English is spoken all over the world, especially it has been an international language in recent years. The need to master English language, thus, has been increasing rapidly. Of four language skills, speaking skill is paid much attention to in language teaching and learning as it is seen as the process of building and sharing meaning in a variety of contexts. In other words, it is used for communication. That is why this paper attempted to investigate the effects of role-play, another of communicative techniques with the hope that it could help learners improve their speaking skill. This paper was quantitative research with the employment of the closed-ended questionnaire and the tests. The participants included thirty-three first-year English majors and ten Vietnamese teachers of English at Nong Lam University in Ho Chi Minh city, Vietnam. For data analysis, descriptive statistics and paired samples t-test were used to analyze the data obtained from the questionnaire and the tests respectively. The study discovered that (1) in addition to poor pronunciation and vocabulary, some psychological factors such as shyness, anxiety, and fear of making mistakes prevented learners from using the target language and (2) role-play provided students with many opportunities to practise spoken English effectively in real life situations and promoted students’ interaction. As a result, students could speak English confidently, naturally, and fluently with English native speakers or those who used English as a means of communication in any circumstances.

The paper investigates the impact of role-playing as a classroom technique on Iraqi EFL students’ speaking skill on Iraqi EFL students at the college level. The students are 40 college language students in University of Baghdad, College of Education Ibn-Rushd randomly chosen. Then, they were divided into two groups, experimental and control groups. Thirty questions were applied to both groups as a pre-test of speaking and the students asked to answer them orally. The experimental group was taught speaking skill of the targeted role-play technique while the control group was taught in traditional method. After 20 lessons of the teaching, the post-test of speaking was conducted in which the students in both groups were asked to answer. The results showed that there is a significant improvement in speaking skill of experimental group. The two groups were significantly different to the sake of using role play technique.

Ten non-English-speaking-background students of Bond University were observed to identify the effects of drama on oral English. Over a period of twelve weeks (two hours per week), elements of their oral English communication were measured. The weeks were divided into four lots of three weeks each, with the first three weeks made up entirely of communicative non-drama-based (CNDB) lessons, weeks four to six comprising only communicative drama-based (CDB) methodology, weeks seven to nine reverting to CNDB methodology, and the final three weeks being made up of CDB strategies again. The hypothesis of this study was that all the participants would show improvement once CDB methodology was introduced and that, by the end of Week 12, their mean-scores would be higher than when they were first observed. The first part of the hypothesis was disproved for a majority of the participants, while the second part revealed positive findings for all ten.

Although drama takes several forms such as role-playing, story-telling, dialogues, etc., it is majorly used for the purpose of communication. Drama is an influential language tool to prepare learners how to function appropriately in real life situations. A language learning environment in which dramatic activities are employed to practice the language helps learners produce discourse in realistic conversations. The present paper shows the benefits of drama in language learning. In particular, the paper aims to reveal the contributions of engaging in conversation contents through role-play and simulation activities to the development of communication skills. The great difference between the pre survey and post survey questionnaires indicated that the students demonstrated a move towards the inclusion of drama in language learning and oral skills development.

This study aimed to describe the improvement of the students' achievement in speaking by Role Playing at Drama lesson at English department at Faculty of Teacher Training and Education University of Muhammadiyah of North Sumatra. The specific aim was how using to apply role play in studying drama and how the role play method can improve the students' achievement in speaking. This research was used an action research that used two cycles. The subject of the study was 42 students at Academic 2015 – 2016 from English Department. The instrument of research was speaking test, questioners and observation to collect the data. Technique for collecting data was descriptive qualitative and quantitative. Technique for analyzing data was used descriptive which describe the finding of research which used some tables, frequency which was benefit to describe the achievements of the students in speaking from pre-test, and cycle 1 up to cycle 2. The finding of research was the students' achievement in speaking were good by using Role playing which conducted one semester. Based on the data, the students' achievements got improvement in every cycle. The students got A was 23.8 %, B/A and B 76,1 % and there were not students got C/B and D and E. It meant the indicators of this research could achieve by using Role playing at drama lesson when we compared with conventional method. The study by using role playing is more interested than conventional method.

Speaking is an important skill in learning a language. Students may have difficulties to speak in a role play in front of class. The purpose of this study is to describe students’ perceptions toward role play activities. This study used direct observation, close-ended questionnaire and semi-structured interview. In this study, there were six groups of grade VII students as samples. In the questionnaire session, one hundred and forty-five of the participants were asked to respond to ten questions related to role play activities. In the interview session, eighteen students were asked to respond to five questions. The analysis, shows that role play activities were well received by most of the participants. Teaching speaking through role play activities could increase students’ speaking skills effectively. Although, 19% of the participants did not really like role play activities. A lack of grammar and confidence of the students were the two main challenges that the participants faced w...

One of the main purposes of learning foreign languages, particularly English, which has become lingua franca in many parts of the world, is the ability to communicate effectively with other users of the target language. Teaching to communicate in real, everyday situations is very often neglected and students have little chance to practise ordinary language in class. Therefore, teachers ought to provide learners with opportunities to improve their speaking skills. The prime objective of this diploma paper is to investigate whether role-play activities contribute to developing students " speaking skills in the ELT classroom. This thesis consists of three chapters; the first two sections deal with a theoretical background and the third one focuses on implementing role-play activities in the classroom.