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Using Role play to Enhance Learners’ Conversational English-Speaking

Skill in Remedial English Classes at Jinan University in Lebanon

Suzana Fermawi

Abstract
This study permits using role play to enhance learners’ conversational English speaking skill in Remedial
English Classes at Jinan University in Lebanon. The objective of this study is to enhance learners’
conversational speaking skill using role play method. The study used CAR Method which stands for The
Classroom Action Research that is based on Kurt Lewin’s design. The population of this study are the remedial
English class 300 students at Al-Jinan University, Saida Campus, in the academic year 2017-2018. The total
population of this study during this academic year is 30 students. The data collected and gathered based on
tests and observation for the 30 students in the class during the whole semester. Therefore, the study was an
experimental approach. The average score of students before implementing the technique was ranged
between 50 and 60 in conversational speaking skill. After implementing role play technique in the mid of the
semester and at the end of it, it can be noticed that the score increased to be ranged between 60 and 70. And
this can show that role play could enhance the conversational English speaking skill.

I. Introduction
1.1 Background to the Study
One of the most important and challenging tools that learners should master is the conversational English-
speaking skill. This skill aims to communicate in English fluently and properly. Speaking involves interaction
with one or more participants (Harmer, 2001), this implies that effective speaking should be practiced daily
or at least regularly. Speaking takes place in our everyday activities that we practice everywhere at any time.
And it is considered that speaking is the most problematic skill to be mastered by the learners among the other
skills which are listening, reading and writing.
Communication helps individuals interact with one another. “Speaking is fundamental to human
communication” (Rees, 2004). And since English has become the first language of communication spoken by
scores of individuals everywhere around the globe, it's necessary not to solely find out the language; however,
additionally to find out a way to use it to speak among others. Therefore, learning English doesn't entail to
find out matters concerning the structure, vocabulary, and grammatical rules; however, to find out a way to
speak this language for communication aim. And as learners, they get entangled in communication, as a result
they need concepts and feeling and they need to be specific and to share with one another. Therefore, lecturers
ought to listen to reinforce learners’ speaking skill.
The low achievement of Remedial English Classes learners in conversational English speaking skill at Jinan
University of Lebanon, Saida branch, is caused by many factors such as pronunciation, grammar and

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Using Role play to Enhance Learners’ Conversational English-Speaking Skill in Remedial English
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vocabulary. The problem could be the difficulties in pronunciation to express, lack of vocabulary, and learners
are coy to speak. An additional reason could be caused by the inappropriate techniques used by the teacher in
teaching speaking skill.
To overcome problems in speaking, there are many effective ways through various activities that can enhance
speaking proficiency skill. For instance, in speaking sessions, learners must speak in English all the time. and
if this learner lacks this ability, he will face difficulties in expressing his/her ideas One of these activities that
could be used is role play activity, which could be scripted or unscripted, a technique in teaching and learning
process. Role play helps the learners to express their ideas, feelings and explanations properly and correctly
in a given role and situation.
On the other hand, focusing on the pen and paper technique makes the learners less emphasizing on the
communication skills. At the beginning of the fall semester 2017/2018 The learners of the Remedial English
class were given less emphasis on the communication skills in the previous classes. They used to focus on
grammar, and sentence structure based on traditional techniques to develop their communication skills. At it
is found that learners who can write an essay, can’t be able to communicate properly and fluently. So for this
reason, it is very important to focus on other skills that are used in everyday interactions. And role play could
achieve this mission.
(Richards J. , 1985) states that the problem in English classes is in having the chance to practice this language.
And he adds that role play could serve this case. Learners could take certain roles in a specific situation. They
decide exactly what they have to say in asking for help situation, or finishing a task situation or apology
situation and so on. So to Richard, it is important to determine the situation, the role and the ideas to be used
in a role play.
To ensure the importance of role play, (Tompkins, 2001) maintains that role play helps the learners to
participate actively in English classes and therefore tension and nervousness are distant when using English
with time.
Brown (2001) says, “Technique where the specific activities manifested in the classroom that were consistent
with an approach as well”. Then came Chirandon et all (2010) to support what the previous said and added,
“A number of affective teaching techniques are used to stimulate beginners’ interest. Using role play in
classroom is one of recommended techniques.” And according to Penny Ur (2007) “The use of role play has
added a tremendous number of possibilities for communication practice.”
Based on what is mentioned, role play gives learners an opportunity to practice communication in different
social roles so to improve the learners’ oral performance. It also adds some vivacity to the class environment
to make it more interesting and less boring. And moreover, learners can be more motivated and challenged to
communicate using English in their everyday life because they have practiced in classroom.

1.2 Statement of the Problem

My study will be focusing on the low achievement of Remedial English Classes’ learners in the conversational
speech at Jinan University of Lebanon (JUL), Saida branch, during a

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4-month-semester. For instance, learners in level 300 aren’t able to speak fluently and properly during English
classes. Studying grammatical rules and memorizing vocabulary words may have some advantages on
language acquiring, however, it couldn’t be considered as a solution for having a fluency in speaking. For this,
teachers should work hard to find new techniques to enhance conversational speaking skill of the learners.
Therefore, role play technique in the classroom might be a solution and can have a positive impact on
improving learners’ speaking skill. (The question that lies here is, how could an instructor employ role play
technique positively in a classroom to enhance learners’ speaking skill?)

1.3 Objectives or Purpose of the Study

The purpose of this study is to determine if role play enhances learners’ conversational speaking skill in the
Remedial English Classes at Jinan University of Lebanon (JUL), Saida branch, during a semester. This study
has a specific aim which is to find out how role play could affect learners’ speaking fluency in English
language. To do this, the study will be done through Classroom Action Research (CAR) which is undertaken
by participants in the classroom to achieve the goal of the project.

1.4 Research Questions

To achieve the purpose of the study, we aim at finding answers to the following research questions:
- To what extent does role play help to improve EFL learners speaking skill?
- How can speaking skill be improved through role playing activities?
- What effects does role play have on learners’ speaking skill?

Hypothesis
In the light of the above research questions, our supposition is as following: “If English instructors of
Intermediate II Level 300 English course learners at JUL-Saida adopt role play as a teaching technique in oral
speaking sessions, the learners will develop their speaking skill better.”

1.5 Significance of study

The present study serves as an examination and documentation of using role play in an English classroom at
collegial level. Grades of Intermediate II English course level 300 class at JUL will be analyzed for outcomes
that test the effect of using role play during English lessons. Results will include grades that affect the
performance of the learners in the classroom positively at that level.
The primary aim of the study lies on its effort to identify the CAR Method mentioned previously and the way
to use it in an English class to enhance conversational speaking skill, in addition to its effects on the learners’
performance with respect to colleagues, instructor, and the college as a whole. The focus is on measuring the
relationship between EFL learners’ using role play during the lessons and their improvement in their
Englishconversational speaking skill at the collegial level.

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Using Role play to Enhance Learners’ Conversational English-Speaking Skill in Remedial English
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II. Literature Review

This chapter reviews literature related to the importance of role play in enhancing conversational speaking
skill. I have viewed some studies that aided me to investigate the idea of my project that discusses the topic
of “Using Role play to Enhance Learners’ Conversational English Speaking Skill in the Remedial
English Classes at the
College”. Specifically, the literature review includes 1) definition of role play, 2) definition of speaking, 3)
reluctance participation in conversational English classes, 4) methods used to enhance speaking skills, 5)
process of using role play, 6) studies measuring the speaking skill using role play.

IELTS Speaking marking criteria

IELTS Speaking scores are calculated using 4 criteria:
• Fluency: The ability to speak or write a foreign language easily and accurately. As defined on
[Link] dictionary “being able to speak and write quickly or easily in a given language.” It comes from
the Latin word fluentem meaning “to flow.”
• Lexical Resources: The ability to use a wide range of vocabulary in a speech. According to IELTS
definition, “The lexical resource is the criteria that measure the capability of language knowledge of the
candidate based on the use of the various aspects of contextual vocabulary in particular”.
• Pronunciation: The way to utter the words accurately and properly. Cambridge
English Dictionary defined it as “the way in which a word or letter is said, or said correctly, or the way in
which a language is spoken”
• Accuracy: The ability to use the grammatical structures correctly. According to the IELTS Speaking test
scoring criteria, 25% of your score is for ‘grammatical range and accuracy’. This refers to number of different
grammatical structures that you can use in your speaking, and how frequently you make mistakes.

Definition of a role paly

There are many and ingenious ways of teaching English, especially in enhancing the
English conversational speaking skill. Role play is one of the techniques that can enhance conversational
speaking ability. This technique helps learners to be active and dynamic during the class, and this is because
it provides an environment full of fun and amusement. (Lynne, 2010) defined role play as a method that offers
learners the opportunity to be active and take a part expressing their identities, feelings and situations they
could be involved in.
About role-play (Ments, 1999) said that “it expresses hidden feelings, student can discuss private issues and
problems, enables students to empathize with others and understand their motivation”
As for Sari Irianti (2011), role play is a technique in English teaching in which the students learn in imaginary
situations or roles in order to develop the students’ fluency. The situations and the roles are made as a real-
life situation so the students know the functions of English real life.

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(Blatner, 2009) defines role play as a “derivative of a sociodrama. It is a method for exploring the issues
involved in complex social situations. It may be used for the training of professionals or in a classroom for the
understanding of literature, history, and even science”.
In their article, Shawna Shapiro and Lisa Leopold (2012) argued that “critical role-play is one of a repertoire
of activities in the EAP classroom that can sustain intellectual engagement, promote higher-order thinking
skills, and facilitate language acquisition”.
Role-play is a familiar technique that helps students to involve themselves within new social environments.
Shankar, Piryani, Singh, and Karki indicated that "role-play early in the course can expose students to different
situations they are likely to face in their future career" (Shankar et al., 2012)
Brown (2001:14) says, “Technique where the specific activities manifested in the classroom that were
consistent with a method and therefore were in harmony with an approach as well”. It is supported by
Chirandon, et all (2010:2) say, “A number of effective teaching techniques are used to stimulate beginners’
interest. Using role play in classroom is one of recommended techniques.”
As for (Holt & Kysilka, 2006), they state the importance of role play technique, which can be entertaining
and at the same time can develop English speaking skill. Such technique can be used a student-student
communication, which helps EFL students to figure out the importance of cooperation and to have fun during
class.
Emphasizing on the importance of role play, (Blatner, 2009) also shows that the role play technique can
evaluate how learners behave in face-to-face situations. Also it allows learners to practice and behave like real
life or everyday situation when learners need to be active.
Role-playing provides the learners with the chance to practice intermingling with each other in specific roles
and situations with respect to the purpose of roleplaying. (Ments,
1999) said, “their aim is to feel, react and behave as closely as possible to the way someone placed that
particular situation would do”
(Thao, 2013) described role play as a technique which involved imagination to be someone else or to be
ourselves in a specific situation, creating a real world in scenario. Role play activities encouraged students'
thinking and creativity, helped students, developed new language and skills, and created the motivation
necessary for learning process.

Purpose of role play

According to (Ladousse G. P., 1997), role playing helps to bring the language to life and gives the learners
some experience of its use. So its main purpose is to enhance the communication skills of oneself., because it
is applied in teaching speaking and this helps in improving the learners’ speaking skills.
As for (Budden, 2006), she proclaimed that role play serves two purposes:
a) Learners could practice language in real life contexts through acting out a certain character using their
own personalities. And as she said, role play is a speaking activity in which the learner put himself/ herself in
somebody else’s shoes into an imaginary situation. And this in return gives the learner the good
communicative skills needed in real life situations.

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b) Enhancing learners’ self-confidence through the dialogues and the conversations created with their peers.
Role play activities reduce the tension and the pressure in a classroom and brings it to life, and moreover, it
makes learners close to each other and this gives a positive effect on the learning process.
(Williams, 2019) proposed in her blog three things role-playing activities can do for the classroom; developing
new skills and concepts in communication and conflict resolution, appealing to different learning styles and
incorporate active learning, and she added the injection of fun and creativity in a classroom.

Types of role play:

(McSharry & Jones , 2000) mentions various types of role play with interesting educational examples.
According to (McSharry & Jones , 2000), role play is not difficult for many learners, however, it is
recommended to start with short role plays and move progressively to longer ones after both the instructors
and the learners gain some experience regarding role plays and confidence to make stand up role plays in a
classroom.
There are 3 types of role plays, fully scripted role-play, semi-scripted role play and nonscripted role play or
free writing. (Harper-Whalen & Morris, 2005) states that in fully scripted role plays, the learner should
memorize their roles. In the second type of role plays, a conversation sample with some missing words and
the learners should know how to fill in the blanks with the best fit and suitable words according to the contexts
(Livingstone, 1983) defines. Therefore, learners can change the main conversation and build their own. Semi-
scripted role plays are then less structured and controlled than fully scripted ones. In the third type of role
plays learners are given keywords of dialogues (Dickson, 1989). In this type learners build short conversations
based on keywords or contexts.
(Hussain, 2017) also mentioned in his study 3 types of role plays. He defined role play as a popular technique
used in the classes to practice speaking skills. And the three types are with clues, totally guided and free type
role plays.
(Ladousse G. , 1997) noticed that there are several types of role in role play. The first is the roles which refer
to a real need in the learners’ lives, such as doctors and patients’ role, or businessman travelling abroad or
even a salesman and customer roles. The second type of role is the learners play themselves in different
situations, such as a customer complaining or a man asking for help at the bank, etc… The third type is the
type that few students could practice properly and the best example of such a type is the television journalist.
This kind of role is from real life. And finally, the last type is fictitious roles which are imaginary ones.

Definition of speaking
Speaking is important in both domains, language learning and language teaching. (Chaney,
1998) states that “speaking ability is the process of sharing and building meaning while using verbal and non-
verbal symbols, in different situations”.
According to Brown and Yule (1994) speaking is an interactive process of constructing meaning that involves
producing and receiving and processing information. Its form and meaning are dependent on the context in
which it occurs, including the participants themselves, their collective experiences, the physical environment,

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and the purpose of speaking. Speaking requires that learners not only know how to produce specific points of
language such a grammar, pronunciation or vocabulary, but also they understand when, why and in what ways
to produce language.
(Bygate, 1991) suggests that; “Oral interactions can be characterized in terms of routines, which are
conventional (and therefore predictable) ways of presenting information routines contain frequently recurring
types of information structures, being either be expository or evaluative.”
According to Kurt Lewin, The Classroom Action Research (CAR) is a method of finding out what works best
in your own classroom so that you can improve student learning. It consists of four phases to be implemented
in a classroom.
To Porter-Ladousse (1987) “role play activities range from highly controlled guided conversations at one end
of the scale, to improvised drama activities at the other; from simple rehearsed dialogue performance, to highly
complex simulated scenarios.”
(Hussain, 2017) concluded in his study that a good pronunciation and fluency in speaking skill is important in
one’s culture and it is considered to be the duty of the teacher in the class to achieve. Continuous effort is
needed between the teachers and the learners; where the teachers should be given training in pronunciation
and therefore, the learners have no excuse to fail in acquiring good speaking skill and pronunciation. Moreover,
the teacher should develop and work on their teaching strategies to make learners get interested and improve
learners’ speaking ability. And this was supported by (Palmer, 2014) who said that speaking skill is the basics
of many other human interaction skills.

Role Play and Language Acquisition

(Sayer 2005) says that training or practicing speaking a second language, using speaking methods could have
a positive impact on the learners’ communicative speaking skills. This training involves:
1- Explaining the speaking strategies in a role play method, then providing feedback to the speaker, and
handling turn-taking.
2- Perceiving conversations then providing feedback;
3- Learners recording the transcript using their own speech and language.
Since role play is based on team work, Day (1981) figured out that some learners don’t have the enough
courage to speak in a classroom in front of their classmates. When they sat alone with one or two other learners
and they were given encouragement to speak, they soon tend to speak a lot. And later with practicing and
training they contributed to speak in classroom in front of their classmates. This in return, will improve the
fluency of learners in the target language.
Based on Hedge’s research (2000), he formulates four demands for accuracy fulfillment:
1- Contextualized practice: It is helpful for the learners to form a relation between linguistic forms and their
communicative functions. It is providing contexts for the occurrence of particular structures.
2- Personalizing language: Learners are able to deliver their own views and opinions.

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3- Building awareness of the social use of language: Learners should pay attention to what kind of language
they are using in a certain situation. They need practice on the essential features in which the speech is
considered to be acceptable.
4- Building confidence: The last demand is important for the fluency work. Confidence to take risks and avoid
the reluctance in speaking.
According to Hedge, role play can influence the accuracy and the fluency of the speaking skills in second
language acquisition.
In EFL classrooms, role plays are used to foster various language skills (listening, speaking, reading, and
writing) and additional skills (vocabulary, grammar, etc…). In addition, role play can promote the learners’
critical thinking, cognitive processing and problem-solving situations. (Miller, M; Hegelheimer, V;, 2006). In
other words, it makes the learners behave like the native speaker of the language in a real situation (Webster,
2014).
(Schwienhorst, 2002) adds that role play allows students to use language that might not be used in any other
speaking activity within a classroom.
Moreover, implementing role play on EFL learners increases the experience of learners to acquire language.
This exposure is considered to be efficient because it is used in real life situations and not for scholar purposes.
According to (Krashen, 1982) The Comprehensible Input Hypothesis, learners who participate in role play
activities obtain a lot of comprehensible input than others who are trained or taught through traditional
techniques in learning a language. This infers that the ability to generate language occurs naturally and doesn’t
need to be taught directly. And based on this, we could find that role play offers this environment to interact
with real life situations that enhance the language acquisition.
Krashen’s theory proposes the advantages of employing role play technique in acquiring a second language:
1. Role plays are considered a fluency and accuracy activity.
2. Role plays increase learners’ motivation.
3. Role plays prepare students to unpredictable real life communication.

III. Methodology and Procedure

3.1 Research Design
The research design of this study was an experimental study based on one class (Remedial English Class level
300). The students were evaluated based on the first term, the midterm, where they have started receiving the
treatment, and the final term. The study is a quantitative research, since the data are represented in numerical
values and graphs. “Quantitative research focuses on gathering numerical data and generalizing it across
groups of people or to explain a particular phenomenon.” (USC, 2020).
According to (Coghlan & Brydon-Miller, 2014) “Quantitative research gathers a range of numeric data. Some
of the numeric data is intrinsically quantitative, while in other cases the numeric structure is imposed.” And
the purpose of using quantitative method as (Allen,

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2017) proposed, “is to generate knowledge and create understanding about the social world. Quantitative
research is used by social scientists, including communication researchers, to observe phenomena or
occurrences affecting individuals.”
Quantitative tools that were employed are the pretest and posttest of speaking in addition to the fluency,
grammar, vocabulary and pronunciation performances of the students.

3.2 Variables
The two variables that were conducted in the study are: the independent variable which is role-play technique;
and the dependent variables which are the students’ scores at the beginning, at the mid and at the end of the
semester and the learners’ performance.

3.3 Population and Sample

To be fit to participate, learners have to be college students, enrolled in Intermediate II English course Level
300 in Spring 2018, and 18 years old or older. An experiment was done on the 30 participants. All the
participating learners (N = 30) applied to this experiment.

3.4 Research Instrument:

In order to collect data for the research, the instrument used was the speaking skills test (speaking pretest
and posttest): (M= 6.12, SD= 1.13) a -items measure assessing the conversational speaking skills. Responses
are on performance which ranged from 1 to 10 scores. The test-retest reliability coefficient was .74 for the
current data.
A speaking pretest (Appendix B) was given to the experimental group at the beginning of the semester, to
determine their speaking proficiency before the study. After 1 month, the previously mentioned group of
students sat for a post test (Appendix C) in order to be evaluated. Both the pre- tests and the post-tests were
adopted from their University book
“Touchstone Level 3” and the assessment of the speaking were based on the international English language
testing system (IELTS) which is managed by the British Council, Cambridge English Language Assessment,
and the International Development Program of Australian Universities and Colleges. The pretest and the
posttest were of the same level of difficulty and the same duration based on the exams set in British council.
The duration of IELTS speaking exam takes between eleven to fourteen minutes to be conducted. (IELTS,
2020)
The pre and the post-tests were divided into 2 stages:
Stage one: writing the script, which was performed later in stage 2. The script was based on their Touchstone
book – speaking part activity.
Stage two: The oral speaking test. Students performed the presentation / role play.
After implementing the study, students were given a speaking activity from their book to write the script based
on CAR method in stage 1, and then they were asked to perform the role plays. The pre and the post-test were
of the same level of difficulty.

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The Speaking scores were calculated using the 4 IELTS criteria (Appendix A):
a. Fluency and Coherence
b. Lexical Resource
c. Pronunciation.
d. Grammatical range and Accuracy
Each of the above criteria was marked over 25. The final Speaking results in both pretest and posttest were
out of 100 (Appendix D).

3.5 Procedure:
In the first 2 weeks, the teacher determined the topic that the students should work on (this topic was from the
Unit Speaking Activity in their student’s book “Touchstone Level 3”).
For example, the first unit was about “The way we are”, the teacher asked the students to make a presentation
about introducing oneself and presenting it orally in the class. Similarly, in the second two weeks, the second
unit is “Experiences”, the teacher asked the students to make a presentation about each one’s experience in
the first day at the university and present it orally in the class. Both presentations were pretests, at the beginning
of the semester.
After 1 month, the teacher taught the students to write their scripts. Then she divided the class into groups
of 2-5 students to create their own scripts based on the next units “Unit Speaking Activity”. Students used the
methods that the teacher taught them in order to write the script. Later, each group performed the script and
this was evaluated by the teacher. The teacher should have taught them before the performance how to apply
role play using the CAR plan (Figure 1). For example, unit 3 is about “Wonders of the World”, the students
should follow the CAR plan to present their role play about the topic which was a dialogue between a tourist
guide and tourist(s), talking about a tourist attraction. In the class, the students will perform the activity for 10
minutes and the action was videotaped. Finally, teacher monitored the activity to evaluate their conversational
English speaking skill based on lexical and grammatical items, in addition to pronunciation and fluency.

IV. Findings and Data Analysis

4.1 Hypothesis Significance Test:
IBM SPSS version 23 is used to test the Hypothesis of the study. By the procedures as the following:

4.1.1. testing the Normality of speaking skills scores:

Kolomogrov-Smirnov test used for testing the normality of scores in First, Midterm, and Final term. The
results in tab. 1. Showed as:

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Table 1. The normality of speaking skills scores.

Speaking skills Statistic Degree of Sig
freedom

First term Speaking (1) .27 30 .564

Speaking (2) .21 30 .291
Midterm ADD .18 30 .000*
Presentation .20 30 .012*
Final term Speaking (1) .15 30 .009*
Speaking (2) .49 30 ,000*
Notes: the star on values in Sig. Column meant that it is significance.
The findings revealed that the first term scores distributed as a normal data that meant the scores in first term
had been equivalent across the participants. Then, the scores of Mid and final of semester term was distributed
as skewed data that meant that there was improved in speaking skills across applicants in Mid-term and final
term.

4.1.2. testing the variation in speaking skill one:

Repeated measurement ANOVA used to test the variation in three measures scores of speaking skill one. The
results showed in tab. 2.

Table 2. Repeated measurement ANOVA for speaking skill one.

Effect valu e F Hypothes is Error df Sig. Partial
df Eta
square

Pillai's Trace .361 7.89 2 28 .002 .361

Wilks' Lambda .639 .89 2 28 .002 .361
Hotelling's Trace .564 .89 2 28 .002 .361
Roy's Largest .564 .89 2 28 .002 .361
Root
The results showed that there were statistical differences in the Midterm and final term from the first
application scores. The effect size had been computed by partial Eta-square index. The cut-off score of partial
eta-square index was lower than .01 (Low effect), ranged from .01 to ,06 showed that effect is moderate, upper
than .14 referred that high effect size.
According to partial eta-square effect size index, we have high effect size. The high effect score mean that the
participants have a high score in Midterm and final of the semester exam according to study experiment.

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4.1.3. testing the variation in speaking skill two:

Repeated measurement ANOVA used to test the variation in three measures scores of speaking skill number
two. Repeated measurement ANOVA is statistical technique which tests the repeated measures (more than
two measures), and it computed the differences between it. The results showed in tab. 3.
Table 3. Repeated measurement ANOVA for speaking skill two.
Effect valu e F Hypothes is Error df Sig. Partial
df Eta
square

Pillai's Trace .094 1.457 2 28 .25 .094

Wilks' Lambda .906 1.457 2 28 .25 .094
Hotelling's Trace .104 1.457 2 28 .25 .094
Roy's Largest .104 1.457 2 28 .25 .094
Root
The results showed that there were statistical differences in the Midterm and final term from the first
application scores according speaking skill two. The effect size had been computed by partial Eta-square index.
The cut-off score of partial eta-square index was lower than .01 (Low effect), ranged from .01 to .06 showed
that effect is moderate, upper than .14 referred that high effect size.
According to partial eta-square effect size index, we have high effect size. The high effect score mean that the
participants have a high score in Mid and final term exam according to study experiment.
The effect size in speaking skill two was lower than the skill one. That mean the study experiment might
more than experience in speaking, or procedural practice for social and cognitive
processing in the English learning context.
benefiting from Woodhouse (2007) opinions, personal growth occurs through the growth of social
communication between the student and the teacher through the improvement of conversation skills, and this
proceeds to the social environment, learning is a social outcome, as Bandura emphasized in social cognitive
learning that language is a way of communication between the learner and a way to achieve his needs.

4.1.4 Graphical diagrams:

1. Fluency of language:
The following drawings of speaking skills had been drawn to show the scattering of scores as it shown.

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Figure 1. Fluency of Language-First Semester

The differences came very close in the two speaking skills at the beginning of the semester, and this means
that it is the default case for the individual to have homogeneity in some of his skills.

Figure 2. Fluency of Language - Midterm

It was evident from the drawing that the speaking skill 6 is higher in its value than for skill 5, and this means
that the speaking skill of the interviewer was the best of its counterpart in daily life skills, and this may indicate
that skill 6 was focused in acting because of the role play

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Figure 3, Figure 9. Fluency of Language - Final of the term

It is noted from the end-of-semester grading graph that there is a marked discrepancy between speaking skill
scores 7 and 8.
2. Lexical resources:
The following drawings of speaking skills had been drawn to show the scattering of scores as it shown.

Figure 4. Lexical Resources - First of semester

The graphs showed that second skill was more than the first skill. Graph means that the second skill measured
is more valuable than that measured earlier.

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Figure [Link] Resources - Midterm

The graph expresses the superiority of conversation skills in daily transactions than that of the interview in
the role-playing strategy. Perhaps because the social context in everyday transactions contains many of the
social skills in which the individual employs his linguistic reactions.

Figure 6 Lexical Resources - Final of the term

The results reflect the richness of Skill 7 and its superiority in degree. Because the individual advertises a need,
he selects his words and confiscates the linguistic meticulously. This skill requires the learner to choose
attractive words that are popular with their peers.

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3. Accuracy:

Figure 7. Accuracy - First of semester

The second speaking skill significantly outperformed its first counterpart at the beginning of the semester,
which means that there is a difference in speaking skills before the experiment begins.

Figure 8. Accuracy - Midterm

Often the result of repeated social contexts of everyday life situations. Verbal and language accuracy processes
improve with practice. This expansion justifies the growth of 5 skill upgrade.

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Figure 9. Accuracy - Final of the term

Besides, the skill was 8 degrees higher than the others in the final measurement of linguistic accuracy. This
increase resulted from the individual's accuracy in selecting vital words in introducing his country.
4. Pronunciation:
Graphs showed for three measures as the following:

Figure 10. Pronunciation - First of semester

The results of the second skill were higher than the first. This result was similar to the results of the assessment
at the beginning of the semester.

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Figure 11 . Pronunciation - Midterm

The sixth skill was superior to its fifth counterpart, as the expression of language in more adaptive situations
requires more accurate language than in everyday social situations.

Figure 12. Pronunciation - Final of the term

The seventh and eighth skill averages are very close to each other. The reason for this closeness was that the
individual reached the point of automaticity in dealing with situations that require adaptation, or good
expression.

4.2 Observation Analysis

Classroom observations were conducted to monitor the students’ progress during the treatment period. It was
noted that the students, at the beginning of the experiment (the first month), were very hesitant to speak; many
of them didn’t want to participate or speak loud in front of the class, they tried to avoid the speaking activity

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by asking for postponing it. In case they participated, their voices were low, and they look at the script avoiding
eye contact. They didn’t use body language when performing the task. However, after the 6th week, the
students’ performance began to change. They started to feel comfortable when playing a delegated task. They
raised their hands to perform first. They started to feel more at ease when communicating with others in the
group or outside the group. Body language, eye contact and loud voices were dominating in their performance.
In the evaluation stage, students showed great motivation to perform the play, especially when hearing the
feedback from their peers. All participants monitored their peers’ performance and suggested solutions to
improve their speaking skill.
At the end of the treatment, students started to use new vocabulary words related to the lessons’ topics, they
were able to speak fluently and smoothly, they uttered words properly and they used sentence with correct
grammatical structures; such as subject-verb agreement.
Role play was considered to be a successful technique in improving the conversational English speaking skill
among the students because they were learning the use of English Language in daily life activities.

V - Conclusion
5.1 Summary
The purpose of this research was to examine the effectiveness of using role play technique in enhancing the
learners’ conversational English speaking skill through a pre-test, and a post-test. After analyzing the collected
data using the quantitative method, it was revealed that role play affects the learners’ speaking proficiency,
and the hypothesis indicated in the research, stated that role play technique develops the learners’ speaking
skill better.
The research answered the addressed questions:
- To what extent does role play help to improve EFL learners speaking skill?
- How can speaking skill be improved through role playing activities?
- What effects does role play have on learners’ speaking skill?
5.2 Implications
Role play is very important in teaching speaking since it gives students the chance to practice communication
in different social contexts in their daily lives and in different social roles. It also allows students to be
imaginative and to put themselves in other’s shoes. Role play makes the class’s environment full of vivid and
amusing since the learners will become active participants. The learners will establish great interest,
motivation and enjoyment in learning to speak English on one hand and in giving feedback to their peers on
the other. Last but not least, role play will enhance the fluency and the pronunciation of the learners, and it
will provide the learners with lexical resources and enormous amount of vocabulary words. In addition to
enhancing their grammar. Finally, learners will show high levels of self -confidence when they practice
speaking skills in front of their colleagues and instructor.

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Classes at Jinan University in Lebanon

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Appendix A
IELTS Speaking Band Descriptors

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Appendix B
Speaking Pre test

Activity 1:
A-

B-

Activity 2:

A-

B-

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Appendix C
Speaking Post test

Activity 3:

A-

B-

Activity 4:

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Activity 5:

Activity 6:

Look for an advert on a Lebanese channel on the TV and adapt it in

English. And videotaped these plays.

Appendix E

Pretest Participants’ Scores – First Term

02/10/2017 01/11/2017

Speaking Average (A) /

Speaking (1) (Activity 1) / 10 Speaking (2) (Activity 2)/ 10
100
Std

F/25 LR / 25 A / 25 Pr F/25 LR/ 25 A/ 25 Pr

Total Total
/25 /25
1 8 25 12.5 8 53.5 12.5 18.75 18.75 21 71 62.25
2 16.5 18.75 22 14.5 71.75 16.5 12.5 12.5 8 49.5 60.625

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3 12.5 18.75 12.5 16.5 60.25 12.5 0 0 0 0 30.125

4 16.5 18.75 25 21 81.25 12.5 25 25 21 83.5 82.375
5 8 12.5 12.5 16.5 49.5 12.5 12.5 12.5 16.5 54 51.75
6 12.5 12.5 18.75 16.5 60.25 12.5 25 18.75 16.5 72.75 66.5
7 16.5 18.75 22 23 80.25 16.5 22 15.5 12.5 66.5 73.375
8 4 12.5 12.5 16.5 45.5 8 18.75 18.75 8 53.5 49.5
9 12.5 12.5 18.75 12.5 56.25 16.5 22 18.75 14.5 71.75 64
10 16.5 22 25 18.75 82.25 12.5 18.75 18.75 12.5 62.5 72.375
11 8 18.75 18.75 16.5 62 8 25 22 23 78 70
12 16.5 22 25 10.5 74 12.5 22 18.75 18.75 72 73
13 12.5 12.5 25 12.5 62.5 16.5 12.5 15.5 14.5 59 60.75
14 16.5 22 25 18.75 82.25 16.5 18.75 15.5 14.5 65.25 73.75
15 0 0 0 0 0 12.5 22 22 16.5 73 36.5
16 0 0 0 0 0 8 12.5 15.5 14.5 50.5 25.25
17 16.5 22 22 21 81.5 16.5 25 18.75 12.5 72.75 77.125
18 12.5 12.5 18.75 16.5 60.25 0 0 0 0 0 30.125
19 0 0 0 0 0 8 18.75 18.75 16.5 62 31
20 12.5 18.75 12.5 16.5 60.25 14.5 18.75 22 12.5 67.75 64
21 16.5 12.5 18.75 21 68.75 12.5 25 25 12.5 75 71.875
22 8 12.5 18.75 21 60.25 12.5 12.5 18.75 12.5 56.25 58.25
23 8 18.75 18.75 16.5 62 16.5 25 25 16.5 83 72.5
24 8 18.75 18.75 8 53.5 12.5 18.75 18.75 21 71 62.25
25 12.5 12.5 18.75 16.5 60.25 8 18.75 22 14.5 63.25 61.75
26 12.5 18.75 12.5 16.5 60.25 12.5 12.5 22 14.5 61.5 60.875
27 4 12.5 18.75 16.5 51.75 14.5 22 25 12.5 74 62.875
28 0 0 0 0 0 8 18.75 18.75 8 53.5 26.75
29 0 0 0 0 0 14.5 25 15.5 16.5 71.5 35.75
30 12.5 18.75 12.5 8 51.75 8 15.5 15.5 10.5 49.5 50.625

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Post-test Participants’ Scores – Midterm

04/12/2017 20/12/2017
Speaking Average (B) /
Speaking (3) (Activity 3) / 10 Speaking (4) (Activity 4) /10
100
LR/ Pr LR / Pr
F/25 A/ 2 Total F /25 A/ 25 Total
25 /25 25 /25
8 18.75 18.75 16.5 62 16.5 18.75 18.75 21 75 68.5
12.5 22 18.75 14.5 67.75 16.5 18.75 18.75 16.5 70.5 69.125
8 18.75 18.75 8 53.5 14.5 12.5 12.5 10.5 50 51.75
21 25 22 10.5 78.5 16.5 15.5 18.75 14.5 65.25 71.875
16.5 25 18.75 12.5 72.75 14.5 18.75 15.5 16.5 65.25 69
12.5 18.75 18.75 16.5 66.5 16.5 18.75 18.75 14.5 68.5 67.5
14.5 18.75 12.5 18.75 64.5 12.5 12.5 18.75 8 51.75 58.125
16.5 25 25 8 74.5 16.5 12.5 25 16.5 70.5 72.5
8 12.5 18.75 12.5 51.75 21 18.75 15.5 14.5 69.75 60.75
0.75 9.5 18.75 14.5 43.5 12.5 12.5 18.75 16.5 60.25 51.875
12.5 25 22 18.75 78.25 14.5 18.75 15.5 12.5 61.25 69.75
12.5 18.75 22 14.5 67.75 16.5 25 18.75 21 81.25 74.5
8 18.75 18.75 12.5 58 12.5 18.75 22 14.5 67.75 62.875
14.5 22 22 14.5 73 16.5 15.5 15.5 12.5 60 66.5
8 18.75 18.75 16.5 62 8 6.25 12.5 8 34.75 48.375
8 12.5 25 8 53.5 16.5 25 18.75 16.5 76.75 65.125
14.5 18.75 15.5 12.5 61.25 14.5 18.75 18.75 14.5 66.5 63.875
12.5 9.5 18.75 10.5 51.25 12.5 12.5 18.75 12.5 56.25 53.75
12.5 18.75 15.5 10.5 57.25 10.5 15.5 12.5 8 46.5 51.875
16.5 25 18.75 14.5 74.75 18.75 22 12.5 16.5 69.75 72.25
10.5 15.5 18.75 8 52.75 18.75 12.5 25 18.75 75 63.875
12.5 15.5 15.5 12.5 56 8 18.75 12.5 8 47.25 51.625
8 18.75 12.5 16.5 55.75 16.5 15.5 18.75 14.5 65.25 60.5
16.5 25 18.75 18.75 79 18.75 15.5 12.5 16.5 63.25 71.125
12.5 12.5 18.75 12.5 56.25 16.5 12.5 25 16.5 70.5 63.375

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10.5 15.5 12.5 16.5 55 12.5 18.75 12.5 8 51.75 53.375

16.5 25 22 14.5 78 16.5 25 18.75 21 81.25 79.625
10.5 25 22 16.5 74 16.5 22 15.5 16.5 70.5 72.25
10.5 15.5 15.5 12.5 54 16.5 25 12.5 16.5 70.5 62.25
14.5 15.5 18.75 12.5 61.25 10.5 15.5 18.75 8 52.75 57
Post-test Participants’ Scores – Final term

08/01/2018 05/02/2018

Speaking (6) (Activity 6: Making -

Speaking Average (C) /
Speaking (5) (Activity 5) /10 Advertisment in a role play form)
100
/10

LR / A / Pr LR / A / Pr
F/25 Total F /25 Total
25 25 /25 25 25 /25
16.5 25 18.75 21 81.25 21 25 18.75 16.5 81.25 81.25
21 12.5 18.75 16.5 68.75 16.5 25 18.75 16.5 76.75 72.75
12.5 18.75 12.5 16.5 60.25 14.5 18.75 12.5 16.5 62.25 61.25
16.5 18.75 12.5 16.5 64.25 14.5 18.75 18.75 16.5 68.5 66.375
8 25 18.75 12.5 64.25 16.5 15.5 18.75 18.75 69.5 66.875
12.5 18.75 25 16.5 72.75 16.5 15.5 25 16.5 73.5 73.125
21 25 18.75 16.5 81.25 21 18.75 15.5 14.5 69.75 75.5
12.5 18.75 18.75 12.5 62.5 12.5 15.5 25 14.5 67.5 65
8 25 12.5 1.25 46.75 12.5 18.75 18.75 12.5 62.5 54.625
8 18.75 12.5 12.5 51.75 12.5 12.5 12.5 12.5 50 50.875
14.5 15.5 18.75 14.5 63.25 14.5 22 18.75 10.5 65.75 64.5
21 25 18.75 16.5 81.25 12.5 18.75 18.75 12.5 62.5 71.875
16.5 18.75 18.75 16.5 70.5 10.5 22 15.5 14.5 62.5 66.5
14.5 22 12.5 21 70 14.5 18.75 18.75 14.5 66.5 68.25
8 25 18.75 12.5 64.25 18.75 18.75 15.5 16.5 69.5 66.875
14.5 22 22 16.5 75 10.5 12.5 18.75 10.5 52.25 63.625
16.5 25 15.5 14.5 71.5 10.5 12.5 15.5 16.5 55 63.25

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14.5 15.5 18.75 14.5 63.25 16.5 22 12.5 18.75 69.75 66.5
16.5 25 15.5 12.5 69.5 18.75 12.5 18.75 18.75 68.75 69.125
16.5 22 18.75 14.5 71.75 12.5 25 18.75 12.5 68.75 70.25
14.5 22 18.75 14.5 69.75 21 15.5 22 21 79.5 74.625
12.5 18.75 12.5 12.5 56.25 12.5 15.5 18.75 14.5 61.25 58.75
16.5 18.75 18.75 16.5 70.5 14.5 25 18.75 14.5 72.75 71.625
21 25 18.75 16.5 81.25 16.5 25 22 18.75 82.25 81.75
18.75 25 22 12.5 78.25 14.5 22 18.75 16.5 71.75 75
16.5 18.75 18.75 1.25 55.25 12.5 18.75 18.75 16.5 66.5 60.875
21 22 22 16.5 81.5 12.5 12.5 25 12.5 62.5 72
16.5 22 18.75 14.5 71.75 18.75 18.75 25 18.75 81.25 76.5
14.5 25 22 16.5 78 16.5 9.5 9.5 21 56.5 67.25
12.5 12.5 18.75 14.5 58.25 10.5 18.75 22 10.5 61.75 60

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