Using non-scripted role-play to teach speaking skills: A study of English conversation of Thai college students at Yala Rajbhat University

Nuchanan Naksevee
M.A.Candidate Department of Language and Linguistics
Faculty of Liberal Arts, Prince of Songkla University, Songkla, Thailand

Kemtong Sinwongsywat
Assistant Professor, Dr.
Department of Language and Linguistics
Faculty of Liberal Arts, Prince of Songkla University, Songkla, Thailand

Nuchanan Naksevee and Kemtong Sinwongsywat

Naksevee, N., & Sinwongsywat, K. (2015). Using non-scripted role-play to teach speaking skills: A study of English conversation of Thai college students at Yala Rajbhat University. Asian International Journal of Social Sciences, 15(1), 104 – 120. https://doi.org/10.29139/aijss.20150106

Creative Commons License
All works licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Abstract: This study investigated the use of the non-scripted role-play activities to improve the oral performance of Thai college students with high and low English proficiency. It attempted to address the following questions: a) Do high and low proficiency students perform differently in non-scripted role-play based on scores obtained from pre- and post-tests? If so, how? ; and b) Can non-scripted role-play enhance the students’ speaking skills? Which group of students performs better in the non-scripted role-play? The data examined were obtained from tape recorded role-play of 16 non-English-major students (8 each proficiency level) during their pre- and post-tests at Yala Rajabhat University in Southern Thailand. The role- play conversations were transcribed and analyzed following the Conversation Analysis (CA) framework. The study found that the post test scores of both groups were significantly higher than their pre-test scores at the level of 0.00. The t-test result also revealed that the low proficiency students showed a significant degree of speaking improvement in terms of manner of expression and ability to interact at the level of 0.04 and 0.02 respectively. On the other hand, while improving on the same aspects, the high proficiency students also showed significant improvement in terms of fluency (sig = 0.02). The findings indicated that non- scripted role-play activities helped improve the students’ speaking skills and develop their ability to use the language naturally. Close single-case analyses additionally revealed that despite being traditionally taught conversation lessons with more focus on form and meaning, the participants trained with role-play noticeably improved on the language functions of genuine conversation. It was recommended that role-play activities be used in company with function-focused conversation lessons for the learners’ greater benefits.

Keywords: communicative language teaching, speaking skills, non-scripted role-play, Thai college students

 

References

Alwahibee, K. M. (2004). Revival of Role-play: The Effectiveness of Role-play Activities in Learning English as a Foreign Language by Saudi College Students. Journal of the King Saud University, 16, 25-48.

Chotirat, S. (2011). Effects of Scripted and Non-Scripted Role Play Activities on Oral Performance: A case study of Repair Organization Conversation of Thai College Students. Procedings- Teaching Techniques.

Hopper, R. (1992). Telephone Conversation. Indiana University Press.

Kaur, J. (2011). Raising explicitness through self-repair in English as a ligua franca. Journal of Pragmatics. 43, 2704-2715.

Krish, P. (2001). A Role Play Activity with Distance Learners in an English Language Classroom. The Internet TESL Journal, 7(7).

Khuvasanond, K., Sildus, T., Hurford, D. P. & Lipka, R. P. (2010). Comparative approaches to teaching English as a second language in the United States and English as a foreign language in Thailand. Language, society and culture in Asian contexts. January 6-7 2010 Maha Sarakham University, Thailand.

Freeman, D. L.(2001). Techniques and Principles in Langauge Teaching. New York, OUP.

Littlewood, W. (1992). Teaching Oral Communication. UK: Blackwell Publishers.

Liu, X. (2010). Arousing the College Students’ Motivation in Speaking English through Role- Play. International Education Studies 3(1).

Liu Y., & Ding, F. (2009). Role-play in English Language Teaching. Asian Social Science, 5(10).

Livingstone, C. (1983). Role Play in Langauge Learning. England, Longman.

Ministry of Education (2006). Developing Language and Communication Skills. Retrieved from www.moe.go.th.

Mohtar, T. M. T. (2005). Teachers’ Perceptions Towards Oral Assessment and Their Implications for Teaching. New Dimensions in the Teaching of Oral Communication, 47.

Okada, Y. (2010). Role-play in oral proficiency interviews: Interactive footing and interactional competences. Journal of Pragmatics, 42(1647-1668).

Park, I. (2007). Co-construction of word search activities in native and non-native speaker interaction. TESOL & Applied Linguistics. 7(2), 1-23.

Punthumasen, P. (2007). International Program for Teacher Education: An Approach to Tacking Problems of English Education in Thailand. The 11th UNESCO-APEID International Conference.

Richard, J. C. (2006). Communicative Language Teaching Today. New York, CUP.

Savignon, S. J. (1983). Communicative Commpetence: Theory and Classroom Practice/ Texts and Contexts in Second Language Learning. USA, Addison-Wesley.

Schegloff, E. A. (2007). Sequence Organization in Interaction. UK, CUP.

Shen, L. & Suwanthep,  J. (2011). E-Learning Constructive Role Play for EFL Learners in China’s Tertiary Education. The Asian EFL Journal, 49.

Spada, N. (2007). International Handbook of English Language Teaching. Hongkong: Springer Science Business Media.

Wiriyachitra, A. (2002). English Language Teaching and Learning in Thailand in this Decade. Thai TESOL Focus, 15(1).