El uso del juego de roles para mejorar la competencia oral
DOI:
https://doi.org/10.56200/mentor.v5i15.13409Palabras clave:
Juego de roles, competencia oral, inglés como lengua extranjera (EFL), primariaResumen
Este estudio determinó la eficacia del juego de roles en el desarrollo de la competencia oral de estudiantes de inglés como lengua extranjera en una escuela primaria ecuatoriana. Se empleó un enfoque cuantitativo y un diseño preexperimental de un solo grupo con pretest y post-test. La población estuvo conformada por 200 estudiantes, de los cuales 41 estudiantes de tercer grado fueron seleccionados mediante muestreo por conveniencia. El desempeño oral se evaluó mediante la rúbrica de expresión oral Cambridge Pre-A1 Starters, que consideró vocabulario, pronunciación e interacción. Se calcularon estadísticas descriptivas y, después de verificar mediante la prueba de Shapiro-Wilk que las diferencias entre el pretest y el post-test no presentaban una distribución normal, se aplicó la prueba de rangos con signo de Wilcoxon. Los resultados mostraron una mejora estadísticamente significativa en la competencia oral después de la intervención de tres semanas (Z = 5,61; p < 0,001; r = 0,90), lo que indicó un efecto grande. Los hallazgos sugirieron que el juego de roles estructurado tenía potencial como enfoque pedagógico comunicativo para apoyar el desarrollo de la competencia oral mediante oportunidades de uso significativo y contextualizado del inglés.
Descargas
Citas
Aporbo, R. J. (2023). Impact of cooperative learning strategy on students’ academic productivity. Journal of Tertiary Education and Learning, 1(1), 16–26. https://doi.org/10.54536/jse.v1i1.1506
Cambridge Assessment English. (2024). Pre A1 Starters, A1 Movers and A2 Flyers YLE handbook for teachers. https://www.cambridgeenglish.org/Images/357180-starters-movers-and-flyers-handbook-for-teachers-2024.pdf
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge. https://doi.org/10.4324/9780203771587
Chen, A., Jia, J., Li, Y., & Fu, L. (2025). Investigating the effect of role-play activity with GenAI agent on EFL students’ speaking performance. Journal of Educational Computing Research, 63(1), 99–125. https://doi.org/10.1177/07356331241299058
Dahal, B. (2024). Participants’ right to withdraw from research: Researchers’ lived experiences on ethics of withdrawal. Journal of Academic Ethics, 22(1), 191–209. https://doi.org/10.1007/s10805-024-09513-y
Education First. (2024). EF English Proficiency Index. https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2024/ef-epi-2024-english.pdf
Golzar, J., Tajik, O., & Noor, S. (2022). Convenience sampling. International Journal of Education and Language Studies. https://doi.org/10.22034/ijels.2022.162981
Ghanad, A. (2023). An overview of quantitative research methods. International Journal of Multidisciplinary Research and Analysis, 06(08). https://doi.org/10.47191/ijmra/v6-i8-52
Ikhsan, A., & Akhsan, N. R. (2022). Improving the speaking skills of junior high school students through the role play method. International Social Sciences and Humanities, 2(1), 343–350. https://doi.org/10.32528/issh.v2i1.211
Ishak, S., & Abdul, A. (2022). Role play to improve ESL learners’ communication skills: A systematic review. International Journal of Academic Research in Business and Social Sciences, 12(10), 884–892. https://doi.org/10.6007/IJARBSS/v12-i10/14851
Jiménez, L. V., & Cabanilla, C. C. (2023). The use of Role-play to improve speaking skills in children of 7th grade from a public school of Loja city. Revista Científica FIPCAEC, 8(4), 300–318. https://www.fipcaec.com/index.php/fipcaec/article/view/928
Katemba, C., & Grace, R. (2023). Role-playing improves speaking proficiency skills. Acuity: Journal of English Language Pedagogy, Literature, and Culture, 8(2), 244–268. https://jurnal.unai.edu/index.php/acuity/article/view/3153
Lahbibi, K., & Farhane, H. (2023). Impact of role play on enhancing learners’ interaction in speaking. International Journal of Language and Literary Studies, 5(1), 28–51. https://doi.org/10.36892/ijlls.v5i1.1155
Luo, Q. (2024). The effectiveness of role-play activity in practicing EFL learner’s communicative skills. Journal of Education and Educational Research, 7(3), 271–273. https://doi.org/10.54097/8ghejg30
Sayow, E. L. M., & Marsevani, M. (2024). Improving high school students’ speaking skill through role play strategy: A classroom action research. English Learning Innovation, 5(1), 132–141. https://doi.org/10.22219/englie.v5i1.30366
Medvetska, E. (2025). The use and significance of role plays in developing English language knowledge in the primary school [Bachelor’s thesis, Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education]. https://dspace.kmf.uz.ua/jspui/handle/123456789/5364
Mohajan, H. (2020). Quantitative research: A successful investigation in natural and social sciences. Journal of Economic Development, Environment and People, 9(4). https://doi.org/10.26458/jedep.v9i4.679
Moosa, S., Shareefa, M., & Hammad, A. (2024). Boosting fluency and confidence: The impact of role-play activities on speaking skills of ESL learners. The International Journal of Literacies, 32(1), 21–34. https://doi.org/10.18848/2327-0136/CGP/v32i01/21-34
Mumford, M., Higgs, C., & Gujar, Y. (2021). Ethics in coercive environments: Ensuring voluntary participation in research. In S. Panicker & B. Stanley (Eds.), Handbook of research ethics in psychological science (pp. 113–123). American Psychological Association. https://doi.org/10.1037/0000258-008
Park, Y. S., Konge, L., & Artino, A. R. (2020). The positivism paradigm of research. Academic Medicine, 95(5), 690–694. https://doi.org/10.1097/ACM.0000000000003093
Pinatih, I. G. A. D. P. (2021). Improving students’ speaking skill through role-play technique in 21st century. Journal of Educational Study, 1(2), 95–100. https://doi.org/10.36663/joes.v1i2.159
Quinteros, J., & Fajardo, T. (2022). Role-playing as a technique to promote oral expression in elementary school students. Ingenium et Potentia, 4(1), 52. https://doi.org/10.35381/i.p.v4i1.1695
Salsabila, T., Anwar, K., & Paulina. (2026). Exploring the use of the “Catch a Thief” role-play game to support EFL students’ speaking skills: A mixed-methods pre-experimental study in Loei, Thailand. JIMU: Jurnal Ilmiah Multidisipliner, 4(02). https://doi.org/10.70294/jimu.v4i02.2311
Sánchez, V., & Cango, A. (2024). Cooperative learning strategies for enhancing English speaking skills among basic education students at a public institution in Loja city. Ciencia y Reflexión, 3(2), 393–417. https://doi.org/10.70747/cr.v3i2.47
Sarifudin, S., & Setyawan, W. (2025). The effect of using role-play method in improving speaking skills of basic level students at central course. Prima Magistra: Jurnal Ilmiah Kependidikan, 6(1), 29–35. https://doi.org/10.37478/jpm.v6i1.5190
Steube, M., Wilde, M., & Basten, M. (2024). Does role play manipulate students? Persuasive effects of role play on students’ attitude and behavior regarding a socioscientific issue. Journal of Research in Science Teaching, 61(7), 1609–1640. https://doi.org/10.1002/tea.21910
Tegler, H., Bowden, H. M., Skovholt, K., & Sikveland, R. O. (2025). The effectiveness of the Conversation Analytic Role-Play Method (CARM) on teachers’ and classroom assistants’ self-efficacy and interactional awareness: Identifying and responding to aided-speaking students’ questions in whole class interaction. Teaching and Teacher Education, 156, 104944. https://doi.org/10.1016/j.tate.2025.104944
Zapata, A., Almeida, E., & Guagchinga, N. (2025). Enhancing communicative competence in young EFL learners through the implementation of a methodological guide based on the CLT approach. In G. Olmedo, D. Arcos, & H. Lara (Eds.), Emerging research in intelligent systems (Vol. 1348, pp. 416–426). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-87701-8_30
Zhiyenbayeva, S., Zhumabekova, F., Stybayeva, A., Adamova, M., Onlanbekkyzy, G., & Izmagambetova, R. (2026). Vocabulary development in preschool children through role-playing games. International Journal of Instruction, 19(1), 87–104. https://doi.org/10.29333/iji.2026.1915a
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 María Belén Valle Fiallos, José Ignacio Andrade Morán
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
