04051001896 Using role-play to improve first-year cadets’ speaking skills at a military college in Hanoi = Sử dụng hoạt động đóng vai để cải thiện kĩ năng nói của học viên năm nhất tại một trường đào tạo sĩ quan ở Hà Nội
INTRODUCTION
Rationale
Speaking is an essential skill for effective communication in today's global world, making English language proficiency highly valuable Mastering speaking, alongside listening, reading, and writing, is crucial for successful international communication.
Speaking is the most important English language skill because it's a daily communication tool and a skill by which students are evaluated in real-life situations As English is globally used, learners need communicative skills for success, making the classroom an ideal place to acquire speaking skills However, speaking English is challenging, requiring mastery of vocabulary, grammar, pronunciation, fluency, and comprehension Many learners struggle to apply grammar in speaking, leading to discouragement and disinterest in learning to speak.
In Vietnam's economic renovation, English has become the primary foreign language in education Despite its importance, students at college X struggle with accurate and fluent English speaking, lacking confidence and effective communication skills Traditional teaching methods fail to engage all students, leading to a tense classroom environment Therefore, innovative teaching techniques are needed to motivate students and improve their English communication skills effectively.
Role-play is an effective technique for enhancing students' speaking skills, offering opportunities to practice communication in various social contexts By simulating real-world scenarios like cafés and shops, role-play bridges the gap between the classroom and practical language use This approach provides valuable, otherwise impossible, practice, making it a beneficial tool for language teachers.
Role-playing fosters confidence in shy English as a Second Language (ESL) and English as a Foreign Language (EFL) learners by providing a safe environment to practice conversational skills This technique allows students to interact without fear of judgment, ultimately enhancing their communication abilities Therefore, ESL/EFL teachers should consider incorporating role-playing more frequently into their lesson plans.
Action research will be conducted to assess the effectiveness of role-play as a technique for enhancing the speaking skills of first-year cadets at College X, building upon existing theoretical frameworks and prior research findings.
Aims of the thesis
The study aims to identify students’ problems in learning speaking to find out the effect of using role-play on speaking classes and students’ attitude toward this technique
Role-play techniques enhance English teachers' and students' theoretical understanding, promising improved learning outcomes and increased student engagement in English classes and speaking lessons.
Research questions
In order to achieve the above-mentioned objectives, the following research questions were raised:
(1) To what extent does role-play improve speaking skills of the first- year cadets at college X?
(2) What are the first-year cadets’ attitudes toward using role-play activities in teaching and learning speaking?
Research methodology
To enhance the speaking skills of first-year cadets at college X, role-play activities were implemented using Kemmis and McTaggart’s action research model, which includes planning, implementation, observation, and reflection Data was collected through oral tests and questionnaires administered before and after the role-play interventions to measure the improvements in speaking proficiency.
Role-play is employed to gauge its impact on speaking skills in the classroom, alongside questionnaires designed to assess student attitudes toward role-play following its implementation, enhancing engagement and communication proficiency.
Scope of thesis
This study focuses on the impact of role-play on improving the speaking skills of 27 English as a Foreign Language (EFL) students at college X, specifically those not majoring in English, within the scope of a minor thesis.
Significance of the thesis
This study aims to increase interest in learning English speaking, especially at college X, suggesting role-play as an effective technique for English teachers to improve cadets’ speaking skills Cadets can benefit from role-play activities to enhance their English-speaking abilities and overcome communication difficulties The findings of this research can serve as a reference for other researchers addressing similar issues, providing additional insights and solutions.
Organization of the thesis
The thesis consists of five chapters:
Chapter 1: Introduction, which presents an overview of the thesis in which motivation for the research, aims, research methods, scope, significance, previous related studies as well as the organize of the study are briefly presented
Chapter 2: Literatures review, this chapter provides the theoretical background relevant to the study including theory of teaching and learning English speaking and role-play in teaching speaking
Chapter 3: Methodology, this chapter focuses on presenting research questions, research participants, research procedure, data collection as well as methods of analysis
Chapter 4: Results and discussions, this part presents the results of questionnaire and oral tests
Chapter 5: Conclusions, this is a chapter consisting of overview of the study, presents the limitations of the study and provides some suggestions for further research
LITERATURE REVIEW
An overview of speaking
Speaking involves uttering words orally to communicate, make requests, or deliver speeches, as defined in Webster's New World Dictionary Brown (1994) and Burns and Joyce (1997) view speaking as an interactive process of constructing meaning through producing, receiving, and processing information Fulcher (2003) simply states that speaking is the use of language to communicate with others Siahaan (2008) notes that speaking is a productive language skill focused on producing sounds, essential for fluent and accurate communication.
Speaking assessment is complex, making it a difficult task for teachers Rubrics, defined as scoring guidelines, provide a structured approach They offer clear descriptions for each criterion, ensuring unbiased and reliable scoring.
Scales are used to interpret judgments of a product or process, often assigning numbers to indicate performance levels, where higher numbers signify better performance, as noted by Wiggins (1988).
Holistic rubrics offer overall performance descriptions and a single score, while analytic rubrics break down performance into separate dimensions, providing individual scores for each trait to determine the overall quality.
According to Syakur (1987), speaking is a complex skill because at least it is concerned with components of pronunciation, grammar, vocabulary, fluency, and comprehension
Pronunciation, the production of speech sounds, is crucial for effective communication Harmer emphasizes the importance of phoneme accuracy, stress, intonation, and connected speech for fluency Articulating words to create meaningful sounds is essential, though learners often struggle with new sounds absent in their native language.
Grammar, a system for creating new sentences, is crucial for foreign language learners Mastering grammar structures is essential for effective English speaking skills Grammar is very important in speaking because speakers cannot speak English well if they do not master grammar structure.
Vocabulary is one of the key factors in language Vocabulary can be single word, set phrases, variable phrases, idioms and phrasal verbs It is
8 obvious that limited vocabulary mastery makes conversation virtually impossible
Fluency in speaking, as defined by Kormos (2005), is the ability to speak freely and spontaneously without excessive hesitation, effectively conveying a message regardless of minor grammatical imperfections.
Comprehension, a crucial element in effective communication, enables individuals to accurately grasp information and understand situations, as emphasized by speakers It is the ability to understand something reasonably or as the knowledge of what a situation is like.
In order to communicate with the others in English naturally, students need to pay attention to practice all these aspects of speaking skills
Analytical scoring was employed to evaluate students' speaking proficiency, focusing on key elements such as pronunciation, grammar, vocabulary, fluency, and comprehension.
2.1.3 Difficulties in speaking a foreign language
Speaking in a second language is often considered the most demanding skill due to various influencing factors Research indicates ESL learners face several challenges in speaking classes, making it a complex task.
It is inferred that motivation is a key to students’ learning success (Songsiri, 2007) With regard to the issue of motivation in learning, Nunan
Motivation significantly influences students' willingness to speak English, acting as a crucial factor in their readiness to communicate As an inner energy, motivation enhances students' interest in their studies, leading to greater persistence and better academic outcomes Therefore, boosting students' motivation to learn is essential for teachers to foster success.
Students often feel unmotivated to speak if they find a topic boring or unrelated to their interests, leading to hesitation in speaking activities Babu (2010) notes that a lack of motivation causes students' reluctance to speak English, often stemming from insufficient encouragement from teachers Siegel (2004) emphasizes that motivation is a product of good teaching, and Aftat (2008) believes that teachers should be creative, passionate, and interested in their students to motivate them to learn and communicate actively in English, highlighting the significant influence of teaching performance on student motivation.
Learners' speaking performance is significantly impacted by their confidence, as self-confidence strongly influences their willingness to communicate and oral performance in EFL learning, according to MacIntyre, Clộment, Dửrnyei, and Noels (1998).
Low English speaking ability significantly contributes to students' lack of confidence Many students perceive their English skills as inadequate, hindering their willingness to speak A lack of encouragement from teachers further exacerbates this issue, as failing to convince students of their potential can demotivate them Positive encouragement is vital for building students' confidence and fostering success in English language learning.
Learners' fear of making mistakes hinders their speaking abilities due to embarrassment and fear of criticism Linguistic and psychological difficulties create obstacles, with pronunciation and vocabulary being key concerns Negative psychological reactions, such as anxiety, further contribute to avoidance of English-speaking situations Courage, motivation, and a positive atmosphere are essential for students to speak confidently.
An overview of Role- play
Experts define role-play diversely; Gillian Porter Ladusse describes it as students inventively playing a part in a safe environment, either as themselves or someone else, within a specific situation Budden (2006) characterizes role-play as speaking activities where participants either embody someone else or imagine themselves in a different scenario Role-play involves participants immersing themselves in various situations to utilize language for communication.
2.2.2 Role-play in language teaching
Role-play is a crucial tool in English teaching, offering students invaluable opportunities to practice communication across diverse social contexts and roles, as highlighted by Dorathy (2011).
Role-play is a successful tool for teachers to boost student interaction in the classroom (Kusnierek, 2015) Educators should incorporate this speaking activity to help learners reflect on their theoretical knowledge through practical language use.
Role-play, as defined in 2003, involves students simulating real-life encounters, enhancing their imagination and preparing them for real-world performances This technique encourages students to freely create dialogue related to the material, fostering improved speaking skills through simulated communication Ultimately, role-play serves as a valuable teaching method that bridges the gap between classroom learning and practical application, developing students' skills acquisition in a realistic context.
2.2.3 Significance of role-play in teaching speaking
Role-play is a technique to enhance speaking skills, enabling students to express ideas and opinions effectively It offers opportunities to practice communication in diverse social roles and contexts Teachers can use various communicative techniques through role-play, fostering fluency, interaction, and motivation, while also supporting peer learning and shared responsibility.
Besides, there are several special reasons for using role-play in teaching speaking according to Ladousse (1995) as follows:
A great deal of experience can be gained in classroom and teachers are able to train students’ speaking skills in any situation through role-play
Role-play activities enable students to practice and develop essential phatic expressions, which are often overlooked in traditional language teaching, for effective social interaction.
It is beneficial for students to try and experiment with the language they will require in a friendly and safe classroom environment
Role-play helps a lot of shy students by providing them with a mask
Perhaps the most crucial reason for using role-play is that it is fun
Role-play is a beneficial technique for teaching speaking, as it enhances fluency, encourages interaction, boosts motivation, and enriches the learning experience.
2.2.4 Procedures in using role-play activities
Teachers should understand the stages of role-play in the classroom, progressing from controlled to creative activities Initially, the pre-communicative stage focuses on fluent control over linguistic forms, emphasizing accuracy Subsequently, the communicative stage prioritizes effective meaning conveyance over strict linguistic accuracy This involves presenting new material and expecting learners to use it in a meaningful context.
Presenting and practicing the forms and vocabulary
During the presentation stage, teachers introduce new language by preparing vocabulary and structures, often providing examples on the board or through worksheets A sample dialogue might be introduced, and thorough practice of structures and vocabulary is crucial for creative application in later stages Suitable activities include memorizing dialogues, drilling exercises, completing fill-in-the-blanks, matching sentence halves, engaging in word games like hangman, and ordering dialogues.
Learners need ample time to memorize forms, perfect pronunciation, and understand meanings, as noted by Gower & Walters (1983) Prior to role-play activities, students should possess sufficient language skills While role cards can offer assistance, they should not overwhelm students, preventing them from reciting structures verbatim, according to Ladousse.
To maximize learning, begin by motivating learners and fostering a relaxed, friendly atmosphere, particularly beneficial for shy individuals Clear explanations of activities are crucial, ensuring learners understand the task, boosting their confidence, and enhancing their engagement Role-play often involves paired work, facilitated either through self-selection or structured activities, with role cards distributed to guide interactions, and adhering to a set time limit is essential for effective execution.
During the activity, the teacher monitors the learners to provide feedback It's not recommended to wait until everyone has finished Finally, the volunteers can perform their dialogues but not be forced.
Meanwhile, role-play activities can be divided into four stages (Cherif
Role-playing, as detailed by Somervill in 1998, involves several key stages: initial preparation and explanation by the teacher, followed by student preparation, the role-playing activity itself, and a concluding discussion or debriefing session.
Feedback is essential after role-play activities, as analyzing the process is helpful for students.
Feedback, as defined by Ur (2000), is information provided to a learner regarding their performance on a task, with the goal of improvement Harmer (2003) emphasizes that feedback allows teachers to gauge student progress and identify language challenges, while also enabling students to self-assess their strengths and areas for improvement in speaking Consequently, incorporating feedback at each stage of role-play is crucial for evaluating and enhancing learner performance Ur (2000) further breaks down feedback into two components.
Correction: Some particular information is provided on aspects of the students’ performance It should include information on what students did right as well as wrong and why
Assessment: Students are told how well or badly they have performed According to Ur (2000), the teacher should note down errors in pronunciation and grammar then indicate how each learner
Chapter summary
This chapter establishes the theoretical framework of the study by reviewing literature on speaking and major teaching approaches It explains the selection of role-play, analyzing its strengths, weaknesses, and implementation in teaching Furthermore, the chapter presents related studies globally and in Vietnam, focusing on teaching speaking and the use of role-play techniques.
METHODOLOGY
Research questions
The thesis would support the answers to these questions The questions to be dealt with are:
1 To what extent does role-play improve speaking skills of the first- year cadets at college X?
2 What are the first-year cadets’ attitudes toward using role-play activities in teaching and learning speaking?
Research methodology
To enhance the quality of English teaching, teachers are increasingly focusing on development and empowerment in their classrooms, with Classroom Action Research (CAR) emerging as a valuable tool for achieving this goal.
Classroom Action Research is a specific type of action research, encompassing participatory, critical, and action learning approaches (Phillips & Carr, 2010) Action research, as defined by Koshy (2005), is a form of systematic inquiry.
Action research is crucial for understanding and improving educational programs, as it allows for evaluation and modification of practices to enhance educational outcomes According to Koshy, a key feature of action research is its emphasis on collaborative opportunities, fostering a team-based approach to educational development.
Action research, as defined by Mills (2003), is a systematic inquiry conducted by educators and stakeholders within the learning environment This research aims to gather data on school operations, teaching methodologies, and student learning outcomes.
Classroom Action Research empowers teachers to enhance classroom processes by systematically addressing specific problems This approach encourages critical reflection and informed action, facilitating improvements within the classroom environment.
Action research focuses on enhancing a specific aspect of a teacher's technique within a classroom through empirical measurement Classroom action research involves reflective investigation, where specific actions are implemented to improve unsatisfactory conditions and elevate the quality of teaching practices, fostering greater professionalism Ultimately, classroom action research targets specific classroom issues or student groups, assisting teachers in resolving problems by identifying suitable teaching techniques.
There are various kinds of classroom action research models The
29 researcher would like to describe the model of Kemmis and McTaggart
(1988) There are four stages of each cycle, they are: (1) the planning of the action, (2) the implementation of the action, (3) classroom observation and (4) reflecting of the action (Kemmis & McTaggart, 1988).
Research participants
This action research study was conducted at college X, involving 27 first-year cadets aged 19-20, with varying English proficiency levels, most having studied English for 7-10 years but lacking fluency and confidence in speaking.
Experienced English teachers were invited to provide insights into the realities of teaching English to first-year cadets, offering valuable perspectives on cadets' speaking challenges and potential solutions to enhance their speaking skills.
Research procedure
In order to conduct the study, the author followed several steps Those were preliminary investigation, action plan, implementation, observation, and reflection
To find out the current situation of teaching and learning speaking
English at college X, the author conducted a preliminary study The data collected would help to design the appropriate action plan to solve the cadets’ problems
In this stage, the researcher made a preparation for the action which covered choosing teaching materials, preparing lesson plans, and setting the criteria of success
The teaching materials used in this study were mainly taken from a textbook named “Real Listening & Speaking 1” Eight units in the book were selected for the implementation
Situation cards, aligned with weekly lessons, served as valuable teaching aids, enabling cadets to engage in role-play activities that reinforced classroom learning.
Cadets participated in two 45-minute classes per week, following a presentation, practice, and production lesson structure Role-play activities, based on classroom units, required cadets to follow instructions, discuss their roles, and practice in pairs using provided language Finally, cadets performed their role-plays in front of the class.
3.4.2.3 Setting the criteria of the action success
In previous research, there were different criteria of the action success
Action research success is often defined by specific, measurable outcomes, such as Oanh (2013)'s criterion of 60% of students achieving a good level in speaking, or Joko (2014)'s benchmark of 75%.
% of students can achieve the target score of KKM 70
This study aims to improve cadets' speaking performance, targeting a minimum of 30% of cadets achieving a "good" level, equivalent to a score of 7 out of 10, based on current English teaching standards Success in achieving both indicators will conclude the study, while failure will prompt alternative actions in the subsequent cycle.
The eight-week implementation, aligned with the university's English class schedule, focused on enacting the designed plans, specifically utilizing role-play activities.
The implementation of role-play in speaking classes, based on a model adapted from Ladousse (1989), involves a structured four-phase approach This model includes (1) presenting and practicing forms and vocabulary, (2) engaging in the role-play activity itself, (3) providing correction and feedback, and (4) conducting an assessment of student performance This systematic approach ensures effective integration of role-play for enhanced speaking skills.
In phase 1, instructors equipped cadets with foundational knowledge of role-play, clarifying its purpose through engaging activities The lesson incorporated visual aids and presentations to introduce relevant vocabulary and forms, ensuring cadets received necessary inputs Pre-activities, such as vocabulary matching, further reinforced understanding and prepared cadets for subsequent role-play exercises.
32 from pictures and brainstorming were introduced
In the second phase, the teacher explicitly explains the role-play model, ensuring cadets understand its nature and how it enhances language knowledge Teachers introduce paired activities, enabling learners to collaborate on tasks.
In the third phase, teachers gave information on what the student did right as well as wrong and why
Cadet performance is evaluated, with teachers noting errors in grammar, pronunciation, and fluency Post-role-play, common mistakes are discussed, and cadets are encouraged to self-correct, enhancing their communication skills.
During the action implementation, the researcher observed cadets' speaking performance and self-confidence improvements, emphasizing cadet input Cadets worked in pairs with role cards, while the researcher monitored their communication strengths, weaknesses, fluency, and errors Observations were scheduled based on class time, and the mission was completed in two months.
The researcher meticulously observed the cadets' participation and speaking performance, focusing on their mastery of language elements like pronunciation and grammar, within classroom activities and conversational presentations.
33 vocabulary, fluency and comprehension, classroom observation also focused on the following elements:
Cadets’ active participation in the learning process;
Ability to perform conversations in front of the class;
Ability to give feedback to other peers
Data analysis, derived from classroom observations, was crucial in determining the success of role-play activities in enhancing cadets' speaking skills, aligning with pre-established criteria focused on specific learning objectives and culminating in end-of-cycle reflections.
Data collection instruments
There are various ways to collect information for the study In this study, the researcher chooses questionnaire, and oral/performance test as the instruments to collect the data
Questionnaires are valuable research instruments for gathering extensive data due to their clarity and precision Self-administered questionnaires offer a cost-effective method for quickly collecting information from a large number of people.
The purpose of this study's questionnaire for cadets was to gather information about their attitudes toward English speaking through the use of
The study employed 34 role-plays and questionnaires distributed to 27 participants to address the research question Questionnaires included open-ended and close-ended questions, with a clear introduction outlining the research purpose and respondent instructions to ensure trust and frank responses Confidentiality was assured, and all distributed questionnaires were successfully returned.
The oral test, a suitable tool for measuring oral communicative skills, was designed to assess subjects' speaking achievement Developed for use as both a pre-test and post-test, the pre-test gauged cadets' speaking abilities before treatments, while the post-test investigated the impact of role-play activities on improving these skills A paired t-test was subsequently employed to analyze the pre-test and post-test results.
Speaking is a multifaceted skill that integrates pronunciation, grammar, vocabulary, fluency, and comprehension Heaton's oral English rating scale, originally ranging from 1-6, has been adapted to a 100-point scale for ease of computation.
Table 1: JB Heaton (1990), Writing English Language Test
Pronunciation only very slightly influenced by the first language Two or three minor grammatical and lexical errors
Speaks without too greats effort with a fairly wide range of expression Searches for word an occasionally but only one or two unnatural pauses
Easy for listener to understand the speaker’s intention and general meaning Very few interruptions and clarifications required
Pronunciation is slightly influenced by the first language A few minor grammatical and lexical errors but most utterances are correct
Has to make an effort at times to search for words
Nevertheless smooth very delivery on the whole and only a few unnatural pauses
The speaker’s intention and general meaning are fairly clear A few instructions by listener for the sake of clarification are necessary
Pronunciation is still moderately influenced by the mother tongue but no serious phonological errors A few minor grammatical and lexical errors but only one or two major errors causing confusion
The speaker demonstrates mostly smooth delivery with few unnatural pauses, effectively conveying the general meaning despite occasional fragmentary moments While some effort in word retrieval is evident, the overall coherence remains strong.
The speaker's message is generally easy to follow, with a clear focus maintained throughout the presentation However, occasional interruptions are needed to aid in conveying the message effectively and ensuring clarity for the audience.
Pronunciation is influenced by the first language but
Has to make an effort for much of the time Often has
The listener can understand a lot of what is said, but he
Range Accuracy Fluency Comprehensibility only a few serious phonological errors Several grammatical and lexical errors, some of which cause confusion to search for the desired meaning
Rather halting delivery and fragmentary must constantly seek clarification Cannot understand many of the speaker’s more longer or complex sentence
Pronunciation is influenced by the first language with errors causing a breakdown in communication
Many basic grammatical and lexical errors
Long pauses while he/she searches for the desired meaning
Frequently halting delivery and fragmentary Almost gives up making the effort at times
Only small bits (usually short and sentence and phrases) can be understood and then with considerable effort by someone who is used to listening the speaker
Serious pronunciation errors as well as many basic grammatical and lexical errors No evidence of having mastered any of the language skills and areas practiced in the course
Full of long and unnatural pauses
Very halting and fragmentary delivery At times give up making effort Very limited range of expression
Hardly of what is said can be understood Even when the listener makes a great effort or interrupts, the speaker is unable to clarify anything he seems to have said.
Data analysis
This research employs a mixed-methods approach, integrating qualitative and quantitative data collection techniques Qualitative data was gathered through classroom observations, specifically the teacher's notes during pilot teaching, offering insights into the teaching process Complementing this, quantitative data was obtained using questionnaires and pre-tests to provide measurable outcomes.
Besides analyzing the result of the questionnaire during CAR, the researcher also used SPSS to do a paired t-test for calculating the mean of pre- test and post-test
FINDINGS AND DISCUSSION
Research question 1: To what extent does role-play improve speaking
Before commencing Classroom Action Research (CAR), a pre-test was administered, guided by a specific theme provided by the teacher; the pre-test results indicated a mean score of 54.52, with only three cadets achieving notably high scores.
23 and 27) passing the target score (70)
Table 2: Cadets’ pre-test score
No Pronunciation Grammar Vocabulary Fluency Comprehension Average Score
Highlight Score: Cadets pass the target score
The cadets' low self-confidence hindered their speaking competence, leading to the implementation of role-play activities to improve speaking skills The action plan aimed to enhance speaking skills through role-play and investigate cadets' attitudes toward this method in English learning Research findings from the action implementation will be discussed.
Cycle 1 was carried out in the first four weeks after the present situation of teaching and learning English speaking to the first-year cadets at college X had been demonstrated in the preliminary investigation
4.1.2.1 Findings on the cadets’ speaking performance
To measure the impact of role-playing on speaking skills, oral tests were administered to the entire sample group, and the resulting data was analyzed to determine the effectiveness of the teaching method.
Table 3: Cadets’ post-test I score
No Pronunciation Grammar Vocabulary Fluency Comprehension Average Score
Highlight Score: Cadets pass the target score
Based on the scoring rubric of speaking performance, the cadets’ speaking performance post-test I results had been shown in the table 6 In the
41 table, there were 6 cadets who could pass the target score and 21 cadets were still in lower score It meant that 22% of the cadets could pass the target score
The improvement in cadets' speaking abilities was analyzed using a t-test for paired samples, comparing pre-test and post-test I mean scores in overall speaking performance, with detailed results presented in Table 4.
Table 4: Paired samples statistics pre-test and post -test I
The mean scores significantly increased from pre-test (54.67) to post-test I (61.33), with a notable difference of 6.66 A statistically significant t-value (p < 001, α ≤ 05) confirms that the observed differences between pre-test and post-test I speaking scores are not due to chance These results demonstrate a statistically significant improvement in the cadets' speaking abilities between the pre-test and post-test I.
4.1.2.2 Findings on the cadets’ self-confidence
Cadets' self-confidence during the teaching and learning process was observed and data collected The data concerns cadets’ self-confidence after treatment.
18 cadets who felt free to talk The numbers of the cadets who did not hesitate to give feedback to their partners were 21 cadets
Role-play activities were implemented to improve cadets' speaking scores, with post-test results showing an improvement from a pre-test mean of 54.67 to a post-test mean of 61.33 However, the success criterion of 30% of cadets achieving the target score was not met, as only 22% (6 cadets) passed after the first post-test.
Classroom Action Research (CAR) indicated an improvement in cadets' speaking skills through role-play, although the target was not fully achieved Several factors contributed to this, including cadets' unfamiliarity with the role-play technique and the limited preparation time Furthermore, the influence of their mother tongue and a restricted vocabulary negatively impacted their speaking performance and self-confidence.
To improve future cycles, teachers should allocate more practice time for cadets to collaborate with partners before presenting in front of the class, ensuring sufficient discussion and a deeper understanding of the material.
English teachers should increase their use of English in the classroom and encourage cadets to speak English through rewards and choices, fostering a friendly learning environment that boosts confidence and motivation It's also important to not focus too much on correcting cadets’ mistakes To improve cadets’ vocabulary, teachers should apply more active learning methods in teaching English and vocabulary.
Based on the challenges encountered in the initial cycle of role-play activities for speaking lessons, a second cycle was implemented over the subsequent four weeks, incorporating lessons learned to enhance effectiveness.
4.1.3.1 Findings on the cadets’ speaking performance
Cadets demonstrated a notable improvement in speaking performance, with a reduced number of errors across observed elements, indicating effective training and progress.
Table 5: Cadets’ post-test II score
No Pronunciation Grammar Vocabulary Fluency Comprehension Average Score
Highlight Score: Cadets pass the target score
Classroom action research at College X shows promise, with 33% of first-year cadets (9 out of 27) achieving the target score, as detailed in Table 5 However, the remaining 18 cadets still need improvement.
The post-test II mean (68.22) was higher than the post-test I mean (61.33), with a mean difference of 6.89 A statistically significant difference (p < 05) was observed, indicating a significant difference in cadet mean scores.
45 the post-test I and those in the post-test II of speaking
Table 6: Paired samples statistics of pre-test and post -test II
4.1.3.2 Findings on the cadets’ self-confidence
Research question 2: What are the first-year cadets’ attitudes toward
This study utilized a questionnaire to investigate cadets' perceptions of role-play activities and their effectiveness in enhancing speaking skills, with the questionnaire comprising seven questions (see Appendix).
6) The following table shows the results of questionnaire:
Table 7: Results from survey questionnaire for cadets’ attitude towards role-play
1 Cadets’ responses towards role-play activities 66 18 0 16
2 Cadets’ feelings when role-play activities are implemented in speaking classes 37 47 12 4
3 Cadets’ feelings when acting in role-play activities 12 25 55 8
4 Cadets’ opinion about the significance of using role-play activities in improving their speaking skills
5 The significance of role-play activities 17 15 12 44 12
6 Cadets’ self-assessment of their own speaking ability after using role-play activities 8 29 55 8 0
Role-play activities garnered positive responses from cadets, with approximately 66% expressing interest in their implementation within speaking lessons A significant portion, 37%, felt very interested, while 47% were also interested, indicating a favorable attitude towards role-playing as a language learning technique Notably, no cadets expressed hatred or reluctance towards these activities, highlighting their potential as an engaging and well-received pedagogical tool.
Role-play activities in speaking class garnered positive interest from 47 cadets, while only a small percentage found them difficult or boring, indicating that the majority of students have a positive feeling about role-playing.
55% of cadets naturally engage in role-play, indicating confidence likely stemming from ample English speaking practice and idea expression, while only 12% feel embarrassed.
Role-play activities significantly enhance cadets' speaking skills, with 85% reporting improvement through this method In contrast, a small minority of cadets, only four individuals, did not perceive any improvement in their speaking skills from role-playing exercises.
Role-play activities significantly boost confidence in speaking classes, with 44% of cadets reporting increased self-assurance Additionally, 17% find these activities relaxing and enjoyable, fostering a positive learning environment Role-play enhances creativity and imagination (12%) and simulates real-life situations (15%), while 12% of cadets appreciate the opportunity to gain knowledge from peers, making it a multifaceted approach to improving speaking skills.
In a self-assessment of speaking skills during role-play activities, a majority (55%) of students optimistically rated their abilities as good, while 29% considered their speaking skills very good Only a small fraction of cadets perceived their skills negatively, with 8% reporting them as bad and an equal percentage (8%) believing they were excellent.
As seen above, an overwhelming percentage of the cadets, 92% wanted to have more role-play activities in English speaking lessons while only 8% did not want anymore
Role-play activities in speaking class fostered positive attitudes among cadets, enabling them to express diverse expressions across various situations Cadets gained confidence and significantly improved their speaking skills through active participation in role-play scenarios.