The use of role-play to improve speaking competence

María Belén Valle Fiallos; José Ignacio Andrade Morán

doi:10.56200/mentor.v5i15.13409

Authors

María Belén Valle Fiallos Universidad Técnica de Cotopaxi. Latacunga-Ecuador. https://orcid.org/0000-0003-2448-0101
José Ignacio Andrade Morán Universidad Técnica de Cotopaxi. Latacunga-Ecuador. https://orcid.org/0000-0003-4294-2736

DOI:

https://doi.org/10.56200/mentor.v5i15.13409

Keywords:

role-play, speaking competence, English as a foreign language (EFL), primary education

Abstract

This study determined the effectiveness of role-play in developing students’ speaking competence in English as a foreign language at an Ecuadorian primary school. A quantitative approach and a pre-experimental one-group pre-test and post-test design were used. The population consisted of 200 students, and 41 third-grade students were selected through convenience sampling. Oral performance was assessed using the Cambridge Pre-A1 Starters Speaking Assessment Rubric, which evaluated vocabulary, pronunciation, and interaction. Descriptive statistics were calculated, and the Shapiro-Wilk test indicated that the differences between pre-test and post-test scores were not normally distributed. Therefore, the Wilcoxon signed-rank test was applied. The results showed a statistically significant improvement in students’ speaking competence after the three-week role-play intervention (Z = 5.61, p < 0.001, r = 0.90), indicating a large effect. The findings suggested that structured role-play had potential as a communicative pedagogical approach for supporting speaking competence in primary school learners by providing opportunities to use English in meaningful and familiar contexts.

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Author Biographies

María Belén Valle Fiallos, Universidad Técnica de Cotopaxi. Latacunga-Ecuador.

Universidad Técnica de Cotopaxi. Latacunga-Ecuador.

José Ignacio Andrade Morán, Universidad Técnica de Cotopaxi. Latacunga-Ecuador.

Universidad Técnica de Cotopaxi. Latacunga-Ecuador.

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