ENHANCING STUDENTS’ ENGLISH ORAL COMMUNICATION SKILLS THROUGH ROLE-PLAY ACTIVITIES: A CASE STUDY AT HANOI UNIVERSITY OF NATURAL RESOURCES AND ENVIRONMENT
DOI:
https://doi.org/10.60087/jklst.v4.n3.012Abstract
Abstract: Developing oral communication competence remains a persistent challenge for Vietnamese university students, particularly among non-English majors who often exhibit limited fluency despite years of instruction. This study investigates the effectiveness of role-play activities in enhancing students’ English speaking skills at Hanoi University of Natural Resources and Environment (HUNRE). A quantitative case study design was employed with 56 first-year students at the A2 CEFR level. Data were collected through pre- and post-intervention speaking tests, assessed with an adapted analytic rubric, and a post-intervention questionnaire. Findings revealed a statistically significant improvement in students’ speaking performance after an eight-week intervention (t(55) = -5.16, p < .001), with mean scores increasing from 7.02 to 7.35. Questionnaire results further indicated that students perceived role play as engaging, motivating, and beneficial for vocabulary development and communicative confidence. However, challenges such as limited vocabulary, insufficient background knowledge, time constraints, and nervousness were also reported. The results highlight the dual nature of role play: while it fosters measurable gains in oral proficiency, its effectiveness depends on appropriate scaffolding, contextual preparation, and sufficient classroom time. The study contributes empirical evidence on role play in tertiary EFL contexts, offering practical implications for curriculum design, teacher training, and the integration of communicative tasks in general English courses. Future research should explore long-term effects and technology-enhanced role play to broaden its pedagogical impact.
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