use of role plays to enhace english speaking skills

Running head: USE OF ROLE PLAYS TO ENHANCE ENGLISH SPEAKING ABILITY 1

The use of role plays to enhance English speaking communicative ability in an adult EFL

learners' group from the Business Management program at Universidad de la Amazonia

Blanca A. Góngora and Hader Manjarrez

Universidad de la Amazonia

Author Note

Blanca A. Góngora and Hader Manjarrez, Education Sciences Faculty, English Language

Teaching Program, Universidad de la Amazonia.

This research was supported by Business Management Program, Universidad de la Amazonia

Correspondence concerning this paper should be addressed to Jader Manjarrez,

English Language Teaching Program, Universidad de la Amazonia, E-mail:

[email protected] - [email protected]

mailto:[email protected]%20-

USE OF ROLE PLAYS TO ENHANCE ENGLISH SPEAKING ABILITY 2

ACCEPTATION NOTE

The present final document to the Bachelor in English has been reviewed and scored with the

note of Approved

(Art 40 from the agreement 05 of April 29, 2005, from C.S.U)

__________________________

Juror 1

__________________________

Juror 2

“The Universidad de la Amazonia is not responsible for the concepts emitted by the students who work on this research project. The ideas expressed within this document are the sole

responsibility of the authors”

“El Director y el Jurado del presente Trabajo, no son responsables de las ideas y conclusiones expuestas en éste; ellas son exclusividad de sus autores”

Florencia, November, 2014


DEDICATION

To my Parents, Blanca Nora Mendoza and Ramiro Góngora, for being always by my side with

their lovely and wonderful kindness, devotion, tireless and endless support. And to my professors

who in any way influenced on my process of academic formation.

Blanca Aleyda Góngora Mendoza

Firstly, to God for guiding me in every step of my life, to my mother Olga, who always

supported me in this process, my siblings Medwin, Dayhana and Anderson, who encourage me

to do my best and finally, to my professors who I learnt from.

Hader Manjarrez Morales


ACKNOWLEDGEMENTS

To the professor SILVIA LUCIA MOLINA HIGUERA, director of our degree project who gave us her full support and knowledge to develop this research project.

To the professor JULIAN MEJIA, juror of our degree project who disposed his precious time to guide us so that we could carry out this research project.

To the professor WILLINGTON, juror of our degree project, who supported and guided us with his knowledge and experience in order for us to develop this research project as it is required.

To the specialist CARLOS ALBERTO GOMES, for his collaboration, time, accompaniment and space offered to develop the research project.


Content

INTRODUCTION…………………………………………………………..................……..5

1. RESEARCH PROBLEM…..……………………………………………...………..…….16

1.1. Description of the problem…………….………..………………………….....….….16

1.2. Problematic question…………………………….………………………..…………18

1.3. Justification……………………………………………………..……………………19

1.4. Context description…………………………………………………………………..20

1.4.1. Spatial delimitation……………………………………………………………20

1.4.2. Temporal delimitation…………………………………………………………22

1.4.3. Historical review……………………………………………………………….22

1.4.4. Situational analysis ………………………..…………………………………..26

2. OBJECTIVES…………………………………………………………………………….. 27

2.1. General objective…………………………..……………………………………...….27

2.2. Specific objective……………………………………………………………………..27

3. LITERATURE REVIEW ………………………………….…………..……….................28

3.1. State of the art ………………………………….………………….…….……………28

3.2. Conceptual framework…………………………..…………………...………….…....31

3.2.1. Speaking……………………………….…………………………….................31


3.2.1.1. Speaking concept………………..……...……………………..…...32

3.2.1.2. Teaching speaking ………….……..……………………..…..…....33

3.2.1.1. Guidance for teaching speaking ……………………………...…...34

3.2.2. Role play………………………………………………………….………....35

3.2.2.1. Role play concept………………………………………….............35

3.2.3. Communicative competence……………………………………..……….... 37

3.2.4. Teacher and learners’ roles in role playing as a teaching technique………..38

3.2.4.1. Teacher’s role……….. ……………. ……………….………........38

3.2.4.2. Learners’ role……….. ………………….. ……………….….......38

3.2.4. Adult EFL learner…………….. ……………. ……………..……….……..39

3.2.5. Syllabus……………………...………………………….…………..…........41

3.2.6. Evaluation ……………………………………………….……………..…..42

3.2.7. Activities to be applied within Role playing..………………..……………..44

3.3. Normativity……………………………………………….……….………………45

4. METHODOLOGY……………………………………………………………………...47

4.1. Type of research methodology……….…………………..………………………..47

4.1.1 Action Research…………………….……………………..…….…………..47

4.2. Design research methodology………………………………………………..……49


4.2.1. Population………………………………………………………………… …49

4.2.2. Data collection tools …………………….……….…..……………...…... .....49

4.2.3. Steps of the research study ……………….……….…..………………....…..50

4.2.3.1. Phase 1.… ……..…………..….…….……………..………………………..51

4.2.3.2. Phase 2..………..……….…...…………….…..…………………….…........52

4.2.3.3. Phase 3..………….………………..………………………………...............52

5. OUTCOMES AND DISCUSSION………………………………………………………54

5.1. Characterization of the focused group………………………………………….54

5.2. Description and analysis of the phases………………………………………….55

5.3. Limitations………………………………………………………………………77

6. CONCLUSIONS………………………………………………………………………….79

7. .RECOMMENDATIONS…………………………………………………………………81

8. REFERENCES ………………………………………..………………………………….83

9. ANNEXES…………………………….…………………………………...….………….88


List of tables Table 1: Chronogram of activities.

Table 2: Summary of the research techniques applied.

Table 3: Description of the respondents.

Table 4: Table of analysis of structured questionnaire.

Table 5: Table of analysis of the interviews conducted to the focused group.

Table 6: Focused group of study


List of figures

Figure 1: Location of Florencia in Caquetá department.

Figure 2: Location of Universidad de la Amazonia.

Figure 3: Participants’ ages

Figure 4: Participants’ semester

Figure 5: Analysis of questionnaire, question 1

Figure 6: Analysis of questionnaire, question 2

Figure 7: Grammar and vocabulary

Figure 8: Reading skills section

Figure 9: writing skill section

Figure 10: Speaking skill section

Figure 11: Analysis of Grammar and Vocabulary section

Figure 12: Analysis of reading skill section

Figure 13: Analysis of writing skill section

Figure 14: Analysis of speaking skill section


List of annexes

Annex 1: Analysis of the data gathered from the interview.

Annex 2: Syllabus

Annex 3: Basics of PAP Style Tutorial

Annex 4: Format of questionnaire

Annex 5: Format of interview

Annex 6: Interviews

Annex 7: Format of pre-test

Annex 8: Format of expectation survey

Annex 9: Photographs


Abstract

Much has been investigated about the methodological strategies for learning English

language in an effective manner, where students can effectively develop the English Speaking

communicative skill. Undoubtedly teachers focused on such a field await that language learners,

at the end of the learning process, have the ability to establish real communication in a foreign

language, in this case English.

To achieve this general objective, it was adopted the use of role plays in students from VI

and IX semesters of Business Management Program from the Universidad de la Amazonia. This

Teaching Technique was applied in order to provide some tools to the students so that they can

cope and thrive in the English language, reduce their affective filters and start speaking English

confidently.

The application of the Role Playing Teaching Technique was momentous in students

because this research was focused on enhancing the English speaking ability of the participants,

intending they acquired language in such a way that they communicate and interact with others,

simulating real-life situations. Additionally, the implementation of this technique encouraged

students to create and think in real situations, while practicing the English language. It also

encouraged them to participate actively and confidently in different situations presented during

the development of the course.

KEY WORDS: Speaking, Real communication, Confidently, Role Play, real-life

situations.


Resumen

Mucho se ha investigado acerca de las estrategias metodológicas para el aprendizaje de

idioma Inglés de una manera eficaz, donde los estudiantes puedan desarrollar efectivamente las

habilidades comunicativas del idioma inglés. Sin lugar a dudas, los profesores se centraron en

éste campo esperando que los estudiantes de una lengua extranjera, al final del proceso de

aprendizaje tengan la capacidad de establecer una verdadera comunicación en un idioma

extranjero, en este caso Inglés.

Para lograr este objetivo general, se adoptó el uso de juegos de roles en los estudiantes de

los semestres VI a IX del Programa de Administración de Empresas de la Universidad de la

Amazonia. Esta técnica de enseñanza se aplicó con el fin de proporcionar algunas herramientas a

los estudiantes para que puedan enfrentar y progresar en el idioma Inglés, reducir sus filtros

afectivos y empezar a hablar inglés con seguridad.

La aplicación de la Técnica de Enseñanza de Juegos de Roles fue trascendental en los

estudiantes, porque esta investigación se centró en mejorar la capacidad de habla en Inglés de los

participantes. Con la intención que adquirieran el lenguaje de tal manera que se comuniquen e

interactúen con otros, simulando situaciones de la vida real. Adicionalmente, la aplicación de

ésta técnica animó a los estudiantes a crear y pensar en situaciones reales, en la práctica del

idioma Inglés, también les animó a participar activamente y con seguridad en las diferentes

situaciones que se presentaron durante el desarrollo del curso.

PALABRAS CLAVE: Habla, comunicación real, confianza, juego de roles, situaciones

de la vida real.


Introduction

In this paper, it is presented an Action Research study, born with the purpose of

improving the English teaching and learning process carried out in the Business Management

program at Universidad de la Amazonia. The study was based on the use of Role Plays to

enhance the speaking communicative abilities of a selected adult EFL learners' group (from sixth

to tenth semester) of Business Management Program at Universidad de la Amazonia.

The Role playing Teaching Technique was chosen to develop this research study due to

the significant learning that it offers to foreign language learners. This technique allowed

students to develop the ability to engage in contextualized and real communication in English. It

stimulated self-confidence through different real life situations presented throughout the course.

This technique, applied in this Action Research, ensured the language to be acquired and used

for the accomplishment of the actual function of language, encouraging students to learn and

practice the English Language while simulating real life situations. Role plays teaching

technique stimulated learners’ creativity and thinking due to permitting students to learn and

practice new language, creating necessary motivation and participation for enabling learning to

occur. Moreover, Role plays were effective as it helped participants improve not only English

speaking communicative skills, but also listening, reading and writing, indirectly.

During the development of this research a pre-test was applied and a survey about course

expectations. Once gathered, this information was adapted and a syllabus was implemented

according to the proficiency level that students had shown in the pre-test. At the end of the


course, the collection of data through different tools (diaries, observation, interviews and

questionnaires) was carried out and finally, a final/ post-test was applied that would allow us to

value and measure the progress of the target group.

All phases were developed according to the proposed schedule, design, implementation

and evaluation of lessons, data collection and finally the analysis of information obtained. In this

report there are exposed nine sections. First, the problem and description of the problem. Second,

objective of this research. Third, the literature review. Fourth, methodology. Fifth, results. Sixth,

seventh, eighth and ninth, display conclusions, recommendations, references and annexes

respectively, which describe in detail what was conducted.

The first section contains a description of the problem found and why this research was

carried out, a brief description of the context in which it was carried out. An analysis and

description of the spatial location of population was also performed.

The second section presents the aims and objectives of this research.

The third section contains the literature review and state of the art, a thorough description

of the Role Play Teaching Technique, the abilities this technique works with, English

communicative skills, the role of teachers and students.

The fourth section presents the methodology used in this action research, the data

collection tools, and steps for the development of it.


The fifth section presents the results of the research conducted, the description of each

phase and the description of focused group, limitations and drawbacks presented during the

investigation. Finally, it is included conclusions, recommendations, references and annexes,

where all the information collected during the development of this project is located.

This project wants to emphasize that results obtained by this research were satisfactory

because the students who formed the focused group, could establish a basic communication in

English and also showed improvement in other skills worked, as writing, grammar and reading.


1. Research Problem

1.1. Description of the problem

Evidently, nowadays the ability to speak in just one language is not enough in this

interconnected world. The capacity to be bilingual or multilingual is every time more

indispensable to study, work, interact with others and learn about different cultures. The Ministry

of Education (MEN, 2005) states that being bilingual is essential in a globalized world because it

allows better communication, opens boundaries, comprehends other contexts; it contributes

directly to the development of the country to have more knowledge and opportunities, so as to be

more competent and competitive. It makes possible an individual growth, which can definitely

help in the country growth as well.

Also, students from different educational levels are evaluated by the ICFES enterprise

through diverse types of tests in which their English language level and proficiency is tested.

Therefore, the Universidad de la Amazonia; following the Colombian Policies, established two

English courses in the curriculum of some careers (as a subject of their first and second

semester), within those careers, it is found the Business Management degree program, which has

as occupational profile features of any Business Management’s student, the following ones in

their original language “willingness always open to innovation and continuous improvement.

Respect for ideas, needs, expectations and other rights. Objectivity and reliability in their

judgments, commitments and approaches. Adaptability and simplicity in interpersonal


relationships "(UDLA, 2013) and" Skill in directing and organizing staff according to

productivity and quality goals. Talent to negotiate at different levels and situations. Ability to

stay updated and informed on all business aspects” (UDLA, 2013). This means that each and

every Business Management graduated student from Universidad de la Amazonia should present

a wide disposition to lead, organize, innovate and carry out a steady improvement, as well as

keeping updated around the aspects concerning the business field having adaptability in the

interpersonal relations. Undoubtedly, this demands the English language use, if it is wanted, to

have real and wider relations and opportunities in the professional aspect taking into account

others’ ideas, expectations and rights, including the English language proficiency, and fluency

for success and advancement in their field as employees and employers.

Nevertheless, after listening to one of the researchers´ relatives, who expressed her

unconformity about not gaining much speaking skills in her English classes, as a student of

Business Management program. Researchers, who were students from the English Program,

decided to interview some students from the Business Management Program. As a result, some

stand-alone interviews posed in an informal environment were done. Some answers showed that

English skills they developed during their English classes were not enough as they expected.

Analyzing the data, it was noticed that most students agreed on saying that their English classes

did not increase their motivation to learn the language because Professors most of the time used

“a school methodology” (Traditional one), which they defined as: just photocopies with images.

Hence, the contents taught during the English courses, along with the teaching methodology

implemented, did not provide a strong enough basis for the acquisition of communicative skills


that enabled them to communicate in English with their classmates or other people (see Annex

1).

As a consequence, there was marked the necessity of the promotion of new teaching

techniques in Business Management program at Universidad de la Amazonia. For that reason,

this research study took place. The study consisted of the implementation of role plays to

enhance the English speaking skill of a selected group of Business Management’s students (from

third and tenth semester). For doing this, the participants attended deliberately an additional

English course. The course did not make part of the unique two courses included in their

curriculum (in first and second semesters). All this, bearing in mind that Role Plays (as Teaching

Technique) was an excellent alternative that could bring positive and expected outcomes in the

improvement of English speaking proficiency of the selected group.

1.2. Problematic question

¿To what extend does role playing improve the English speaking communicative ability in

adult EFL students from the Business Management program at Universidad de la Amazonia?


1.3. Justification

Nowadays it is fundamental to communicate in the English language. Every day it is used all

around this globalized world by people from different nations who are demanded to use it due to

reasons such as job, travel or academy. That is why it is important for Business Management

program’s adult students to manage the English Language as students and professionals. Hence,

this research project highlighted to expose Business Management’s students to Role Playing

Teaching Technique that permitted them to increase their English speaking ability for

communication.

This research project sought out to change the non-efficient teaching methodology applied to

Business Management’s students for the use of role plays, with the intention of promoting the

students’ motivation toward the English language, as well as developing speaking

communicative skills (while listening, reading and writing are developed indirectly). And so,

provide insights for EFL teaching. Consequently, its development looked to guide and support

mainly to the university, but also any person interested in the Teaching English as a foreign

language to adults field. Hence, this research carried out while teaching through role plays could

certainly help determine to what extent it is applicable for developing speaking skills in adult

EFL learners of a career different from one directly related to the English Language.

The findings obtained can influence the adoption of Role plays as an appropriate Foreign

Language Teaching technique implemented at Universidad de la Amazonia, so as to help

enhance the students’ level of language performance and promote a change in teaching


methodology used by teachers. All this, headed to enhance daily and contribute to the

development and progress of the education quality of the Universidad de la Amazonia and the

country. Likewise, while the Business Management’s students were positively affected, the

whole academic community of the Universidad de la Amazonia was also.

The English program, as well as people from other cities and countries interested in the issue

worked on in this research study, can also obtain great benefits from the information obtained as

the findings can suggest and give recommendations for future studies. Furthermore, the

knowledge gained by researching in the EFL field (in this case teaching English through

Roleplaying Teaching Technique) definitely gave some input to Foreign Language Learning and

education in general.

1.4. Context description

In this section, some general aspects are presented concerning the Universidad de la

Amazonia and the Business Management program; the place where the research study was

carried out.

1.4.1. Spatial delimitation

The research study was developed at the Universidad de la Amazonia, located in Florencia,

Caquetá, which is situated in southeast Colombia. (See figures Nº 1)


The main headquarter of the Universidad de la Amazonia is located in the 17th street, 17th

diagonal with Kr 3F, Porvenir neighborhood of Florencia – Caquetá, Colombia. To the

northwest, its limits find the avenue that leads to the Rincon de la Estrella neighborhood, to the

Northeast it is found the Abbas Turbay neighborhood, to the southeast, the Pablo VI urbanization

and to the southwest, the Porvenir and the circumambulate avenue are found. (See Figure Nº 2)

Figure 1: Location of Florencia in Caquetá department.

Figure 2: Location of Universidad de la Amazonia.


1.4.2 Temporal delimitation

The research study, as an option of graduation, was carried out during the months:

September, October and November of 2014 with an intensity of six hours per week.

1.4.3 Historical review

According to the history found on the web page: www.udla.edu.co, the Universidad de la

Amazonia had its beginnings at the Instituto Tecnológico Universidad Surcolombiana

(ITUSCO), which had the principal headquarter in Neiva, Huila, Colombia.

As a branch in Florencia, Caquetá, it began operating in 1971 by offering four programs in

Technology, Social Science, Mathematics, Accounting and Topography. With the Law 13 of

1976, ITUSCO was transformed into the Universidad Surcolombiana. Consequently, ITUSCO-

Florencia became its branch, whose activities were oriented from three faculties: Education

Sciences, Agricultural Sciences and Accounting and Economics Sciences.

In 1982, through Law 60 of December 30; sanctioned by the President of the Republic of

that time, Doctor Belisario Betancur Cuartas, the branch of the University Surcolombiana was

transformed into the University of Amazonia.


The Universidad de la Amazonia is official. The national level and its mission, vision,

objectives, functions and policies are aimed at contributing to the sustainable development of the

Amazon region. The challenges and commitments are fully known, not only the ones derived

from the current statutes related to the development of programs suited to the peculiarities of the

region, with the qualification of human talent through the dissemination of scientific and

technological knowledge, and with research in the Amazon, but those that have imposed the

World Declaration on Higher Education for the Twenty-first Century: Vision and Action,

adopted by UNESCO in October 1998. The statement expands the horizon and the work of the

Higher Education for the Next Millennium, in aspects such as accreditation, coverage, access to

college, internationalization, new educational technologies, etc.

Within the University history, it is found specifically the history of each and every program

the University offers. In this research study, it will be highlighted just the Business Management

program.

In 1991, the Universidad de la Amazonia submitted to the Ministry of Education, the project

for the creation of the Business Management Program. Through the Supreme Council’s

agreement 18 of 1993, the Business Management program at the Universidad de la Amazonia

was created. Thereafter, with the agreement 20 of 1994 of the Academic Council, the curriculum

was approved and with the agreement 26 of 1997, the curriculum was adopted.


The Business Management program was extended to other departments in this way: In

1996, started in Leticia, Amazonas; in both day and night shifts; in 1997 it extended to Mocoa,

Putumayo with just night shift and San Vicente del Caguán, in the department of Caquetá,

initiated in 1998, on the day shift only.

With the agreement 35 of 1998, the Superior Council of the Universidad de la Amazonia,

using its statutory powers, renews the approval of Business Management program from January

1st, 1999 until December 31, 2003. In the national system Information handled by ICFES, the

Business Management Program was given a registration number No. 111546580001800111200,

that allows to operate at the headquarter of Florencia, Caquetá, with the presential modality. As a

result of the self-assessment process, in 2004, a redesign curricular draft was submitted to the

Ministry of National Education (MEN) and the qualified register was obtained through resolution

1630 of April 17, 2006, valid for seven years, and with the identification code SNIES 791.

In 2007, the process of curriculum redesign, which modifies the curriculum with the credits

system, was carried out. It was based on the appropriate authorities and it was approved by the

agreement of 23 of the Academic Council, incorporating a total of 160 academic credits.

Moreover, two deeper areas were regulated: Organization Management, Entrepreneurship and

creation of organizations, according to the training needs of the context and the level of

professional performance.


The Business Management program is set to the current regulations and the existence. The

degrees awarded are justified by the needs of the country and the region where the current status

of training in the knowledge area makes it apart from other programs. The Business Management

program is framed on the Mission and Institutional Education Project (IEP). Within the

expectations of the program, it is highlighted the Mission and Vision, which reflects what is

expected and wanted from this.

Mission

It is an accredited higher education program that offers integral formation in the Amazon

region. It promotes ethics and responsibility for sustainable business development through

teaching and competency-based learning. We have a team of teachers with pedagogical and

disciplinary capabilities that supported by adequate infrastructure allows us to meet the

expectations of survival, growth, profitability, and regional equity.

Vision

It will be a professional formation of competencies program, in steady accreditation

oriented toward the business development whose education promotes the culture of

entrepreneurship, innovation, ethics, social responsibility, research and social projection in the

Amazon region.


1.4.4 Situational analysis.

The students who attended the English course were coursing sixth and ninth semester of

Business Management at Universidad de la Amazonia. They were adult people interested in

developing speaking skills to get to communicate with others in the English language. The

participants recognized that the technique applied in the study was a teaching exercise conceived

as an appropriate strategy to address concerns of pedagogical order related to the lack of their

English speaking skills development. Thus, the study contributes when it comes to their job

profile in terms of its social responsibility in a globalized world, which requires some English

language use as it is the universal language. So it may expand learners’ career opportunities.

The participants have already attended the English classes offered by the University during

their 1st and 2nd semesters. They have different characteristics related to the ages and

knowledge about the target language. The participants were taught in a room called:

Cananguchal room. It was the classroom where the lessons took place. It is one of the specialized

rooms the university has. It counts on a lot of space, acrylic board, air conditioning, television

and comfortable chairs. This research study was carried out from September 9th to November

13th, 2014.


2. Objectives

2.1. General objective

To enhance English speaking communicative skill through Role plays in a group of adult EFL

students from the Business Management program at Universidad de la Amazonia.

2. 2. Specific objectives

✓ To organize and develop a pre-test to establish students´ English level in order to identify

students’ initial proficiency.

✓ To apply an expectation survey to students to identify their point of view and likes toward

the English Language Learning.

✓ To adapt and apply a situational and task based syllabus to promote the speaking skill

through the use of Role Plays.

✓ To gather data through diaries, observation, interviews and questionnaires in order to

value the application of the Role Play as a technique to enhance speaking abilities.

✓ To measure students speaking abilities through a post-test in order to assess the impact of

the Role Play technique proposed


3. Literature review

"Learning to communicate is recognized as a principal goal of language learning and at the same time, by communicating, students learn the language"

(Ballman, Liskin-Gasparro & Mandell, 2001).

3.1. State of the art.

Various research studies have been done around the use and impact of the Role plays for

teaching English to EFL learners, as the ones presented below.

PRISCILLA ISLAM & TAZRIA ISLAM searched on the Effectiveness of role play in

enhancing the speaking skills of the learners in a large classroom: An investigation of tertiary

level students. They looked to enhance speaking skills by using role play in a large classroom.

Through qualitative data collection tools (questionnaires, group interviews, classroom

observation, and students’ performance evaluation result) it was concluded that the role play

technique had a positive impact in improving learners’ speaking skills as it gave students a

chance to explore different situations of real life and enabled them to speak accurately and

confidently in that situation in the target language. However, during role play activities in such a

large classroom the situation got chaotic, students forgot their dialogues; causing embarrassment.

Eventually the problem went away due to the positive feedback given by the teacher, and the

environment was comfortable. Students’ speaking abilities were getting better as the classes went

by and they felt more confident to speak. Nevertheless, the context in which their research took

place was much different from the context where this research study is intended to be applied.


Their study was done during four months in a large group of about one hundred and twenty

students (and five teachers took part of the investigation) of the Department of English of

Stamford University Bangladesh; a group that already had a good level in English. On the other

hand, our setting was a low-level adult EFL learners’ target group from the Business

Management program at Universidad de la Amazonia; a group of 25 adult participants who were

involved in the course six hours per week during three months.

Yuli rachmawati, Mukhlisatun Muayanah, & Endah Alamsari, (2013) researched on

“TEACHING SPEAKING BY USING ROLE PLAY OF THE FIFTH GRADE STUDENTS OF

MINU KH. MUKMIN SIDOARJO”. This study was led to describe the use of role play to teach

speaking and to describe students’ responses toward the technique. The object of the study was a

group of students at fifth grade of MINU KH MUKMIN SIDOARJO. The data was collected

through observation and questionnaires, having as findings and conclusions that the activities of

role playing involved teacher, students practiced and did performances. The technique was good

as students responded, students enjoyed the classes, felt happy, and found self-confidence when

speaking. On the contrary, the study applied in this research differs from the above just exposed

due to the object of this study was not young participants, but adult ones who made part of the

Business Management program at Universidad de la Amazonia.

Ramin Rahimy & Samaneh Safarpour (2012) THE EFFECT OF USING ROLE-PLAY ON

IRANIAN EFL LEARNERS’ SPEAKING ABILITY. They researched the effect of role-play as a

classroom activity aiming to determine how effective role playing could be when enhancing a

more acceptable speaking skill in Iranian EFL learners (60 intermediate in Shokouh Language

Institute in Bandar Anzali). The object of the experimental study was separated into experimental


and control groups, both were applied an oral pre-test. The Experimental group was taught

English through role-play activity while the control one was taught to speak through other

existent methods. After some sessions; conducting role plays, it was administered a post-test of

speaking and once again learners from both groups were asked to answer the post-test. Research

findings showed the great significant difference between the experimental and control group;

experimental one with more improvement.

Ayu Diyah Harni Susanti, (2007). USING ROLE PLAY IN TEACHING SPEAKING, carried

out a Pre-Experimental Study at Islamic Junior High School Soebono Mantofani Jombang-

Ciputat and the analysis of the findings concluded that students were taught speaking abilities by

the implementation of role play seemed so motivated, willing to participate deliberately and

showed better outcomes, which means it is quite effective.

Much has been written and investigated about which technique is appropriate for teaching

English as a foreign language. In fact, many of the Teaching techniques bring positive aspects

when planning a class. However, at the time of selecting the most suitable one, it must be kept in

mind all the factors surrounding the processes of teaching; the target group; its background, its

environment, their needs, the age, the goals, expectations, among other aspects are fundamental

when choosing a teaching technique.

Role Play teaching technique was selected for being applied in this research study, as it can

help enhance English Speaking communicative abilities of the target group, or in its absence,

help learners gain self – confidence in their capacities, and so acquire the basic elements of

effective communication in the Foreign Language. Similarly, it contributes to EFL teachers;


becoming conscious of the great importance of a good teaching technique selection for the

improvement of speaking skill in EFL contexts.

3.2. Conceptual framework

For the development of this research, it was necessary to support and find bases of some

important authors and sources that have had a huge impact on teaching technique and education.

3.2.1. Speaking

When people learn a language, they need to develop four language skills required for

complete communication; listening, reading, speaking and writing. The first two provide input

or reception of the language codes, and the last two provide production. Achieving

communication across the four skills is desired by any learner since all such skills fulfill an

essential function for communication.

Speaking is the productive skill in the oral form. This skill, developed along listening, is

more complex than it seems, since it involves more than just pronouncing words ( Rahelcynthia,

2013). All language skills are important for effective communication. However, speaking is

considered to be one of the most useful and essential language skills for communication. People

communicate with others to express ideas, thoughts and to know others’ ideas as well.

Communication occurs where there is speech. Without speech, we cannot communicate with

one another. Hence, the importance of speaking skills is enormous. Without speech, language is


minimized to a simple script. The use of language is an activity that takes place within the

community in a variety of situations.

3.2.1.1 Speaking concept

According to Merriam-Webster Dictionary (2014), speaking is defined as: “to say words in

order to express your thoughts, feelings, opinions, etc., to someone: to talk to someone, to talk

about a particular subject or person, to say words to express yourself in a particular way”

Speaking is also defined as “The process of building and sharing meaning through the use of

verbal and non-verbal symbols, in a variety of contexts” (Chaney cited in Kayi 2006)

Theodore Huebner (1960) by his side, says that “Language is essentially speech, and speech

is basically communication by sounds” Therefore, speaking is an ability used by someone in

daily life communication. It consists of competence in sending and receiving messages. The skill

is acquired by much repetition; it is chiefly a neuromuscular, but not an intellectual process

(Theodore Huebner, 1960).

Speaking is an interactive process of constructing meaning that involves

producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). The

form and meaning of speaking depends on the context in which it takes place, the purposes for

speaking, the participants involved and the physical environment. Additionally, it is frequently

unpredictable, open-ended, and evolving. However, speech is not always spontaneous and


improvised; there exist some language functions that tend to recur in certain discourse situations

(e.g., requesting time off from work, giving condolences, etc.), can be predictable. (Burns

&Joyce, 1997).

Bearing in mind the above definitions, it can be simplified that speaking consists of

expressing opinions, ideas, or feelings to others through words or sounds in order to inform, tell,

persuade and entertain, and this can be learned by using some teaching techniques.

3.2.1.2 Teaching speaking

Speaking is an essential part of foreign language learning and teaching. Even though teaching

speaking is important, it has been underestimated for several years and many English language

teachers think they teach speaking when making students repeat drills and memorize dialogues,

and it is not so. Nonetheless, today's world needs that teaching speaking aims to improve

students' communicative skills so that they can express themselves in different situations and

developing appropriately in each communicative circumstance (Hayriye Kayi, 2006).

Different learning styles, motivation level, expectations, varied abilities among others, are

issues teachers need to keep in mind when teaching because they are part of a mixed class as

well. Thus, it is very necessary to apply a variety of activities and offer students up many

opportunities as possible to make the whole class find something to hold on, expand and grow.

Good and accurate teacher’s pronunciation is quite essential since the beginning. It is too hard to

change later on what has been learned at an early stage. There is one rule that we can put on


function in order to improve students speaking abilities: slowly and steadily through continual

revision, feedback and recycling (Natasa Intihar Klancar, 2006).

3.2.1.3. Guidance for Teaching Speaking

● Offer numerous opportunities to learners to speak the target language by providing an

environment that comprises authentic materials and tasks, collaborative work, and shared

knowledge.

● Try to include each and every student in all speaking activity; the teacher needs to reduce

time speaking, but encouraging learners to do it.

● Prompt students to speak more by eliciting questions

● Give written feedback like "You did a great presentation. I truly appreciate your efforts

in ….."

● When students speak, do not correct their pronunciation mistakes frequently.

● Monitor their work by walking around the classroom to see if they need help while they

work in pairs or group.

● Provide the vocabulary beforehand that students need in speaking activities.

● Provide more chances to practice the spoken language to those students who have

difficulty in expressing themselves in the target language (Natasa Intihar Klancar, 2006).


3.2.2. Role play

3.2.2.1. Role play concept

When defining the concept of role play there is not found much agreement among the terms

given in the role playing literature. According to their perspective, diverse authors have come up

with different definitions of role play (Littlewood, 1981). However, readers can get a general

idea of the concept when looking at different resources. Role play is a technique connected to

the Communicative approach as role plays focus on communication and making and negotiating

meaning through spoken language. This technique is a “way of bringing situations from real life

to the classroom” (Doff, 1990). Also, Role play is viewed as a good manner to develop

interaction skills in students, which allow learners to engage in real communication and

motivate them to share information through the target language not only in, but outside the

classroom (Richards and Rodgers, 1992).

Ments (1999) states that the concept of role acts as “a short hand way of identifying and

labeling a set of appearances and behaviors on the assumption that these appearances and

behaviors are characteristic of a particular person and predictable within a given situation”. He

claims that “The most obvious uses of role-play are in those areas which deal primarily with

aspects of communication” as it allows learners to practice with others, interacting and

distributing certain roles with certain purposes and functions. “Their aim is to feel, react and

behave as closely as possible to the way someone placed in that particular situation would do” or

would be in real life. Ments says that role playing “expresses hidden feelings, students can

discuss private issues and problems, enables students to empathize with others and understand


their motivation” “motivational and effective because it involves activity” and upon this, Role

plays are highly motivating due to, they provide something different to what students are used

to.

Generally, Role-plays can be easy or difficult, short or long, but it can be adjusted to the

students’ needs and aims of the lesson. Role Play “involves simulating processes in real

language use, particularly in transferring information and decision making” (Johnson, 1996, p.

173). This occurs because the various situations given to the learners are meant to practice

speaking in the target language and they are required to communicate while doing a task. So as

Crookes and Gass (1993) declare, that role plays are undoubtedly an appropriate way to get EFL

learners to speak and interact. Scarcella and Crookall (1990) observed that role playing helps

second/foreign language acquisition because participants are exposed to large quantities of

comprehensible input, are actively involved in the acquisition of speaking/listening and it

promotes positive effects which include desires, feelings and attitudes.

As Business Management students complained at not developing speaking skills in their

previous English classes because they were taught under a traditional methodology based on

grammar structured and gap filling. It was noticeable the large importance of role plays

implementation. This technique, as expressed above, could definitely help improve speaking

skills (as well as listening, writing and reading) of the target group, and allowed participants to

gain confidence when speaking.


3.2.3. Communicative competence.

Communicative competence defined initially by Dell Hymes (1972) as the social and

functional aspects of our ability to express and understand messages and to negotiate meanings

interpersonally within a specific context, in which the focus is not only put on developing the

grammatical knowledge of language, but also to know when, where and to whom to use suitable

language in a communicative event (Richards, 2003).

The communicative competence is made up of four areas: linguistic, socio-linguistic,

discourse and strategy. Linguistic competence is concerned with understanding and using

vocabulary, grammar, spelling, punctuation, and syntax (e.g. Sentence structure). Socio-

linguistic Competence has to do with having some awareness of how to use and respond to

language correctly, giving the setting, culture, topic, and acknowledging the relationships among

the people communicating. Discourse Competence is concerned with understanding how ideas

are connected through patterns of organization, cohesive and transitional devices. Strategic

Competence focuses on using techniques to overcome language gaps, plan and assess the

efficiency of communication and adapt text according to the audience and purpose.


3.2.4. Teacher and learners’ roles in role playing as a teaching technique.

3.2.4.1. Teacher’s role

The teacher "…becomes the Controller, and controls the event in the same way as a traffic

controller, helping the flow of traffic and avoiding bottlenecks, but not telling individuals which

way to go" (Jones, 1982). The teacher organizes the role play structure, but usually does not

actively participate in it, but of course, the teacher may play a role in the activity. Although the

teacher is a monitor, he is not the center of the class, he keeps a low profile so that students feel

free to interact with one another, which reduces student anxiety, fear and facilitates learning. The

teacher is a motivator who stimulates students’ curiosity and keeps the material useful and

interesting (Burns and Gentry, 1998).

3.2.4.2. Learners’ role

According to role playing, Learners’ role should be active and have considerable control over

their own learning. The participants should help select tasks, themes, situations and make

available teachers with details of their learning process (Scarcella and Oxford's, 1992).

Additionally, "In order for a simulation to occur the participants must accept the duties and

responsibilities of their roles and functions, and do the best they can in the situation in which


they find themselves" (Jones, 1982). Learners may also solve problems, develop tasks, assume

roles, explore creativity and determine their actions.

3.2.5. Adult EFL learners.

Malcolm Knowles (1984) pioneered the field of adult learning with principles applicable to

adult language learning and teaching instruction. Among those principles, Knowles states that:

● Adults tend to be more self-directed and autonomous in their learning. Also, Meaningful

learning can occur in adult learners if teachers actively engage and involve them in the

learning process by planning and selecting topics, materials, tasks and language (Lieb, 1991).

● Meaningful learning takes place when learners are responsible and are able to participate

and work on activities related to their interests. (Lieb, 1991).

● Teachers must take advantage of the experiences learners bring to the classroom so as to

connect learning, motivate them and make it useful and relevant as "they may not be

interested in knowledge for its own sake". (Lieb, 1991) Adult learners will sometimes look for

learning experiences so as to deal with specific life-changing events or situations of the real

life, for example, a job interview, shopping, etc.

● Adults are inclined to be goal-oriented. Teachers begin with an evaluation of learners'

needs as "Needs assessment assures learners a voice in their instruction and keeps content


relevant to their lives and goals" (Brod, 1999; Shank & Terrill, 1997, as cited in Flores, Terril.

2003). Also, teachers get an idea of the knowledge students bring to class.

Theories across the Acquisition of a Target Language expose the number of factors that

influence on the process. Cognitive, affective and linguistic issues (Florez& Burt, 2001). Other

researchers study show how the non-linguistic factors such as age, anxiety, and motivation affect

in the acquisition of a target language (Moss & Ross-Feldman, 2003). Unluckily, there has not

been conducted much research on Language Acquisition with English language in adult learners,

but "evidence shows that learning a second language, especially as an adult, is not the same as

learning one's first language" (NCLE, 2001). Teaching to adult EFL learners is challenging.

Adults bring various weaknesses and strengths to the classroom. "Teachers need to provide

instruction that acknowledges and addresses these strengths and needs, engages learners in

challenging and relevant topics, and provides them with tools they can use to meet their

responsibilities and goals" (Florez& Terrill, 2003).

Vygotsky’s (1978) theory focuses on social constructivism and the dynamic interaction

among learners, teacher, tasks, and learning context on young learners, but according to

Williams & Burden, 1997, Vygotsky’s attention put on the importance of a secure social context

is also pertinent for adult learners. Consequently, teachers should develop or make use of

materials that meet the adult language learners’ specific needs in their particular contexts. These

materials can also involve learners and the teacher in negotiating aspects of the class.


3.2.6. Syllabus.

When defining and elaborating a syllabus, many challenges are found due to different authors

give a different concept from their perspective. For instance Wilkins' (1981) states that

syllabuses are "specifications of the content of language teaching which have been submitted to

some degree of structuring or ordering with the aim of making teaching and learning a more

effective process". Breen, (1984a) defines it as "a plan of what is to be achieved through our

teaching and our students' learning". And Candlin (1984) suggests an interesting perspective

inferring that syllabuses are "social constructions, produced interdependently in classrooms by

teachers and learners…They are concerned with the specification and planning of what is to be

learned, frequently set down in some written form as prescriptions for action by teachers and

learners."

Nunan, 1988 & Richards, 2001 state that each syllabus type has drawbacks and advantages.

Nonetheless, for the application of role playing technique in our target group, it will be used a

hybrid syllabus integrated of two types of syllabuses; situational and functional syllabuses since

an independent type does not fulfill our requirements.

Task-based syllabus: consists of activities and tasks that stimulate learning as they get

engaged in the class; motivating learners to use the target language to communicate and solve

the task. Tasks will be related to real world language learners’ needs since they are needed to be

meaningful enough to be performed by students step-by-step until culminating it and so,

enhance learning (Wilkins, 1976).


Situational Syllabus: learner-centered Syllabus, it highlights that language must be put into a

specific context so as to be related to real life. Those situations will be chosen predicting real and

imaginary situations which reflect the way language and behavior are used daily, for instance: a

job interview, seeing the doctor, going to the cinema, and meeting a customer, etc

(Wilkins.1976).

Those Syllabuses; integrated and connected each other, made up a suitable hybrid syllabus

needed for the classes based on Role playing. Tasks were assigned around specific situations

(since learning is influenced by the situation, function and context in which it occurs) that require

constant communication and production. (See Annex 2)

3.2.7. Evaluation.

Evaluation is a systematic and objective assessment of an on-going or completed process,

project, its designed, implementation and results. The aim of the evaluation is to determine the

relevance and fulfillment of objectives, effectiveness, usefulness, impact and sustainability of the

process carried out.

The evaluation is an important process to the accomplishment of the learning process and

development. Evaluation comprises an organized collection of information, which is valid and

reliable, effective and appropriate analysis of the degree of this information to set standards for


the goals set in advance to take proper decisions subsequently. (Al-Azzeh F.M. & A.A. Yahya,

2011)

According to P.D Laforucade, evaluation is "The stage of the educational process that aims to

systematically check, to what extent they have achieved the goals set in advance. Understanding

education as a systemic process, designed to achieve lasting and positive changes in the behavior

of subjects, integrated into it, based on goals set in concrete, accurate, socially and individually

acceptable ".

Macario B, claims that "Evaluation is the act that is to express a value judgment, based on a

set of information on developments or results of a student, in order to make a decision”. And A.

Stack Teleña states that "Evaluation is a systematic operation, integrated in the educational

activity in order to achieve its continuous improvement, through knowledge as accurate as

possible to the student in all aspects of his personality, providing an accurate information about

the process itself and on all personal and environmental factors in this incident”. As noted in the

educational process that achieves its main objectives and confronts the set with those actually

achieved.

For this research study the evaluation was carried out to measure the teaching technique

impacts and to provide evidence whether the technique applied worked or not. For this, it used

both summative and formative evaluation. The first one was developed at the end of the process

to demonstrate which of the expected outcomes or goals were met or not; indicating final


outcomes. On the other hand, formative evaluation was done as a continuous process led to

correct mistakes and improve continuously.

3.2.8. Activities to be applied within Role Playing.

The activities in a Role play class do not focus on language structure itself, but on the goals

and activities defined by the teacher according to learners’ needs. The activities used in the Role

playing technique will be:

Task-Based Activities: Learning by doing. They are communicative activities that make

students negotiate meaning (Ballman, Liskin-Gasparro, & Mandell, 2001), allowing students to

communicate for genuine purposes in different situations. Task based activities are helpful in

Foreign Language study since they “teach students how to ask questions, negotiate meaning,

sharing personal experience, and interact in groups” (Scarcella & Oxford, 1992).

Real world situation activities: Promote self-learning and interaction in real world situations

likely to be found in everyday real life or events that require communication.

Pair and group work activities: “When pair/group work entails discussion and negotiation of

meaning, students perform a greater number of content clarifications, confirmation checks, and

comprehension checks” (Shrum & Glisan, 2010, p. 117). Examples of activities that involve pair

and group work are simulation and role playing activities, games; interviews, discussions that

require participants to simulate being other person and being in specific situations using

language for a function. As well the role plays subtypes stated by Bygate (1997):


•Role play controlled through cued dialogues

• Role play controlled through cues and information

• Role play controlled through situation and goals, scripted dramatizations

• Role play through debate and discussion

• Large scale simulation activities

• Improvisation, unscripted dramatizations

3.3. Normativity

Article 21 of the General Law of Education Act (Act 115 of 1994) provides that the

educational establishments have to offer to their students the learning of a foreign language from

the basic level. At the end of 2004 the Ministry of Education believed the need for a common

frame of reference for the learning, teaching and assessment of languages; adopting the

Common European Framework of Reference for its applicability to the educational fields.

Law 1651 of 2013, which modifies literally the article 20, 21 and 22 of the law 115 of 1994,

having as a result: “The development of the abilities for conversation, reading and writing at

least in a foreign language”.

The decree 1781 of 2003 regulated and defined for the first time the state exams of quality in

higher education (ECAES); currently Saber-Pro; as "formal academic evidence, that takes part


with other processes and actions, of a set of instruments that the national government evaluates

the quality of public education services".

About English, the test evaluates the competence to communicate effectively in English. The

test is designed and applied taking into account the common European framework; a document

developed by the European counselor in which it is describes the classification of the four

performance levels A1, A2, B1 and B2 that students acquire as their knowledge increases. All

this aims for learning, teaching and assessment.

Agreement 21 of 2009. "Whereby it is regulated the degree options for undergraduates

from the Universidad de la Amazonia " through this agreement it is regimented that

undergraduate students can access to any of the following degree options in order to obtain their

professional title.

1. Internship or community service.

2. Participation in relevant research projects or management.

3. Degree Paper.

4. Monograph.

5. Judiciary.

6. Preparatory Examinations.

7. Deepening Seminar.

8. Publication of an article in indexed journal.

9. Advanced Semester

10. Best results on the test ECAES


4. Methodology

4.1. Type of research

The type of research for this proposal was Action research.

4.1.1. Action Research.

Action research approach seeks out the improvement and problem solving by doing “a change

essential for sustained pedagogical development" (Gibbs, 1995); actively participating in a

change situation as an attempt to do things better to impact and contribute positively to students’

learning. Also, it can empower teachers; allowing them to judge their own efforts and evaluate

the outcomes of their practices and processes where they and their students are part of them.

The Action Research term comes by the social psychologist and educator: Kurt Lewin

(1994), defining it as “a comparative research on the conditions and effects of various forms of

social action and research leading to social action” that uses “a spiral of steps, each of which is

composed of a circle of planning, action and fact-finding about the result of the action”. Lewin is

credited with coining the term ‘action research’ to describe work that did not separate the

investigation from the action needed to solve the problem” (McFarland & Stansell, 1993, p. 14).


The action research is an initiated process with the purpose of solving a particular problem

and producing guidelines for best practice This research is conducted by teachers (a single

teacher, a group of educators or a team of teachers working in the same problem), who examine

critically and carefully their own classroom practices, and depending on those examinations,

changes are made; based on research findings. This research is developed around educational

matters and within the teacher’s surroundings (with students and a place where the teacher

works). Action research is geared toward the solution of concrete problems where the researcher

is compromised with a particular social group since the beginning of the research.

Ferrance (2000) sums up five main steps in an action research process. Firstly, the

problematic situation and question to be investigated must be identified. Secondly, data to help

answer the problematic question must be collected in many ways (Interviews, surveys, videos,

diaries, questionnaires, etc.). Thirdly, the data gathered is examined and interpreted critically;

identifying the major themes. Fourthly, the researcher must act from evidence found in data

order to improve the problem. Fifthly, results are evaluated, and reflection is done, particularly,

examining whether the research question has been answered or not. And finally, every step starts

once more time.

For the development of the investigation, the researchers were demanded to use some

techniques of research. The techniques and methods for data collection used in this research will

be: semi structure interviews, diaries, observations, tests and structured questionnaires; where it

will be specified qualitative and quantitative data.


4.2. Design research Methodology

4.2.1. Population

This research study was developed in an adult EFL learners from Business Management students

from the Universidad de la Amazonia. The participants had already attended the two English

courses included in their curriculum. More Description of the focused group can be found in the

point: 5.1. Characterization of the focused group.

.

4.2.2. Data collection tools

The instruments and tools implemented for gathering the data needed were the followings:

Diaries: Diaries are a great data collection, they are self-reporting methods. Users record

mainly in a written manner what it is observed, perceived, felt, experienced, interpreted, etc.,;

after the event (after every class); giving lots of useful details and information (McDonough,

1994).

Observation: it is a technique for gathering data, which involves selecting, watching and

recording the behavior and characteristics of certain people or a group of people (objects of


study). The observer can use different tools when observing, such as recording, taking

photographs, videotaping, etc.

Structured questionnaire: This type of question counts on closed-ended questions pre-

designed by the researcher. The advantages of structured questions is that they are easy for both

the student (to answer as they have the options to choose, so it generally leads to advanced

responses and more accurate data) and the researcher (This is of great importance to code and

analyze data.)

Tests: Process validity, are reliable and objective. Tests are one of the most useful tools of

Educational research, they measure aspects of human knowledge and behavior. A pre-test and a

Post- achievement test will be applied. (Godfred Annum of KUNST Gh, 2014).

Semi-structured interviews: Semi-structured interviews are useful to gather a deep

understanding of perceptions, opinions and reactions to a range of experiences or events by

involving inquiries with the purpose of getting further explanatory information concerning the

questions (Godfred Annum of KUNST Gh, 2014).

4.2.3. Steps of the research study

According to the chronogram proposed (See table 1), the following activities were carried out.


Table 1: Chronogram of activities

4.2.3.1. Phase 1: Introduction, diagnostic and expectations

In this phase, researchers shared with the participants some information related to the research

project; the technique implemented, the compromised required by the students, etc. Also, during

this stage, the researchers designed and applied a short pre-test, which included macro skills such

as reading, writing and speaking. It also incorporated some micro skills such as grammar and

vocabulary. All this was taken into account to identify the students’ general English level. (See

Annex 7)

Activities Aug Sep Oct Nov Dec

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

To design and apply a pre-test

X X X

X

X X X

X X X X X X X

X

X X

X X

Apply an expectation survey

To plan, design and apply a situational and task based syllabus

To gather data

Apply the post-test

Data Analysis

Final report


Similarly, the investigators arranged and applied an expectation survey to the student with the

purpose of identifying the students´ point of view and likes toward the English Language

Learning, as well as their disposition and attitude for learning. (See Annex 8)

4.2.3.2. Phase 2: Execution of the classes and data collection tools

In this phase, researchers took into account students’ needs, wants, expectations to adapt and

then apply a situational and task based syllabus, (see Annex 2) in which the teaching technique

implemented during the classes would be Role Plays in order to promote the speaking skill.

Moreover, during this stage it was carried a progressive identification of the students’ progress;

through observation and video recording. Besides, the researchers collected important data about

the application of the Role Play as a technique to enhance speaking abilities. The data was

gathered through a diary, in which the investigator wrote down what they perceived during every

single class, observation, structures questionnaires and semi-structured interviews (See annex 4

and annex 5) applied to the target group in order to determine how well the classes taught

through the implementation of role plays work.

4.2.3.3. Phase 3: Analysis and Report

In the final phase of this research project, the students were assessed through a post-test

which indicated the speaking advances the participants acquired during the process. Also, the

data collected (during Phase 2) was analyzed in order to assess the impact of the technique


applied to enhance speaking abilities of the target group. And finally, the researchers did

everything regarding to the analysis of the results and preparation of the final report.

Each phase was conducted within the schedule of activities established at the beginning of

the investigation. Thus, the research process was developed successfully in the stipulated time.


5. Outcomes and discussion

5.1. Characterization of the focused group

Initially, the target group consisted of twenty five adult EFL learners; eleven men and

seventeen women, from the Business Management program at Universidad de la Amazonia. The

Students were above 20 years old, but under 29 years old. All the participants had already

received the two English courses included in their curriculum; they were up to the sixth semester

of their career. Therefore, they were supposed to attend the course deliberately; the classes taught

were not the ones comprised in their curriculum. However, by the third week, just 12 or 10

participants were attending the lessons, and just four students attended constantly to almost every

class. Hence, the focus group was made up by four women. They were in the sixth and ninth

semester of their career. (See figure 4) And their ages oscillated between 20 and 23 years old.

(See figure3) One of the participants was a complete beginner, she knew a few words, but

nothing more. The other three participants counted on a Basic English level.

Figure 3: Participants’ ages

25%

50%

25% 0%

21 years old 22 years old 23 years old


Figure 4: Participants’ semester

5.2. Description and analysis of the phases

The three different phases that this research study comprises were developed and

culminated, according to the chronogram proposed (table 1). In each one of the phases, it was

carried out a range of data collection tools for this research, which are exposed, as a summary, in

the following table of analysis.

Table 2. Summary of the research techniques applied.

Technique Tool Section Participants Observation

Test Photocopies 1 19

Each student was given the test so that they could answer the questions according to their previous knowledge.

6th semester

25%

9th semester

75%

0%

0%

PARTICIPATS' SEMESTER 6th semester 9th semester


Survey Photocopies 1 19 Participants were asked to answer honestly an expectation survey.

Diary Notebook 20 Researchers Description and observation of each class.

Questionnaire Photocopies 1 4 Each one of the four students who made part of the focused group were given a questionnaire

Interview Recorder 1 4 Every participant of the focused group was interviewed

Test Photocopies 1 4 The focused group’s participants solved the post test.

The teaching process based on the implementation of role plays to enhance speaking skills

to Business Management Students at Universidad de la Amazonia started on September 9th of

2014.

Phase 1: Introduction, diagnostic and expectations

It began with the course introduction and application of the pre-test. In the course

introduction, the researchers explained to the participants that the English course was going to be

based on the implementation of role plays. The definition of this technique was given, the

Roleplaying teaching technique was assumed as a Teaching Technique applied into the

classroom in order to develop speaking abilities. And students were asked nicely to attend the

course seriously as their presence was essential.


Then, students were given a pre-test, which comprised reading, writing and speaking

macro- skills, but also grammar and vocabulary micro skills in order to identify the students’

general English level. Participants answered the test, some quicker than others, but all 19

students solved it the best as they could. After this, the researchers applied an expectation survey,

which student had to answer subjectively to determine how they expected the course to be and

their likes and preferences for learning English. Additionally, the researchers asked students to

speak out their expectations about the course and they were asked if they liked the role playing

technique just explained or if they were wanting a different kind of course.

EXPECTATION SURVEY

In the expectations survey, two questions were asked, the first one was:

1. Do you enjoy learning English through :

a. Music b. Games c. Writing d. Reading

e. Listening to the teacher f. Speaking g. Other

The purpose of this question was to know through which method or technique, students

liked learning English. In this question, learners could choose which they liked more, 13 of

the 18 students surveyed chose option b (See Figure 5); games, this was interpreted that

students enjoy learning English through games, opening a door we were taking the proper

technique for learning; the rest of the learners chose between a and f choice between

speaking and through music.


Figure 5: Do you enjoy learning through

Second question:

2. What are your expectations from this course:

a. Meet people

b. Be able to communicate with other in English

c. Practice and reinforce

d. Another? Which one?

To this question, students should choose just one answer, 15 of the 18 students surveyed

marked the option b (See figure 6). To be able to communicate with others in English, this

answer indicated that students of Business Management program, were enrolled in the course,

because their general aim was to establish a communication in a foreign language, the rest of the

0

2

4

6

8

10

12

14

Do you enjoy learning English through:

Figure 5.

Music

Games

Writing

Reading

Listening

Speaking

Other


students surveyed chose between practice and reinforce what they already knew, and another

option was to have the basic level to present the ECAES exam.

Figure 6: What are your expectations from this course

PRE TEST

Pre-test: Grammar and vocabulary section (See figure 7)

Figure 7: Grammar and vocabulary section.

02468

10121416

What are your expectations from this course:

Figure 6

Meet people

Be able to communicate withother in English

Practice and reinforce

Another

67%

28%

5%

Figure 7

less than 3

Among 3 and 4.5

5


According to the results obtained by the students who took the pre -test, 67% of students

scored below three of five possible points, in grammar and vocabulary, questions were designed

to measure the basic level of a student of English. This result certainly reflected the lack of

English proficiency among students of Business Management Program

The second part of the pre-test was to assess Learners’ reading skill, in this case, a short

story was set, and according to the reading 4 questions were performed, grades obtained by

students are shown below (See Figure 8)

Figure 8: Reading skills section

In reading skills, was evident that students have higher strengths, as only 41% of students did not

pass this test.

12%

47%

41%

Figure 8

5

3.75

Less than 3


The third part of the pre-test was to measure the writing skills, for doing it learners were

asked to write a paragraph of three lines, about the life of each. Though it was free writing, text

production was scored. The results obtained are shown below. (See Figure 9)

Figure 9: Writing skills section

For writing skill, the pre- test showed that students have lacked the tools to create a short

text, 14 learners (78%) had a score below 3. Within the focused group, it was demonstrated the

following progress, each student was identified with a letter.

Finally, the fourth part of the pre-test, was to measure speaking skills. For doing it,

students were asked themselves and a classmate to the rest of the class. The results obtained are

shown below (See figure 10)

5%

17%

78%

0%

Figure 9

5

More than 3 lessthan 5

less than 3


Figure 10: Speaking skill section

For this section, results obtained by students showed that learner cannot establish a real

communication in English, besides learners were not able to use language properly. 89% of

learners do not know how to speak English, even when teacher showed how to do it.

Phase 2: Execution of the classes and data collection tools

In the phase of the executions classes and data collection tools, it was edited the syllabus;

according to students' level, preferences and likes, the syllabus was brought into play (based on

the Roleplaying teaching technique to improve speaking skills) and data was gathered. The

classes took place from September 9, 2014 until November 13, 2014. The classes were led to the

accomplishment of the syllabus content. In each class, was performed different role playing

activities regarding to real life situations so that students could learn English within a specific

context and could get some basic tools for facing and coping with those kind of situations. All

0%

11%

89%

Figure 10

5

More than 3 lessthan 5

less than 3


the new situations had in many ways something to do with the previous situation seen in class so

that students could go over the previous topic and relate it to the new one.

For each situation, first teachers (researchers) taught the vocabulary related to the situation

they were going to be developing. The strategies for teaching vocabulary were absolutely varied;

slides, realia, mimic, flashcards, etc.; then, for practicing the vocabulary in a specific context and

situation, participants had to participate actively in the role playing games and activities that

required to solve a task. And finally students did performances, showing what they had learned

through the class.

Sometimes, Participants were given the option to make up their own conversation, other

times they were given an already structured dialog, they could also edit a dialog guide they were

given. Furthermore, participants were asked in different occasions to record a short video about

the situation that had worked. Moreover, students were given the enough material needed for

each topic. For instance, when the bank situation came up, students were given fake money and

documents so that they could do all the process of withdrawing cash, paying bills, etc. The

researchers planned different and varied role playing and simulation activities for the students so

that they got engaged and motivated.

On November 11, 2014, the questionnaire was conducted for the four participants (focused

group) who were attending the course continuously. They solved it quickly as it was a structured


questionnaire, which consisted of 5 questions related the English course based on the

implementation of role plays to enhance speaking skills in an adult EFL learners' group from

Business Management Program at Universidad de la Amazonia. (See Annex 4: format of

questionnaire) That same day, students were asked to answer honestly some questions through a

semi-structured interview. The interview entailed four simple questions that students should

answer subjectively. (See annex 5 and 6) In addition, in this research study, the entire teaching

process was monitored during all the classes by the researchers, who not only felt satisfied by

observing, but also recorded classes and wrote in a diary after every lesson was completed.

Questionnaires applied to the students

Once there was just one class missing, the students who compounded the focused group,

(four students) were asked to solve a short structured questionnaire made up by five questions.

(See Annex 5, questionnaire format) The questionnaire aimed to obtain general information

about the Role plays as a Teaching Technique in order to improve speaking abilities.

Likewise, and more specifically, it was led to meet the subjective points of view that the

participants had over Role plays as a Technique for enhancing oral production skills for

communication. The number of questionnaires applied were four, as this was the number of

students who really showed seriousness when attending classes and doing what was asked to do

from the beginning to the end of the course (focused group). (See table 3) It is necessary to say

that the total number of students who were supposed to attend the English course were 25, but

some of them attended at the beginning and then they did not come back anymore, others


attended sporadically and with intermittence, which will be explained widely in the section of

LIMITATIONS of the present report.

Table 3: Description of the respondents.

Semester Total student Focused group Questionnaires applied %

IV-IX 25 4 4 16%

Analysis and interpretation of questionnaires

The questionnaires carried out were vital to get to know the students’ vision toward the role

playing technique and its functionality, obtaining great acceptance and usefulness.

The questionnaire included 5 questions with four structured answers, each one so that the

respondents had the easy task to choose the one that fit them more. (See Annex 4, questionnaire

format) In the following table and figure it is analyzed each and every question. (See table 4 and

figure 11)


Figure 11: Analysis and interpretation of the structure questionnaire

Table 4: Table of analysis of structured questionnaire.

Answers

Questions A B C D TOTAL

Question 1 1 3 4

Question 2 2 2 4

Question 3 4 4

Question 4 1 1 2 4

Question 5 1 2 1 4

Question 1 Question 2 Question 3 Question 4 Question 5

Num

ber o

f peo

ple

1

2

3

4

QUESTIONNAIRE

A B C D


Questionnaire, translated into English

Question 1: How do you consider there have been the English classes based on Role plays

application?

A) Very nice B) Dynamic C) Boring D) Varied

As it is shown in the above table, three of four students answered B that corresponded to

dynamic, and the other one answered A, the classes were very nice. This is an evidence of their

imminent satisfaction toward the classes based on the implementation of role plays as the ones

carried out in this research study.

Question 2: Do you believe that the English course based on role plays implementation to

improve speaking skills has:

A: Influenced positively on their English language oral production

B: Helped gain self-confidence in their capacities at the moment of getting to

communicate with others in English.

C) Contributed significantly in learning the English language, especially in oral

production.

D) It did not fulfill the expectations.

In this question, two of four students answered A, and the other two answered C, which

means that the participants considered that the English course based on role plays


implementation to improve speaking skills has had positive effects on building English language

abilities than allows oral production to occur.

Question 3: Do you think the situations represented through role plays:

A) Were very appropriate and carried out dynamically and within context.

B) Were presented through activities that did not allowed learning

C) Situations there were not represented

D) They were out of context

In this question, all four participants agreed with one another when choosing the option A.

This answer determines that the real life situations used for roleplaying were well developed,

contextualized and presented creatively.

Question 4: Do you think that the role plays technique used in the English classes:

A) Ensures learning English because students gain self-confidence and believe in their potentialities

B) Not very effective since much time is wasted

C) It is good because oral production is practiced constantly, enabling good communication.

D) It is not only good for developing the ability to speak, but also write, read and listen.

One participant responded A, another C and the other two answered D. Those responses

expressed that students gained self-confidence by attending the course and they experience the


opportunity to interact and practice with their classmates and teacher too, while simulating real

life situations, which permits communication to take place. But above the other positive aspects

related to the Role Plays technique that students highlight, participants also considered that Role

Plays do not only develops speaking skills, but also listening, reading and writing.

Question 2: Do you consider that after attending the English course based on the application of

role plays, you have:

A) Learned to communicate orally everyday situations in English Language.

B) Acquired some knowledge regarding to the vocabulary seen in class situations.

C) Developed Speaking skills, but also listening, writing and reading

D) Not learned anything.

In this question, one of four students answered A, two other students answered B, and the

other responded C. This means that by attending the English coursed based on Roleplaying,

participants: 1) learned vocabulary seen in real life situations worked on the lessons, 2)

developed not only speaking skills, but also listening, writing and reading and 3) got some tools

to communicate in English with others in daily life situations.


Interviews

On November 11, 2014, an interview was done to each of the four students who

compounded the focused group. The interview applied to one by one took place in the classroom

in order to know participants’ opinion about the roleplaying teaching technique. The interviews

consisted of four simple questions. (See Annex 5: Format of the Interview)

The complete transcription of the interviews is found in Annex 6 and its photograph in the annex

9 (photograph 1)

The following table corresponds to the analysis of such interviews.

Table 5. Table of analysis of the interviews conducted to the focused group.

Questions

Interviewee

Comments toward the

English coursed based on role-

plays

Reasons why students did not

come to the course anymore.

Effectiveness of role playing

teaching technique

Effects role plays have over nerves

and insecurity when speaking in

English

Ana Milena Lopez

It was good as it does not teach grammar, but uses didactics that help students learn and interact with others.

It can be many reasons such as not real interest in the course and the schedule of the course.

Well, with role plays we experienced real life situations, which give us tools to face those situations in real life.

Emm, With the basis, one feels more secure or confident of ones’ abilities that help us communicate.

Erica Melo

It was nice, ludic full of interaction with the classmates and teacher; something different to the

Maybe, the Schedule; I talk by myself. Sometimes the schedule didn’t to our free time or perhaps they

Yes, it worked so well for me. Before I was afraid to make mistakes, but now I know that if I make a

No, because if I make mistakes, I know I can improve. Moreover, now I


English courses we see in I and II semester.

were not really interested in attending the course.

mistake I will learn.

have more basis.

Monica Cuellar

So good because the role plays used in the classroom were so interesting.

Perhaps because of many commitments related to their academic career, and they gave more significance to that than to the English course.

Yes, a lot.

Maybe a little bit. I’ve lost a lot insecurity and fear when talking in English. However, there continues existing some nerves when talking and making mistakes.

Lina Maria Jaramillo

It was good, new and nice, as I thought it was going to be boring and grammar based course I’m used to, but it was dynamic and full of activities based on interaction.

Perhaps because the course is free and does not demand a score on the curriculum

Yes, a lot

A little bit, but less than before.

Through the interviews conducted face to face at the participants, it is evidenced the

usefulness of Role plays to enhance speaking skills, since it allows students to experience more

interaction with their classmates and teacher while simulating real life situations, helps them

overcome fear, believe in their capacities and gain self-confidence when speaking.


Phase 3: Analysis and Report

The last phase of analysis and final report was done once the classes had culminated. In this

phase, the post-test, as a data collection tool was applied. Once having all this, the researchers

focused on analyzing the results of questionnaires, interviews, pre-tests, Post-tests, diary and

videos recorded during the classes and also on the drafting and organization of this research final

report.

FOCUSED GROUP OF STUDY

After the course finished, November 13, 2014, students were asked to solve a post-test;

which was the same one applied as pre-test. (See annex 7) Within the focused group, it was

demonstrated the progress obtained not only in speaking, but also in the other skills. Each

student was identified with a letter. (See table 6)

Table 6: Focused group of study

Learner’s name Letter

Erika Paola Melo Collazos A

Monica Muñoz Figueroa B

Lina Maria Urquina Jaramillo C

Ana Milena Lopez D


Grammar and vocabulary (See Figure 11)

Figure 11: Analysis of Grammar and vocabulary section

This figure shows the progress achieved by learners during the development of this

research, concerning to grammar and vocabulary. It shows significant progress in the acquisition

of new words and structures, although it was a research project focused on improving the ability

to speak, it shows how it can improve indirectly other skills.

0

1

2

3

4

5

6

Learner A Learner B Learner C Learner D

Figure 11

Pre Test Final Test


Reading comprehension (See figure 12)

Figure 12: Analysis of Reading comprehension section

Although the initial performance in reading skills was not so low (as it is shown in the

results of the pre-test applied) as the other skills, learners obtained an increase in their scores.

This means that there was some noticeable progress in this skill where the students are now able

to interpret a text in English. It happens due to the different role plays activities where students

had to interpret situations in English presented by the teacher.

0

1

2

3

4

5

6


Figure 12

Pre Test Final Test


Writing skill (see figure 13)

Figure 13: Analysis of writing skill section

In the writing skill section, it was tested the ability of students to create a short and

coherent text about the life of each. Through this section, it was evidenced that learners, at the

end of the course, had the basic tools needed to write a short text of four lines at least.

Undoubtedly, learners can now produce short dialogues and situations, which help them develop

writing skills in English. The figure shows how the focused group improved on it.

0

1

2

3

4

5

6


Figure 13

Pre Test Final Test


Speaking skill (See figure 14)

Figure 14: Analysis of speaking skill section

Speaking was the ability this research focused on, improve the English speaking skill in

learners of the focused group. The graphic clearly shows how three of the students, showed a

significant progress in the development of this ability. It shows clearly that students at the end of

the course, could establish a clear and simple communication in English in areas related to their

profession. It also shows that students lost their fear about speaking in a foreign language, which

is one of the main difficulty presented by learners. Although one learner (Learner A) showed no

breakthrough, it did not decrease in this ability either. Taking into account the initial and final

test results, it was observed that the speaking skill displayed the largest percentage of

improvement, because it was the main skill intended to be developed throughout the process.

0

1

2

3

4

5

6


Figure 14

Pre Test Final Test


Analysis of diaries

Diaries were adopted as a data collection tool; it included all the information gathered during

classes as well as a detailed description of the classes carried out, such as number of participants,

attitude toward classes, students’ performance, participation and also, diaries contributed to

identify possible class enhancements. Diaries also allowed researchers to evaluate every class if

methodology adopted was filling expectation and achieving objectives proposed

The diary of class number one (see example below), shows clearly how class was

developed, what researchers found in the first class, how students behave, what were students’

feelings toward class, what kind of activities were developed, what were main problems found

in students related to communicate in English;

Research diary

Class number one (09-09-14)

Today was a day full of expectations fulfilled. Seventeen students attended the class, and even

nervous, they tried to participate in every activity we prepared for them. Some of them evidently

have a really low level while others have a better one, but not so high. However, in spite of their

low level, at the end of the class when we played Chinese whisper, they could understand and

write on the board almost all what we whisper to the first in the row. I consider that the interview

your partner activity helped so much today, as students had to know about each classmate by


asking some basic questions and simulating they were getting to know each other. This gave

them much more confidence. At the beginning of the activity they felt insecure and had to look at

the blackboard to remember what they had to ask and the possible answer, but then they knew

what they had to ask.

Today, students seemed to have enjoyed the activities and learned to introduce themselves.

Although full of fear and non-self-confidence when speaking, they did what was asked and we

consider they learned through the activities of interact in with other.

Class number two (11-09-14)

Today only 11 students attended the course as the others were at a congress. With those few

students we worked well. We continued working what had previously worked the previous class.

Students were asked to develop some tasks so that eventually they could write their own

conversation so that they could perform it then.

Students did all the process, but when role playing, the majority were so shy and felt they didn’t

want to do it because they didn’t feel seft confident. Nevertheless, they did it and try to do their

best. It is the beginning and we expect that at the end of this process they can do it without fears

and with much more level.

Class number three (16/09/14)

In today’s class, students worked on making up a script of a conversation in which one of the

three participants had to introduce other. For this, students were exposed to watch short videos in


which people introduce themselves and others. So students were supposed to simulate what they

watched, and for this, teachers gave to the students a guide worksheet.

Participants created their conversations and at the end of the class they presented their work.

Showing progress. It is noticeable how they progress and go losing their fear when speaking up

in front of others. Similarly, they are developing macro (reading, writing, listening and of course

speaking) and micro skills; vocabulary, pronunciation. We have realized that when improving

speaking other areas are developed too, perhaps not with the same intensity, but intrinsically

other skills are improved. Undoubtedly, our interest in to improve speaking, and I feel glad

students are improving significantly as the classes go by.


5.3 Limitations

The research process was affected by a main factor that although it did not impact

negatively the results, it did influence in terms of the number of physical referents or participants

involved in the study.

To begin with, it must be remembered three main aspects: first, the students enrolled in

the English coursed based on the implementation of Role plays to enhance speaking skills, were

students from VI to X semester of Business Management program, who had already coursed I

and II English levels. Third, student class attendance was not mandatory; students enrolled

deliberately, without any kind of academic pressure as the classes taught were not the ones

included in their curriculum. And third, this action research was conducted according to the

schedule established from the beginning, a total of twenty sessions were carried out, in which

different topics proposed in the syllabus were developed.

Since the beginning, learners were motivated toward the course, and had the expectation

of gaining some meaningful learning. However, over the different classes, the number of

students diminished considerably, and although we contacted each of them, to reiterate the

invitation and the commitment from the beginning of the course, most of them said the lack of

time enough to continue with the course. They emphasized the high academic workload had


along the way, and because the course did not generate any academic responsibility within their

curriculum, which brought not real compromise and responsibility toward classes.

Therefore, the process could not be completed chronologically and satisfyingly with the

majority of participants. Only four students attended the course continuously from the first to the

last class. So, with those participants or focused group the research was conducted.


6. Conclusions

*The Roleplaying is a Teaching Technique is effective when implemented in a low –level

adult EFL learners group to improve their speaking communicative ability, as students get to feel

much more self-confident when saying something, negotiating meaning with others, etc. This is

absolutely positive because when students feel confident they continue and continue practicing,

which ensures progress and improvement.

*The Roleplaying Teaching Technique fits really well within a situational syllabus, as

students simulate diverse real- life situations and take different roles according to the situation.

With this, students learn much better as every piece of language is presented contextualized so

that students can relate everything more easily.

*The Role plays allow students to lose fear, anxiety and embarrassment when speaking up

in front of others, but they can also help develop all four macro skills (reading, writing, listening

and of course speaking) and micro skills; vocabulary, pronunciation. It was noticed that while

intending to enhance speaking, other areas are developed too. Perhaps not with the same

intensity, but intrinsically, other skills are improved. This takes place since students involved in

role plays are asked to solve tasks. They are asked to read and write dialogues, conversations,

etc,; and they are exposed to listen to what their classmates and teacher speak.


*Implementing new teaching techniques, (as Role plays) in the teaching and learning

process of English learners, encourages these students to learn, achieve, explore their creativity,

imagination, personal likes, etc.

*Students who enroll in free courses like the carried out to conduct this research study, tend

not to assist constantly to it, as it does not require any type of economic nor academic pressure.

*Doing research is absolutely fundamental for all students involved in the teaching

process. Investigating helps researchers Increase knowledge by reading and writing. Researching

helps draw conclusions and make decisions about how to intervene to improve a specific

situation or problem. Researching in the educational field, contributes in improving educational

practices; learning, teaching, the dynamics of interaction in classrooms, in schools or other

institutions.


7. Recommendations

➢ It is important that English teachers use new teaching techniques and strategies to

develop meaningful and contextualized learning in students, so that they feel motivated

toward their own learning. As the technique of role plays helps improve significantly the

ability to speak and helps reduce fear to talk to others in a foreign language.

➢ To allow, encourage and support Bachelor of English students, to continue

conducting research activities that allow students from other programs at the Universidad

de la Amazonia to get involved in these processes; helping students acquire a foreign

language, which certainly helps increase the quality of education and achieve the goals

set by the National Plan of Bilingualism.

➢ Motivate students and raise awareness of the different programs from the

Universidad de la Amazonia, about the importance of managing English language, as

future professionals.

➢ To encourage students from last semester of the different programs of the

Universidad de la Amazonia, to choose Thesis as degree option, since research is

essential in the Educational field.

➢ Foment opportunities for learning English; allowing students from different

programs at Universidad de la Amazonia to learn a foreign language. This, through new,


didactic, dynamic strategies and techniques, taking into account students’ context,

preferences, likes and needs so that they get motivated to get involved in this kind of

activity

➢ Promote the addition of role plays in syllabuses designed by teachers at the English

language program for Universidad de la Amazonia. Also, future English teachers should

be informed about the effectiveness that role plays bring into the classrooms so that they

implement it in the different educational institutions where they will work.


8. References

Al-Azzeh F.M. and A.A. Yahya, (2011).Quality criteria's of computing disciplines. Eur. J. Sci. Res., 48: 352-360,http://www.eurojournals.com/EJSR_48_3_02.pdf

Andrewes, S. (2005). The CLT Police: Questioning the communicative approach. Modern English Teacher.Vol 14. No 2.

American Psychological Association. (n.d.) Basics of APA style tutorial. Retrieved from: http://www.apastyle.org/

Arkoudis, S.,Baik,C., & Richardson, S. (2012). English Language Standards in Higher Education:

From entry to exit, a new book from ACER Press Ayu, D., & Harni, S. (2007).Using role play in teaching speaking.

Retrieved from: https://saidnazulfiqar.files.wordpress.com/2011/10/skripsi-using-role-play-in-teaching-speaking.pdf

Ballman, T.L., Liskin-Gasparro, J.E., &Mandell, P.B. (2001). The communicative classroom.

Boston, MA: Heinle. Breen, M.P. (1984a). Process Syllabuses for the Language Classroom. In Brumfit, CJ. (ed.) General

English Syllabus Design Pergamon Press Ltd. and the British Council.

Breen, M. P., and Candlin, C. (1980).The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1(2), 89-112

Brown, H.D. (1994). Teaching by principles: an interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.

Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney: National Center for English Language Teaching and Research.

Burns, A. C., & Gentry, J. W. (1998). Motivating students to engage in experiential learning: a

tension-to-learn theory. Simulation and Gaming, 29, 133-151

Bygates (1997) Speaking. Retrieved from: http://www.cambridge.org/servlet/file/9780521805162c02_p14-20.pdf?ITEM_ENT_ID=5744725

Candlin, C.N.(1984). Applying a System Approach to Curriculum Innovation in the Public Sector.

http://www.apastyle.org/

http://www.apastyle.org/

http://www.cambridge.org/servlet/file/9780521805162c02_p14-20.pdf?ITEM_ENT_ID=5744725

http://www.cambridge.org/servlet/file/9780521805162c02_p14-20.pdf?ITEM_ENT_ID=5744725


In Read, J.A.S. (ed.) Trends in Language Syllabus Design. Singapore: SEAMEO Regional Language Centre.

Crookes, G. & Gass, S.M. (Eds.). (1993a). Tasks and Language Learning. Cleveland, UK: Multilingual Matters.

Doff, A. Teach English: A Training Course for Teachers. Cambridge: Cambridge Univer- sity Press in Association with the British Council, 1990.

FERRANCE, Eileen. THEMES IN EDUCATION: ACTION RESEARCH. Brown University. U.S: 2000, p. 9. In http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf

Florez, M. C., &T~rrill, L. (2003, July).Working with literacy-level adult Englishlanguage learners. Gibbs, G. (1995). The society for research into higher education and Open University press. Celtic

Court: Buckingham.

Godfred Annum of KUNST Gh, (2014). Research Instrument for Data Collection. Retrieved from: http://campus.educadium.com/newmediart/file.php/1/giilmadstore/UgradResearch/ThesisWrit4all/files/notes/resInstr.pdf

Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, The Internet TESL Journal, Vol. XII, No. 11, November 2006. http://iteslj.org/Articles/Kayi-Teaching Speaking.html. p. 1 - 2

Hymes, D. (1972). On Communicative Competence. In J.B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-93). Harmondsworth: Penguin.

ICFES. Saber Pro results. Retrieved from:

www.icfesinteractivo.gov.co/result_ecaes/info/snee_eca_inf_ctr.jsp. www.icfesinteractivo.gov.co/result_ecaes/sniee_ins_ref.htm

Jones, K. (1982). Simulations in language teaching. Cambridge: Cambridge U. Press Kayi, H. (2006) Teaching Speaking: Activities to Promote Speaking in a Second

Language. The Internet TESL Journal, 11. Retrieved from: http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html

Kizlik, B., 2014. Measurement, assessment, and evaluation in Education. Retrieved from:

www.adprima.com/measurement.htm.

Lieb, S. (1991).Principles of adult learning. Retrieved from http://hono lulu.hawaii.edulintranetlcommitteeslFacDevComlguidebk/teachtip/ adu lts-2.htm

Littlewood, W. (1981).Communicative Language Teaching. New York:Cambridge

http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf

http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf

http://campus.educadium.com/newmediart/file.php/1/giilmadstore/UgradResearch/ThesisWrit4all/files/notes/resInstr.pdf

http://campus.educadium.com/newmediart/file.php/1/giilmadstore/UgradResearch/ThesisWrit4all/files/notes/resInstr.pdf

http://www.icfesinteractivo.gov.co/result_ecaes/sniee_ins_ref.htm

http://www.adprima.com/measurement.htm


University Press. Lowe, Mark (2005) The Shibboleths of TEFL: Straightening out our thinking Modern English

Teacher Vol 14, No 1. McDonough, Jo. (1994). A teacher looks at teacher’s diaries. ELT Journal, 42(1), 14-20. McFarland, K.P., &Stansell, J.C. (1993).Historical perspectives. In L. Patterson, C.M. Santa, C.G.

Short, & K. Smith (Eds.), Teachers are researchers: Reflection and action. Newark, DE: International Reading Association.

Ments, V. M. (1999). The effective use of role-play: practical techniques for improving learning (2nd

ed.). Retrieved May 12, 2012, from http://books.google.com.bd/books/about/The_Effective_Use_of_Role_Play

Merriam-webster dictionary (2014) retrieved from:http://www.merriam-webster.com/dictionary/speak Ministerio de EducaciónNacional.Altablero. Taken from:

http://www.mineducacion.gov.co/1621/article-97498.html

Moss, D. & Ross-Feldman, L. (2003, December) Second language acquisition in adults: From research to practice.Retrieved from: http://www.cal.orglnc1e/digests/SLA.htm

Natasa Intihar Klancar, Developing Speaking Skills in the Young Learners Classroom, Internet TESL Journal, Vol. XII, No. 11, November 2006. http://iteslj.org/Techniques/Klancar-Speaking Skills.html. p. 1

Nunan, D. (1988) Syllabus Design. Oxford: Oxford University Press. Nunan, D. (2005) Important Tasks of English Education: Asia-wide and Beyond. The Asian EFL Journal

Vol 7 (3)

Rahelcynthia, 2013. Four skills in the English Language. Retrieved from: http://rahelcynthia.wordpress.com/2013/06/28/four-skills-in-the-english-language/

Ramin Rahimy & Samaneh Safarpour (2012) THE EFFECT OF USING ROLE-PLAY ON IRANIAN EFL LEARNERS’ SPEAKING ABILITY. Department of English Language, Islamic Azad University, I RAN. Retrieved from: http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.1(3)/AJSSH2012(1.3-06).pdf

Richards, J. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University

Press.

Richard, J.C (2001). Communicative Language Teaching Today. Cambridge, New York:

http://books.google.com.bd/books/about/The_Effective_Use_of_Role_Play

http://books.google.com.bd/books/about/The_Effective_Use_of_Role_Play



http://www.cal.orglnc1e/digests/SLA.htm

http://www.asian-efl-journal.com/September_05_dn.php



http://rahelcynthia.wordpress.com/2013/06/28/four-skills-in-the-english-language/

http://rahelcynthia.wordpress.com/2013/06/28/four-skills-in-the-english-language/


Cambridge University Press 2006 Richards, J. C. Rodgers, T. S. (1992). Approaches and Methods in Language Teaching. New

York: Cambridge University Press. Richard, J.C and Rodgers T.s (2001).Approaches and Methods in Language Teaching. (2nd

Ed). Cambridge: cambridge University Press Priscilla Islam, Tazria Islam, (2012). Effectiveness of role play in enhancing the speaking skills

of the learners in a large classroomStamford Journal of English; Volume 7; Page 218-233. Retrieved from: http://www.banglajol.info/index.php/SJE/article/view/14475

Savignon, S. J. and Chaochang, W. (2003).Learner attitudes and perceptions. EBSCO publishing. Scarcella, R. & Oxford, R. L. (1992). The tapestry of language learning. Boston: Heinle and

Heinle.

Scarcella, R. & Crookall, D. (1990). Simulation/gaming and language acquisition. In D. Crookall & R. L. Oxford (Eds.), Simulation, gaming, and language learning (pp. 223-230). New York: Newbury House.

Shrum, J.L., &Glisan, E.W. (2010).Teacher's handbook contextualized language instruction (4th ed.).

Boston, MA: Heinle

The Internet TESL Journal, Vol. XIII, No. 2, February 2007. Taken form:

http://iteslj.org/Articles/Belchamber-CLT.html

The Measurement Group: Evaluation/Research Tools. Online: http://www.themeasurementgroup.com/evalbttn.htm

Theodore Huebner, Audio Visual Technique in Teaching Foreign Language, (New York: Cambridge University Press, 1960)

Universidad de la Amazonia. Administración de empresas,(2013). retrieved from: http://www.udla.edu.co/v10/index.php/programas/profesionales/administracion-de-empresas.html

UNIVERSIDAD DE LA AMAZONIA. Academic counsil. Agreement 21 de 2009 “Por el cual se reglamentan las Opciones de Grado de los estudiantes de pregrado de la Universidad de la Amazonia”. Florencia: La Universidad, 2009. Retrived From: http://apps.udla.edu.co/documentos/docs/Consejo%20Academico/Acuerdos/2009/Acuerdo%2021. pdf>.

White, R. W. (1988). The ELT curriculum. Oxford, Basil Blackwell.

http://www.banglajol.info/index.php/SJE/article/view/14475

http://www.banglajol.info/index.php/SJE/article/view/14475

http://iteslj.org/Articles/Belchamber-CLT.html

http://www.themeasurementgroup.com/evalbttn.htm

http://www.udla.edu.co/v10/index.php/programas/profesionales/administracion-de-empresas.html


Willis, D., & Willis, J. (2007).Doing task based teaching. Oxford, UK: Oxford University Press. Wilkins, D. A. (1972).The linguistics and situational content of the common core in aunit/credit system. MS. Strasbourg: Council of Europe.

Wilkins, D.A. (1976). Notional Syllabuses. London: Oxford University Press.

Williams, M. and Burden, R., 1997. Psychology for language teachers, a social constructivist approach. UK: Cambridge University Press.

Yuli rachmawati, Mukhlisatun Muayanah, & Endah Alamsari, (2013). TEACHING SPEAKING BY USING ROLE PLAY OF THE FIFTH GRADE STUDENTS OF MINU KH. MUKMIN SIDOARJO. Jurnal Pendidikan Bahasa Inggris STKIP PGRI Sidoarjo Vol. 1, No. 1, April 2013 ISSN: 2337-9278


9. Annexes

Annex 1

Analysis of the data gathered from the interview.

Questions asked to the interviewees from Business Management Program:

1: ¿Desde su subjetividad, cómo considera fueron los dos cursos/niveles de Inglés que la

Universidad de la Amazonia proporciona a sus estudiantes de carreras externas a la licenciatura

en Inglés?

2: ¿Fue apropiada la metodología del docente para facilitar un rápido y ameno aprendizaje?

3: ¿Los contenidos vistos durante los cursos de Inglés I y II, sirvieron como bases fuertes para la

adquisición de habilidades comunicativas en la lengua extranjera que le permitiera comunicarse

con sus compañeros u otras personas; ya fuese por medio escrito u oral?

4. ¿Fueron los cursos lo bastante útiles como para asegurar resultados positivos en exámenes

donde se mide el nivel de Inglés de los estudiantes; como el ECAES?

5. ¿Qué recomendaciones o sugerencias daría usted para que los cursos próximos de Inglés sean

mejores?

Once made the interview, the information was transcribed and analyzed. Based on the

interviewee’s answers, it was determined that


In question N° 1: Most of the interviewee agreed in saying that the courses given to them

were not effective, appropriate or significant, but boring and without relevance due to the little

motivation toward the English Language Learning; the teacher did not encourage them to learn

and participate in the class.

In question N° 2: Students claimed that the teacher methodology was not the best one since

she applied “a school methodology” full of a bunch of photocopies with images and the teacher

did not know how to explain a topic.

In Question N °3: The majority of the interviewed students said they cannot communicate in

the English Language. Some of them can pronounce some words, but they do not really know

what they are pronouncing (what the words mean).

In question N°4: They answered that even though they were taught some things, they did not

improve significantly in their English learning as an answer of the non-appropriate methodology

used by their teacher. Consequently, they did not achieve good scores in texts in which their

language proficiency is assessed.

In question N° 5: Among the aspects student suggested are: the use of the TICS, more

interesting and nice classes, planned and well organized classes, more hours per week, writing

practice, exercises within contexts and topics and activities related to our field.


Annex 2

Syllabus

1. IDENTIFICACIÓN

Nombre de la Asignatura IDIOMA EXTRANJERO

(INVESTIGACION)

Código

Área SOCIOHUMANISTICO

Naturaleza

Teórico- Práctico No de Créditos

1.5

TP Trabajo

Presencial 31

TD Trabajo Dirigido

31

TI Trabajo Independiente

10

Semestre Duración 72 h Habilitable

Homologable

Validable

PRE-REQUISITO: Ninguno.

2. JUSTIFICACIÓN

El aprendizaje del inglés constituye una herramienta fundamental para la comunicación en el mundo

entero, teniendo en cuenta está necesidad básica de comunicarse y pensando en las competencias laborales

de los profesionales de la universidad de la Amazonia, se ofrece a los estudiantes de pregrado los

elementos básicos de la lengua inglesa a través de la práctica de la habilidad comunicativa oral de la

lengua, mejorando su competencia comunicativa en contextos específicos propios de su disciplina.

3. COMPETENCIAS

3.1 Competencias Generales

Utilizo el nuevo lenguaje en la identificación, interpretación, comprensión de textos y conversaciones que

me permitan llevar a cabo tareas y desenvolverme en situaciones cotidianas donde se requiera el idioma.


3.2 Competencias Especificas

Creo diálogos de acuerdo a mis intereses. Simulo situaciones de la vida diaria Identifico conversaciones en inglés de diversas situaciones y las interpreto. Respondo preguntas sobre temas específicos. Realizo tareas que requieren el uso del idioma extranjero

5. CONTENIDO TEMÁTICO Y ANÁLISIS DE CRÉDITOS

UNIT 1. MEETING NEW PEOPLE - Greetings - Introducing people and myself - Giving information - Asking for information

UNIT 2. DESCRIBING PLACES

- At the bank - At the supermarket - At the travel Agency - At the restaurant - At the hotel - At the mall

UNIT 3. WORK ENVIRONMENT - Interviewing people - Sending an e-mail - At the office - Talking to the boss - Asking for permission -

UNIT 4. DESCRIBING PEOPLE - Telling my friends about my family

UNIT 5. MY DAILY LIFE - Talking with a friend about daily routine

UNIT 6. TALKING ABOUT MY LIFE Telling your family about your vacations


TEMAS TRABAJO PRESENCIAL

TRABAJO DIRIGIDO

TRABAJO INDEPENDIENTE

UNIT 1. Meeting new people 4 H 2 H 1 H UNIT 2. Describing places 5 H 3 H 1 H UNIT 3. Work environment 6 H 7 H 2 H UNIT 4. Describing people 4 H 6 H 2 H UNIT 5. My daily routine 6 H 7 H 2 H UNIT 6. Talking about my life 6 H 6 H 2 H TOTAL DE HORAS DEL

31 31 10

TOTAL CRÉDITOS 1.5

6. Estrategias Metodológicas

Trabajo presencial:

Role plays, uso de TICS, videos guías, y actividades relacionadas con simulación de diferentes situaciones y juegos de roles.

Trabajo dirigido:

Actividades comunicativas juegos de roles.

Trabajo independiente:

Creación de videos

7. RECURSOS.

Para la orientación del curso se utilizará diccionarios, videos, salas especializadas, posters, fotocopias y video beam, speakers y todo el material didáctico que se requiera durante el desarrollo de las clases.

8. EVALUACIÓN

(20%), General Works in class, homework and quizzes (10%), Participación en Clase (20%), Oral presentations (20%), video (15%), Final Test (15%)

9. BIBLIOGRAFÍA - Drama in the classroom: http://esldrama.weebly.com/resources--links.html -Role plays in the classroom: http://www.learnenglish.de/Teachers/roleplays.html -Fresh role plays ideas for English: http://busyteacher.org/7371-10-roleplay-ideas-for-general-english.html

Libros y revistas

Lanternfish. Retrieved from: http://bogglesworldesl.com/ David Seymour & Maria Popova, (2003). 700 classroom activities. Ashford colour press Ltd, UK. Jeffrey Walter. Games for the Elementary EFL Classroom. Korea National University of Education. JeanneMcCarten (2007), teaching vocabulary. Cambridge University press.

http://esldrama.weebly.com/resources--links.html

http://www.learnenglish.de/Teachers/roleplays.html


Annex 3

Basics of PAP Style Tutorial


Annex 4

Format of Questionnaire Role Plays as a Teaching Technique

Questionnaire November 11, 2014

Marque con una “X” la opción que más corresponda de acuerdo a su punto de vista.

1. Cómo considera que han sido las clases de Inglés basadas en la aplicación de los Roleplays? A) Muy chéveres B) Dinámicas C) Aburridas D) variadas

2. Cree usted que el curso basado en la aplicación de los Roleplays para mejorar las habilidades de Speaking (habla) ha: A) Influido positivamente en su producción oral en el idioma Inglés B) ayudado a adquirir confianza en sus capacidades al momento de comunicarse con otros en Inglés. C) Contribuido significativamente en el aprendizaje del Idioma Inglés, especialmente en la producción oral D) No cumplió con las expectativas.

3. Cree usted que las situaciones representadas a través de los juegos de roles: A) Fueron muy pertinentes y se llevaban a cabo de manera dinámica y contextualizada. B) Se presentaban a través de actividades que no permitían el aprendizaje C) No se representaron situaciones D) Estaban fuera de contexto

4. Considera usted que la técnica de Roleplays usada en las clases de Inglés: A) Asegura el aprendizaje del idioma Inglés debido a que los estudiantes adquieren confianza en si mismo y sus potencialidades B) No es muy eficaz ya que se pierde mucho tiempo


C) Es buena porque se practica la producción oral constantemente que permite la comunicación. D) Es buena porque desarrolla no sólo la habilidad de habla sino también de escritura, lectura y escucha.

5. Opina usted que al recibir el curso de Inglés basado en la aplicación de Roleplays ha: A) Aprendido a comunicarse oralmente en el Idioma Inglés en situaciones de la vida diaria B) Adquirido algunos conocimientos referentes a vocabulario de situaciones vistas en la clase C) Desarrollado la habilidad de Speaking (habla), pero también de escucha, escritura y lectura D) No ha aprendido nada


Annex 5 Format of Interview

Role Plays as a Teaching Technique Interview

November 11, 2014

Interviewed: Lina Maria Urquina Jaramillo, Monica del Pilar Osorio Cuellar, Erica Paola Melo, Ana Milena Lopez Charge: participants Questions:

1.En pocas palabras, ¿cómo le pareció el curso de Inglés basado en roleplays?

2.Muchos de sus compañeros no volvieron a clase, o volvían con intermitencia, ¿por qué cree que ocurría?

3. ¿Considera usted que la técnica de roleplays dentro del salón de clases le contribuyó a adquirir confianza en su comunicación oral en el idioma Inglés?

4. ¿Después de las clases vistas, siente usted nervios o se siente insegura al momento de hacer una presentación oral en Inglés?


Annex 6

Interviews

Role Plays as a Teaching Technique November 11, 2014

Interviewed: Lina Maria Urquina Jaramillo Charge: Student Questions:

1) En pocas palabras, ¿cómo le pareció el curso de Inglés basado en roleplays?

“Pues… fue bueno porque yo pensé que iba a ser como normalmente uno recibe clases de inglés, o sea, como sin actividades. Pero en éste, la interacción que tuvimos con los demás compañeros hizo que fuese como algo nuevo y fue chévere, fue algo fuera de lo común o como había pensado que iba a ser.”

2) Muchos de sus compañeros no volvieron a clase, o volvían con intermitencia, ¿por qué cree

que ocurría?

“Umm, la verdad no sé. Creo que…. porque el curso es gratis, entonces uno no se preocupa por ir, o porque no requiere nota o algo. Yo creo que ése es el soporte o algo para no venir.”

3. ¿Considera usted que la técnica de roleplays dentro del salón de clases le contribuyó a adquirir confianza en su comunicación oral en el idioma Inglés?

“si, mucho”


“un poquito, pero menos que antes”


Interview Role Plays as a Teaching Technique

November 11, 2014

Interviewed: Ana Milena Lopez Charge: Student Questions:

1.En pocas palabras, cómo le pareció el curso de Inglés basado en roleplays?

“Bueno, pues fue como una técnica que es básicamente como que no le enseñen a uno la gramática, sino de una manera más didáctica de alguna manera de aprender e interactuar con los compañeros que hace que se facilite más la comunicación.”


“ Pueden ser muchas cosas, una puede ser que realmente no estaban interesados, se inscribieron pero no se… Tal vez también puede ser por el horario: 2:00 pm,,no se mucho calor a ésa hora, de pronto otro horario hubiese sido más…. Pueden ser éstas algunas de muchas razones.”

3.¿Considera usted que la técnica de roleplays dentro del salón de clases le contribuyó a adquirir confianza en su comunicación oral en el idioma Inglés?

“Pues si, en los roleplays vivimos situaciones en el salón de clases que pueden presentarse en nuestra vida diaria. Entonces eso hace que uno, en el momento de pronto de hablar en ésas situaciones ya tenga como unas bases más solidas”

4.¿Después de las clases vistas, siente usted nervios o se siente insegura al momento de hacer una presentación oral en Inglés?

“Emm, pues con ésas bases uno se siente más seguro, al menos en pronunciación. Muchas palabras las podía saber uno, pero la pronunciación era fatal, entonces ya con esto uno.., o sea no será el experto pero pues ya se defiende más.”


Interview

Role Plays as a Teaching Technique November 11, 2014

Interviewed: Erica Paola Melo. Charge: Student Questions:


“Pues fue muy chévere, muy lúdico. Pues ya.., aunque nosotros vimos al principio de la carrera, Inglés, no fue tan…, no tuvimos como tanta lúdica, pero en éste si interactuamos más en Inglés con los docentes y entre nosotros los compañeros.”


“Pues…, de pronto que ya finalizando el semestre, tenían.., pues lo digo por mí, se nos cruzaba el horario tanto en el estudio como en la clase. Y pues también de pronto no creían en esto como una clase para aprender sino por venir.. ”

3. ¿Considera usted que la técnica de role plays dentro del salón de clases le contribuyó a adquirir confianza en su comunicación oral en el idioma Inglés?

“si, si me sirvió de mucho pues antes de pronto no hablaba que porque de pronto me daba pena de equivocarme, y pues aquí uno se equivoca y aprende más. Entonces sí creo que contribuyó mucho en mi aprendizaje”


“no porque si me equivoco sé que puedo mejorar y.. y.., qué.. Y además pues ya tengo un poquito más de bases para defenderme.”


Interview Role Plays as a Teaching Technique

November 11, 2014

Interviewed: Monica del Pilar Osorio Cuellar. Charge: Student Questions:


“Muy bueno ya que los role plays, es decir los juegos de roles que utilizaron para darnos a entender el Inglés como para que entendiéramos fue muy interesante. En si me pareció muy bueno.

2. Muchos de sus compañeros no volvieron a clase, o volvían con intermitencia, ¿por qué cree que ocurría?

“De pronto por muchas ocupaciones en el estudio, estábamos en cierre del 70% y entonces… de pronto les importó un poquito más la parte académica en lo que tiene que ver con el programa y descuidaron el curso”

3. ¿Considera usted que la técnica de role plays dentro del salón de clases le contribuyó a adquirir confianza en su comunicación oral en el idioma Inglés?

“si, bastante”


“De pronto un poquito, ya he perdido mucho lo que es la inseguridad y el miedo, pero si sigue estando ahí un poquito de nervios ante hablar y equivocarme muchas veces de no pronunciar bien las palabras, pero en sí sirvió mucho”


Annex 7

Format of Pre-Test Role Plays as a Teaching Technique

Pre-Test November 11, 2014

Name:_______________________________________________________ Date:________

Grammar and vocabulary (20)

Choose the correct option (escoge la opción correcta)

1. A: Is this Ann’s briefcase? B: Yes, it _________.

A: aren´t B: are C: isn´t D: is E: I don´t know 2. They _______ teachers. They’re students.

A: aren´t B: no C: not D: are no E: I don´t know

3. A: Does she watch TV? B: Yes. She ________ about two hours a day.

A: watching B: watch C: are watch D: watches E: I don´t know 4. _______ he like Rock music?

A: do B: does C: have D: has E: I don´t know 5. _______ Peter here last week?

A: are B: is C: was D: were E: I don´t know 6. What are you doing now?

1. A: I study B: I be studying C: I studies D: I'm studying E: I don´t know 7. A: Where did they go? B: I think they ______ to the mall.

A: go B: goes C: went D: did go E: I don´t know


8. Paula is my mother’s sister. Paula is my ________.

A: uncle B: cousin C: aunt D: niece E: I don´t know 9. We have a big ________ in our kitchen. A: garden B: bathtub C: refrigerator D: bed E: mirror 10. When it rains, you should use an ________.

A: boots B: sandals C: umbrella D: sneakers E: sun glasses

Reading (20)

Blanca is 21 years old. She lives in Bolivar’s neighborhood. She has four brothers and a sister. She teaches English at the Universidad de la Amazonia. Blanca likes to read and listen to music. She loves animals. Her favorite food is Chicken and rice. Blanca is going to travel to The United States next year and she is happy about it.

Answer the following questions with the above information (respond alas preguntas con la informaciòn de arriba)

1) How old is Blanca? __________________________________________________________ 2) How many brothers does Blanca have?__________________________________________ 3) What does Blanca like?_______________________________________________________ 4) Why is Blanca happy?_____________________________________________________________

Writing (20)

2: Write what you want about yourself. Your name, age, likes, hobbies, etc. (escribe lo que quieras sobre ti: tu nombre, edad, ocupación, gustos, etc)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ORAL PART (40)


Annex 8

Format of Expectation Survey Role Plays as a Teaching Technique

Expectation Survey September 9, 2014

EXPECTATIVAS PERSONALES

Seleccione las que considere aplican con total sinceridad a su punto de vista.

1. Disfruta aprender Inglés por medio de:

1) Música 2) Juegos 3) Escribiendo 4) Leyendo 5) Escuchando al profesor 6) hablando Otra/s: ___________________________________________________________________________

2. Cuáles son sus expectativas para éste curso?

1) Conocer gente 2) Poder comunicarse con otros en inglés 3) Practicar y reforzar lo que ya sé 4) Otra(s):________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Annex 9

Photographs

Photo 1

First induction class to motivate students through the activity Simon says, where students perform movements according to the teacher's instructions, these activities were performed before starting classes.

Photo 2

In photo 2, learners introduce classmates


Photo 3

Learners speak out about their own life

Photo 4

Bank role playing, learners perform about a real situation in a bank.


Photo 6

Learners represent how to open a bank account using realia as shown in the pictures, they

use ID card and printed money.

Photo 7

Going shopping, students perform how to buy things in a supermarket


Photo 8

Teachers give advice to learners, to develop different activities planned.

use of role plays to enhace english speaking skills

Documents