voice or small grammar mistakes and cannot reach the deeper problems Besides, they may feel nervous about assessing their peer then easily accept the incorrect things of their friends They seem afraid of spoiling friendships D: Oh, I see What about the aspects you often comment on? C: All aspects of which my students make mistakes: grammar, pronunciation, intonation, manners, use of words, etc to help improve my students’ speaking and it is independent don each situation D: What difficulties you encounter in conducting a role-play activity? C: Class management is the most difficult thing I suffer from You know, when the students work in groups, the class will be like a mess if I don’t manage them all Out of the seats, they seem be like birds out of cages and they will go around and talk freely My case is the same Just immediately after I take care of the group until they keep focus on 64 their duty, the other groups can make noise and then again, I cannot cover all students effectively to assess their performance D: Do you have any solution for this situation? C: Quite hard to say, but I don’t have a certain way to deal with D: ok, thank you for your help.That’s the end of the interview C:It’s my pleasure 65 ... to the transactional languages containing factual and propositional information and solving the transfer of that information From the above definitions, it can be indicated that speaking is a. .. assisting in gaining responses from the face-to-face situation and these questions cover the information related to the application of role- plays in learning English speaking skills The questionnaire... reasons of their opinions and feelings Research question 2: The organization of a role- play in a speaking class Each teacher has a different way to organize a speaking lesson; on the other hand, they