Keywords
methodology
student
teaching language
role-play
Categories
How to Cite
Abstract
This paper examines the effectiveness of role play activities in developing English speaking skills in EFL classrooms. Speaking is often considered as the most challenging language skill for students, particularly in environments dominated by teacher centered instruction and limited opportunities for authentic communication. Drawing on communicative language teaching principles and sociocultural theories of learning, it explores how the role play can promote active student engagement, reduce speaking anxiety, and enhance communicative competence. The study follows a qualitative descriptive approach based on a systematic review of relevant theoretical and empirical literature. The findings indicate that role play activities provide a meaningful, contextualized language practice which supports fluency, confidence, and motivation. Furthermore, the study highlights key challenges associated with applying role play, such as uneven participation and lack of learner preparedness, and proposes practical solutions and step by step guidelines for effective classroom application. The paper concludes that when carefully planned and guided, role play is a powerful pedagogical tool for improving EFL students’ speaking skills across both traditional and online learning contexts.
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