Students’ engagement and perceptions towards role play activities in english speaking lessons at a secondary school in phu tho province

Students’ engagement and perceptions towards role play activities in english speaking lessons at a secondary school in phu tho province

INTRODUCTION

Rationale for the research

In today’s globalized world, English speaking skills are essential for effective communication, academic success, and career advancement As the international language of business, science, technology, and diplomacy, fluency in English is a vital skill for individuals worldwide For students, mastering speaking skills in English is crucial to navigating academic and professional environments, yet many face challenges due to limited Practical language use opportunities, especially in non-native settings Traditional methods focusing on grammar and vocabulary often neglect real-world speaking practice, resulting in low confidence and fluency Role play has emerged as an effective pedagogical tool by simulating real-life scenarios, providing an interactive platform to enhance speaking skills, boost confidence, and develop the ability to respond spontaneously in various social situations Ultimately, role play improves overall communicative competence and prepares learners for authentic interactions.

Although role play is widely recognized as an effective method for improving speaking skills and increasing student engagement, there is a notable lack of research on secondary school students' perceptions of role play in English-speaking lessons Most studies have focused on college or younger learners, often overlooking the unique experiences and attitudes of secondary students during this critical stage of language development Furthermore, existing literature mainly emphasizes language acquisition outcomes like fluency, vocabulary, and pronunciation, while neglecting how role play impacts students' overall learning experiences, self-confidence, and classroom participation Addressing this research gap is essential for developing more effective role-play strategies tailored to secondary education.

This study focuses on rural schools in Vietnam, particularly in Phu Tho province, where access to interactive language learning methods is limited and teaching often relies on traditional, exam-oriented approaches It aims to address this gap by exploring secondary school students' perceptions of role-play activities and examining how these interactive methods influence student engagement and language acquisition By understanding students' attitudes toward role play, the research highlights the potential benefits of incorporating more dynamic, learner-centered strategies in rural Vietnamese classrooms to improve language learning outcomes.

As an English teacher in Phu Tho province, the researcher observes that students face challenges in developing speaking skills due to limited exposure to authentic English use, often feeling discomfort and hesitation stemming from a lack of confidence and fear of mistakes Students' responses to role play activities vary significantly; some actively participate while others remain disengaged, highlighting differing perceptions and influencing factors behind their engagement Traditional teaching methods often fail to foster active participation, restricting students' fluency and communicative competence Despite the potential of role play to enhance engagement, it remains underutilized in Vietnam’s English classrooms, even amid reforms like the National Foreign Languages 2020 Project that promote more communicative teaching approaches This underscores the need for further research into the effectiveness of role play in improving students' speaking skills and overall engagement.

This article addresses concerns about the challenges faced in her English classroom and the lack of literature on effective solutions The researcher conducted action research to gain insights into enhancing student engagement through role play activities By examining students' perceptions and levels of involvement, the study aims to evaluate the potential of role play as a teaching strategy The findings can inform future teaching practices and promote more interactive, student-centered learning environments.

Aims and objectives of the research

This study aims at gaining a better insight into the potential of role play activities by examining students’ engagement and perceptions of them in English

3 speaking lessons at a secondary school in Phu Tho province This overall aim can be achieved through the following objectives:

(1) To investigate the potential of role play activities through students’ engagement in their English speaking lessons

(2) To find out students’ perceptions towards the use of role play activities in English speaking lessons

Research questions

With the given aim and objectives, the study was conducted to answer two following research questions:

Question 1 How do secondary students engage in role play activities in their

Question 2 What are secondary students’ perceptions towards the use of role play activities in their English speaking lessons?

Scope of the study

This research was conducted in a non-English majored class 8 at a secondary school in Phu Tho in 9 weeks in the school year 2022-2023 41 students, including

This research involved 29 female and 12 male students in the class, focusing on their perceptions of role play activities in English speaking lessons Although various techniques exist for teaching English speaking skills, this study specifically examines the potential of role play activities to enhance student engagement The findings aim to highlight how role play can improve speaking proficiency and student participation in English language learning.

Method of the study

This action research focused on evaluating student engagement through observation and questionnaires as primary data collection tools Quantitative analysis was used to measure participants’ engagement levels in producing oral utterances before and after the implementation of role-playing activities The study examined students' responses to the role play intervention, highlighting its impact on their oral communication skills and overall participation.

Significance of the research

The findings of this study offer both theoretical and practical contributions to the field of language education Theoretically, the study enhances our understanding of how role play activities can be used to address learners' engagement and perceptions in English speaking lessons It provides valuable insights into how role play can foster students’ engagement, increase confidence, and improve speaking skills These findings contribute to the theoretical framework on student engagement and the use of interactive learning techniques in language acquisition Additionally, this study can serve as a reference for future researchers seeking to explore the potential of role play in language education, providing a deeper understanding of its impact on student engagement and perceptions It also offers practical implications for teaching practices by highlighting strategies for implementing role play in the classroom effectively Furthermore, the insights gained can be used as a foundation for further research into related topics in the classroom.

The design of the paper

The paper consists of five main chapters

Chapter 1: Introduction presents the rationale of the study, the aims and objectives of the study, research questions, scope of the study, significance of the study, methods of the study as well as the design of the study

Chapter 2: Literature Review provides definition of some key constructs and gives a critical review of some previous studies relating to the research problem, presenting theoretical background learners’ perceptions towards role play activities and the application of role play in English classrooms

Chapter 3: Methodology illustrates the context of the study which includes the description of the setting and the participants of the study Data collection instruments, data collection procedures and data analysis procedures are also introduced

Chapter 4: Findings and discussion describe, analyze and discuss the findings from the analysis of the collected data based on two research questions Interpretation of the results of the research is also covered in this chapter

Chapter 5: Conclusion presents the summary of the main issues discussed in the thesis, some implications and points out some limitations of the research together with recommending some suggestions for further studies

References and Appendices are presented in the last pages of the study

LITERATURE REVIEW

Role-play

Role-play is a technique used in education and training where participants take on specific roles and act out scenarios, typically in order to practice and improve communication, interpersonal, and problem-solving skills Role-play activities are a pedagogical approach in language instruction that entail the construction of simulated situations in which learners adopt predetermined roles and engage in dialogues and exchanges utilizing the language being studied

According to Krashen (1982), role-playing is an interactive teaching method where students participate in simulated real-life situations by assuming specific roles, fostering authentic communication Boud, Keogh, & Walker (1985) emphasize that role-play enhances learning by providing opportunities to apply knowledge and skills in realistic contexts, promoting active participation and skill development in a safe environment Additionally, role-play encourages reflection, allowing learners to analyze their experiences, identify lessons learned, and apply insights to future scenarios This pedagogical technique also helps students explore different perspectives, develop empathy, and deepen their understanding of others, making it a valuable tool for immersive and reflective learning.

Role-playing, as defined by Ellis (1994), enhances communicative competence by offering learners realistic, interactive scenarios that simulate real-life communication complexities This approach provides valuable opportunities for learners to practice using language effectively and appropriately across diverse contexts and with different individuals Consequently, role-play is recognized as an effective method for developing practical language skills necessary for successful real-world communication.

According to Brewer (1995), playing roles as an education tool gives students several advantages:

2 The cultivation of student creativity;

3 The provision of an enjoyable experience for students;

4 The correlation between student involvement and student engagement; the act of participation has been shown to yield enhanced learning benefits

5 Enhancing social comprehension, analytical reasoning, and articulation of perspectives

6 The instruction of empathy and comprehension of diverse perspectives is a valuable educational pursuit

7 This endeavor serves to augment communication and interpersonal skills, as well as communication skills

8 Pupils are afforded the opportunity to express their individuality, humor, and personal style of communication

From the above definitions, it can be inferred that role-play is a kind of technique involving conversation in classroom to help students develop fluency in speaking skill It is also an effective teaching technique that helps learners develop their communicative competence by providing them with opportunities to practice their language skills in realistic, interactive situations

2.1.2 The organization of a role-play activity

Organizing a successful role-play activity depends on the specific goals and the needs and abilities of the learners According to Ellis (1994), following certain general steps can ensure effective implementation These steps provide a structured approach to preparing and conducting role-plays, enhancing learner engagement and learning outcomes Tailoring the activity to the learners' levels and objectives is crucial for maximizing its educational impact.

❖ Choose a scenario: Choose a realistic setting that will test your learners' language skills and allow them to practice certain language functions like making requests, offering advice, or expressing opinions

❖ Assign roles: Assign learners roles based on the scenario It is critical to ensure that each student understands their job and the language functions they will be practicing

❖ Provide support materials: Provide any materials or prompts needed to assist students in preparing for the role-play, such as vocabulary lists, sentence starters, or role cards

❖ Set the stage: Provide any materials or prompts needed to assist students in preparing for the role-play, such as vocabulary lists, sentence starters, or role cards

Incorporating role-playing activities into language learning allows students to practice real-life communication skills in a supportive environment Providing constructive feedback and guidance helps learners improve their language proficiency and grow confident in their abilities Encouraging students to take risks and experiment with new language functions fosters a more engaging and effective learning experience.

❖ Debrief the activity: Allow learners time after the role-play to reflect on their experience and discuss what they learned This can involve providing feedback on what worked well, what could be improved, and what language skills were gained

Additionally, the key to a successful role-play activity is to plan ahead, keep it simple, provide clear instructions, encourage participation, provide feedback, and use technology where appropriate Skehan

(1998) also proposes some basic tips that help teacher create an engaging and effective role-play activity And that will help learners develop their language skills and communicative competence:

❖ Plan ahead: Make sure to plan the activity well in advance to ensure that all the necessary materials and resources are provided

Keep your role-play scenarios simple and easy to understand, especially for beginners Ensure the language used aligns with their proficiency level to prevent confusion and build confidence Avoid complex or complicated situations to make learning engaging and accessible Clear, straightforward scenarios facilitate better comprehension and effective practice.

❖ Provide clear instructions: Make sure that learners understand their roles and what is expected of them during the role-play Provide clear instructions and any necessary support materials

Encouraging active participation in role-play activities is essential for developing language skills, ensuring that all learners have the opportunity to speak and practice confidently Teachers should motivate students to engage fully and may assign specific roles or prompts to support shy or less confident learners, fostering an inclusive and supportive learning environment.

❖ Provide feedback: After the role-play, provide feedback on what went well and what could be improved This will help learners learn from their mistakes and improve their language skills

❖ Use technology: Technology can be used to enhance the role-play activity For example, in order to simulate a conversation between two people in different locations or use online tools to create virtual scenarios for learners to practice in video conferencing software can be used

Teachers assign students to analyze a story, short episode, or specific situation, then organize them into discussion groups for collaborative work Each student takes on a specific role, immersing themselves in their character by memorizing lines, mimicking behaviors, gestures, and especially voice and intonation to closely resemble the character This active role-playing enhances understanding and engagement, fostering deeper comprehension of the material.

In this role-play activity, teachers assign students to practice and rehearse their roles at home, preparing them for a class performance During the classroom session, students perform their roles while the teacher encourages active participation and engagement A researcher observes these performances as an audience member, collecting data on students’ skills and understanding across various lessons This observational approach helps assess the effectiveness of role-play activities in enhancing student learning and communication skills.

A successful role-play activity hinges on creating realistic and engaging scenarios that challenge learners' language skills This approach offers valuable opportunities for students to practice specific language functions in a supportive, interactive environment, enhancing their communication abilities effectively Incorporating authentic situations into role-plays ensures participants are motivated and motivated, leading to more meaningful language learning experiences.

2.1.3 Significance of role play in teaching speaking

Role play activities are essential in teaching speaking, as they significantly enhance students’ oral communication skills According to research by Stern (1980) and Liu (2010), as cited in Pham Thị Song Thuyết’s 2020 study, “Using role-play to enhance the oral communication performance of non-English major freshmen at Van Lang University,” the importance of role play in English lessons is multifaceted and offers key benefits for language development Motivation plays a crucial role in encouraging students to speak English, and instructors’ support is vital in fostering student confidence Overall, role play provides an engaging and effective method to improve speaking proficiency and motivate learners in language education.

Speaking skill

Speaking skill is the ability to communicate effectively in a spoken language by using appropriate vocabulary, grammar, pronunciation, and discourse strategies It is a vital component of language proficiency, essential for both personal and professional communication Developing strong speaking skills enhances overall language competence and boosts confidence in real-life interactions According to Davies & Pearse, effective speaking ability plays a crucial role in successful communication and language mastery.

Effective English communication is the primary goal of language teaching, aiming to equip learners with the ability to use English accurately and effectively Developing strong speaking skills enables individuals to clearly convey ideas, opinions, and emotions, fostering meaningful interactions Mastery of speaking involves not only language knowledge but also communicative competence, including appropriate body language, tone, and register Speaking skills can be assessed through diverse methods like oral presentations, debates, interviews, and conversations, making them essential in academic, social, and professional settings.

Speaking is defined by Chaney (1998) as the process of creating and sharing meaning through the use of verbal and nonverbal symbols across various contexts, highlighting its role in effective communication Additionally, Florez (1999) views speaking as an interactive process that involves active engagement and exchange between participants Emphasizing the importance of both verbal and nonverbal cues, these definitions underscore speaking as a vital skill for meaningful interpersonal interactions Optimizing speaking skills enhances communication effectiveness in diverse settings, making it a crucial area for language learning and development.

13 constructing meaning that involves producing, receiving, and processing information." Its shape and significance are determined by the context in which it appears It is "often spontaneous, open-ended, and evolving" (ibid.:1), but not entirely unanticipated

Nunan (2003) says of speaking as a skill, "speaking is the productive oral skill."

Speaking involves making structured linguistic utterances to effectively communicate meaning According to Hornby (1995), speaking is the skill most evaluated in real-life situations, as it plays a vital role in daily conversations A person's ability to speak eloquently and comprehensively often shapes their initial impressions Therefore, teachers must prioritize preparing students to confidently communicate in English beyond the classroom setting.

Speaking is a dynamic process where individuals make and share meaning through verbal and nonverbal symbols in various contexts, whether to teach, persuade, entertain, or socialize According to Richards (2010), “in speaking we tend to be getting something done, exploring ideas, working out some aspects of the world, or simply being together,” highlighting its role in practical communication The speaking skill involves using language accurately and fluently, understanding and responding to spoken messages, engaging in conversations and discussions, and effectively presenting ideas to an audience.

It also includes learning to use the right register, tone, and gestures and to understand and interpret cultural norms and values Speaking is a complex and multifaceted skill that needs both language and communication skills and can be developed through a variety of classroom and real-life activities

Speaking is a vital component of communicative competence, essential for effective daily interactions and academic success Prioritizing speaking in language learning is crucial, as it warrants equal attention alongside literacy skills According to Bygate (1987), speaking is a key skill that significantly influences students' ability to communicate effectively in both native and foreign languages.

2.2.2 A successful speaking lesson in classroom

An effective instructional session on oral communication within the educational setting is characterized by its ability to captivate students, foster their active involvement, and significantly enhance their speaking proficiencies

According to Nic Underhill (1987:120), there are four fundamental components that contribute to the effectiveness of a speaking lesson These elements underscore the significance of learner-centered approaches and engaging activities:

In an effective speaking lesson, learners are actively involved in engaging in oral communication for the majority of the duration The primary focus of the instructional session is centered on learners' self-expression, with minimal intervention from the teacher in dictating the discourse The emphasis on learner discourse affords students the opportunity to engage in communicative situations, thereby honing and cultivating their oral proficiency

A well-structured speaking lesson ensures that all students have equal opportunities to participate and contribute to classroom discourse Effective teacher monitoring promotes balanced interactions, preventing any single student from dominating the discussion This approach fosters an inclusive and supportive learning environment, encouraging active engagement from every learner.

A successful speaking lesson is characterized by high learner motivation and enthusiasm for oral communication Engaging and relevant subject matter encourages active participation, prompting students to share their perspectives and ideas This elevated motivation significantly boosts students' willingness to participate in communication activities, ultimately enhancing their oral proficiency.

4 Language is of an acceptable level

Learners are encouraged to utilize language that is pertinent, easily understood, and exhibits an appropriate level of precision The emphasis lies on efficient communication rather than excessively rigid adherence to grammatical impeccability This methodology enables students to engage in purposeful language usage and enhance their oral communication skills

Incorporating these four components into a speaking lesson creates a dynamic and effective educational environment that actively engages students and motivates them to participate in meaningful discourse Focusing on learner-centered activities and providing support for linguistic development helps improve students' speaking skills and overall language proficiency By fostering meaningful communication, teachers can enhance student engagement and promote successful language learning outcomes.

Harmer (2001) emphasizes that implementing speaking tasks in the classroom is essential for authentic language practice, providing students with real-life communication opportunities These activities also serve as a valuable feedback mechanism for both teachers and learners, enhancing language development Additionally, speaking tasks help students activate and utilize their diverse linguistic skills, promoting overall language proficiency.

Students’ engagement in role play activities

Student engagement is essential for successful language acquisition, especially in English speaking classes where active participation and practice are crucial According to Astin (1984), engagement involves both physical effort—such as attending classes and completing assignments—and mental effort, which includes focus, critical thinking, and problem-solving During role-play activities, physical effort is demonstrated through students’ active participation in scripted scenarios like pollution campaigns or disaster aid simulations, while mental effort is shown by their concentration on developing solutions, highlighting the importance of cognitive engagement in language learning.

Fredricks, Blumenfeld, and Paris (2004) provide a comprehensive framework for student engagement, identifying three interrelated constructs: behavioral, emotional, and cognitive engagement Behavioral engagement refers to students’ participation in academic tasks, including attendance, assignment completion, and active involvement in discussions or group activities This construct is rooted in Finn’s (1989) participation-identification model, which suggests that consistent involvement in school activities fosters a sense of belonging and commitment In role play, behavioral engagement is observed when students take on roles (e.g., leaders, activists) and collaborate during tasks, such as distributing aid or proposing environmental solutions, reflecting their dedication and accountability as noted by Chapman (2003), who emphasizes visible acts like following directions and completing homework

Emotional engagement, another critical construct, involves students’ affective responses, including excitement, interest, and a positive attitude toward learning (Fredricks et al., 2004) Skinner and Belmont (1993) highlight this dimension, describing it as a motivational attitude that enhances participation, evident in students’ enthusiasm during interactive role play scenarios, such as expressing curiosity about cultural practices or showing empathy for victims This emotional investment, as Conner (2011) suggests through synonyms like “interested” and

“motivated,” deepens students’ immersion, fostering a willingness to engage actively

In the study, emotional engagement is apparent in students’ positive reactions to peer feedback and their eagerness to adapt to role play challenges

Cognitive engagement involves students’ deep investment in learning through critical thinking, self-regulation, and strategic problem-solving, going beyond surface participation to include evaluating solutions and planning strategies (Fredricks et al., 2004; Pintrich, 2003) This dimension emphasizes intellectual effort, such as assessing pollution solutions or devising disaster relief plans According to Taylor, Hunter, Melton, and Goodwin (2011), engaging students cognitively is reflected in their expression of opinions and active participation, especially through interactive teaching methods like role play.

17 to cognitive tasks like analyzing scenario outcomes Charles, Bustard, and Black

In 2009, it was highlighted that active learning methods empower students by fostering cognitive engagement, which is essential for academic development In the context of this study, cognitive engagement is demonstrated through students' focused attention (Mean = 4.07) and their ability to adapt to different roles, linking mental effort directly to academic growth.

Role-play activities serve as a dynamic platform that enhances different dimensions of student engagement Behavioral engagement is reinforced through students' consistent participation in group tasks, emotional engagement is reflected in their positive attitudes during interactions, and cognitive engagement is demonstrated by their problem-solving efforts This comprehensive framework, based on Fredricks et al., provides a holistic understanding of how various engagement types interact to promote effective learning experiences.

Incorporating insights from Finn (1989) and Pintrich (2003), the analysis emphasizes how observed behaviors like collaboration and focus are crucial in language learning, especially when linked to role-play activities These activities not only foster effective language acquisition but also promote comprehensive student engagement, enhancing the reliability of engagement metrics in English speaking lessons.

Student engagement involves active participation, curiosity, eagerness, positivity, and commitment during the learning process It reflects students' motivation to learn and their desire to expand their knowledge, ultimately enhancing their educational experience.

Students’ perceptions of role play activities

The word perception comes from the Latin term “percipio”, which means

"receiving, collecting, action of taking possession, apprehension with the mind or senses," is where the word perception originates Perception has been described as

According to Forgus and Melamed (1976), perceptions are the processes that determine how humans interpret their surroundings, emphasizing that perception is an active process involving the selective perception, organization, and interpretation of experiences As Steward L Tubbs and Sylvia Mors (1990) note, perceptions are influenced by individuals’ prior experiences, assumptions about human nature, familiarity with various contexts, and current moods, desires, and expectations Understanding the process of information extraction highlights the complexity of how humans interpret and respond to their environment.

Perception is the process of interpreting sensory messages to create order and meaning in our environment, as defined by Saks and Johns (2011) Kumar (2010) describes perception as gaining consciousness and understanding of sensory information, emphasizing that it involves selecting, organizing, and interpreting stimuli to form a coherent picture of the world This perceptual process enables individuals to interpret their ideas based on what they see, hear, taste, smell, and touch, which is essential for meaningful interaction with the environment Hamachek (1995) further explains perception as how humans receive stimuli through sensory receptors, noting that conscious experiences can differ across visual, auditory, and tactile senses Ultimately, personal beliefs influence how individuals interpret sensory stimuli, shaping their perception of the world around them.

Perception, according to Critcher (2010), consists of two key components: judgment and behavior These components are essential in shaping how individuals interpret information from their environment and influence their subsequent actions Understanding the interplay between perception, judgment, and behavior is vital for comprehending human decision-making processes.

Judgement: In the context of perception, judgement refers to the cognitive process of forming opinions, evaluations, or assessments about a person, situation, object, or any other stimuli in the environment It involves interpreting sensory information and drawing conclusions based on that information For example, when meeting a new person, individuals may form judgments about the person's personality, character, or trustworthiness based on their appearance, behavior, or initial interactions These judgements are influenced by various factors, including past experiences, cultural background, personal beliefs, and social influences

The behavior component of perception involves the actions, responses, or reactions individuals display based on their judgments Once a judgment is made, it significantly influences how a person interacts or behaves in specific situations For example, a positive judgment about a new product can lead to increased engagement and favorable behavior towards it Understanding this connection is crucial for businesses aiming to influence customer behavior effectively.

19 acquaintance, they may exhibit friendly behavior and engage in conversation On the other hand, if a negative judgement is made, they may display cautious behavior and avoid interaction

Critcher's division of perception into judgment and behavior emphasizes the interconnected relationship between how we interpret our environment and how these perceptions influence our actions Our perceptions shape how we interact with others and navigate daily situations, underscoring their crucial role in our behavior and decision-making processes Understanding this connection can enhance awareness of how perception affects social interactions and overall daily functioning.

It also underscores the importance of understanding the role of cognition and interpretation in shaping human behavior and decision-making processes

Understanding students' perceptions is essential for evaluating educational effectiveness, as they directly influence learning outcomes (Montague, 1997; Chen & Hoshower, 2003; Petegem et al., 2007) Recognizing these perspectives allows teachers and lecturers to adjust teaching methods and materials, enhancing student satisfaction and engagement By addressing what students dislike and reinforcing what they find beneficial, educators can foster better learning environments and promote educational progress Consequently, understanding students' perceptions is a crucial component for both assessment and improvement in education.

Previous studies

Role play is widely used in teaching English to enhance speaking skills and improve overall language learning outcomes It offers learners the opportunity to practice speaking in realistic and interactive scenarios that mimic authentic communication, fostering active engagement Experts agree that role play effectively develops not only speaking proficiency but also intercultural understanding and communication skills Numerous studies confirm that incorporating role play in educational settings leads to improved language proficiency, increased classroom participation, and better communication abilities Overall, role play is a proven, engaging strategy to boost language skills and promote effective language acquisition.

20 interactive character of role play, its capacity to enhance students' confidence, and its role in enhancing motivation and involvement All studies, whether undertaken with university students or young high school learners, showed that role play is an effective technique to increase vocabulary, pronunciation, and fluency

Burcu Karafil and Aytunga Oguz (2019) conducted a study to examine factors affecting student engagement in English preparatory classes based on student opinions The research aimed to assess the levels of classroom engagement among university students in English preparatory programs and identify the key factors influencing their participation This study was conducted at Bilecik Seyh Edebali University during the 2016 academic year, providing valuable insights into enhancing student involvement in English language education.

In the 2017 academic year, a mixed-method study examined university student engagement by collecting quantitative data from 67 randomly selected students and qualitative insights from nine students through criterion sampling The study utilized the "Classroom Engagement Scale for University Students" and the "Learning Climate Questionnaire" to gather comprehensive data Findings revealed that students demonstrated appropriate levels of emotional and cognitive engagement, although behavioral engagement was somewhat lower Key factors influencing engagement encompassed personal attributes, program characteristics, implementation strategies, and teacher behavior.

Arifiana Tri Wulandari et al (2001) conducted a study titled “Students’ perception on the use of role-play to improve students’ communicative competence,” which explored how role-play enhances speaking skills among fifth-semester English Education Department students The research involved 108 participants from Universitas Ahmad Dahlan’s Campus 4, utilizing questionnaires and interviews analyzed with SPSS 17.0 Results showed that role-play positively influenced students' communicative competence by increasing vocabulary, refreshing classroom dynamics, and expanding knowledge Despite challenges like lack of confidence, difficulty in mastering material, and nervousness, students found role-play to be a beneficial technique that fostered creativity, provided valuable experiences, and improved speaking abilities.

21 recommends other language teachers to incorporate role-play as a technique to foster students' speaking skills and encourage them to actively participate in language learning

Ruslan (2020) investigated students' perceptions of role play as a teaching method, revealing that it significantly boosts confidence, language competence, motivation, and active participation The study found that students initially felt nervous but adapted quickly, ultimately embracing role play activities and experiencing positive learning outcomes Research using thematic analysis indicated that role play enhances communication skills, encourages active engagement, and creates a more dynamic classroom environment Overall, students perceived role play as an effective and engaging approach that fosters confidence, motivation, and language development in language learning classrooms.

Amalia (2020) conducted a study to evaluate the effectiveness of the role play method in enhancing eighth-grade students' vocabulary, focusing on nouns and verbs at SMP Handayani Sungguminasa The research employed a pre-experimental design with pre-test and post-test assessments, involving a purposive sample of 30 students from a population of 90 students during the 2020/2021 academic year The results showed a significant improvement in vocabulary skills after implementing the role play approach, with the mean score increasing from 50.33 in the pre-test to 146.83 in the post-test, indicating the method's positive impact on students’ language development.

The study demonstrated that role play significantly enhances students' vocabulary, with a t-value of 43.97 surpassing the critical value of 1.699, confirming its effectiveness Specifically, students' noun vocabulary scores increased from 49.17 in the pre-test to 72.16 in the post-test, while verb vocabulary scores rose from 50.33 to 74.67 These results indicate that role play is a highly effective teaching method for improving both noun and verb vocabulary among students.

A 2022 study by Noor Amartya Rusgiani explored students' perceptions of using role play techniques in online-based speaking learning at SMKN 1 Cibinong, involving Class XI TOI 1 students The research employed a descriptive qualitative approach, utilizing observations, questionnaires, and interviews to gather data on students' views regarding the effectiveness of role play in online speaking classes The findings revealed that most students perceived role play as an effective method for improving speaking skills, citing increased understanding, motivation, and engagement This technique allowed students to practice directly through conversations, leading to enhanced speaking fluency Additionally, the active and practical nature of role play boosted students’ enthusiasm and participation in online speaking lessons Overall, the study concluded that students view role play as a valuable and motivating tool for enriching their online speaking learning experience.

Research by Destari Dwi Putri et al demonstrates that role-playing is an effective teaching method for enhancing student engagement and improving speaking proficiency in Indonesian language courses Specifically, this approach significantly increases fifth-grade students' active participation and confidence in speaking Implementing role-playing techniques in SD Negeri 5, Lubai, has proven to be a valuable strategy for fostering better language skills and making learning more interactive The study highlights the importance of innovative teaching methods like role-playing to achieve better educational outcomes in Indonesian language learning.

(2023) The study was driven by low student engagement and performance, as seen

Initial assessments revealed that 10 out of 29 students scored below the minimum passing grade of 75, highlighting the need for more engaging teaching methods To address this, role-playing was implemented to actively involve students in portraying various roles, enhancing their understanding of relationships, emotions, values, and problem-solving skills Conducted over two cycles, the study demonstrated significant improvements in student learning outcomes, with completeness rising from 34.48% in the first cycle to 86.21% in the second cycle These findings indicate that role-playing significantly boosts student engagement, creativity, and communication skills in Indonesian language learning The research underscores the effectiveness of interactive learning strategies in increasing student participation and fostering language development.

Maimoona Naeem et al (2024) explored the impact of group work on student engagement in Grade VIII classrooms, aiming to promote active participation in learning The study, conducted over ten weeks at Government Boys High School Bagrian, Lahore, employed a single-group pre-post experimental design with 40 students, using observation rating scales and both descriptive and inferential analysis methods Results showed a significant positive correlation between group work and increased student engagement, including greater participation, collaboration, and commitment Pre- and post-test comparisons confirmed the effectiveness of the intervention, highlighting improvements in student engagement The research underscores the broader benefits of collaborative activities in developing cognitive and social skills, emphasizing the importance of structured group tasks in creating a student-centered, engaging, and dynamic learning environment.

In Vietnam, the use of role play as a pedagogical approach is a relatively new concept with limited classroom implementation However, several studies have demonstrated the effectiveness of role-playing techniques in enhancing learner engagement, especially in English speaking lessons This approach is particularly relevant in the context of new textbook English curricula in public schools, where innovative teaching methods can significantly improve students' language proficiency and active participation.

Lê Đinh Mai Thao (2013) investigated the effects of role-play on increasing students’ interest in learning English among 11th-grade students at Lai Vung 2 High

This study investigated whether role play enhances students' interest and performance in speech lessons, aiming to identify related challenges and provide solutions Role play, defined as using imagination to simulate real-life scenarios, encourages natural conversations and the development of plausible, lifelike situations It significantly boosts student enthusiasm, involvement, and confidence, allowing learners to practice new language and behavioral skills in a supportive environment Suitable for both children and adults, role play can teach a wide range of topics, from basic to advanced, serving as an excellent tool to improve verbal abilities, explore ethical questions, and understand personal values Success depends on careful planning and effective execution, making role play a versatile and powerful educational technique.

Tham My Duong's 2014 study, "Effects of Role-Play in an EFL Speaking Course," examines how role-play can improve speaking skills among English learners by providing practical opportunities for communication The research, involving thirty-three first-year English majors and ten Vietnamese English teachers at Nong Lam University, utilized questionnaires and tests analyzed through descriptive statistics and paired t-tests The findings highlighted that psychological barriers such as shyness, anxiety, and fear of making mistakes, along with issues in pronunciation and vocabulary, hinder effective English use However, role-play helped students practice spoken English in realistic contexts, boosting their confidence, fluency, and naturalness when speaking with native speakers and in everyday situations.

Research gaps

Existing research on learners' perceptions of role play primarily focuses on university students and young elementary learners, leaving a significant gap in understanding secondary school students' perspectives Secondary students are at a vital stage of language development, yet their views on role play remain underexplored, despite its potential to enhance practical speaking skills and engagement The current secondary school English curriculum often emphasizes grammar and exam-focused learning, which limits opportunities for interactive methods like role play Incorporating role play into English instruction can boost motivation, improve speaking abilities, and foster real-world language use, but its effectiveness in this context has yet to be thoroughly investigated This study aims to address this gap by exploring secondary school students’ perceptions of role play and its influence on their engagement and speaking skills in English lessons.

Another overlooked aspect is that, while numerous studies have focused on the impact of role play on speaking abilities and communicative competence, particularly

29 in improving fluency, pronunciation, and vocabulary acquisition (Amalia, 2020; Vân,

Research prior to 2019 has largely focused on the direct impact of role play on language skills, while overlooking students' broader perceptions, attitudes, and experiences Most studies emphasize language changes but fail to explore how role play affects motivation, reduces fear, and enhances classroom engagement in speaking lessons This gap highlights the need for comprehensive analysis of students' perceptions, addressing not only language development but also how role play influences their confidence, learning experience, and overall involvement in English-speaking activities.

Despite the increasing global popularity of role play in language learning, research on its application in English classrooms within Vietnam remains limited, with the technique primarily used in extracurricular activities like English clubs rather than integrated into formal speaking lessons Role play is often viewed as an auxiliary activity instead of a central instructional strategy for developing speaking skills However, given its potential to boost student engagement and provide an interactive platform for assessing oral proficiency, role play has significant potential to be more effectively incorporated into classroom teaching Utilizing role play as a structured pedagogical tool can help teachers evaluate students’ speaking abilities in dynamic, communicative environments, ultimately enhancing language proficiency development.

This study explores secondary school students' perceptions of role play at a school in Phu Tho province It examines how students develop their understanding and attitudes towards role play activities in English speaking lessons The research highlights the importance of role play in enhancing language skills and boosting student engagement Findings suggest that incorporating role play into classroom activities can positively influence students' confidence and communication abilities Overall, the study emphasizes the value of role play as an effective teaching strategy in secondary education to improve English speaking proficiency.

Summary

This chapter reviews previous research and outlines the theoretical and conceptual framework of the study It begins by discussing fundamental theories related to the definition of role play, providing a solid foundation for understanding its significance within organizational contexts.

Role play activities are essential in teaching speaking skills, as they provide a dynamic and engaging way for students to practice real-life communication The article highlights the importance of role play in enhancing speaking proficiency, emphasizing the definition of speaking skills and the key elements of successful speaking lessons in the classroom Additionally, student engagement in role play activities is crucial for improving language fluency and confidence, while students' perceptions of these activities reflect their motivation and interest in active learning Overall, integrating role play into English teaching fosters interactive learning environments that significantly improve students' speaking abilities.

RESEARCH METHODOLOGY

Restatement of research questions

This research aims to enhance understanding of the potential of role-play activities by examining secondary school students' engagement and perceptions during English speaking lessons in Phu Tho province The study seeks to evaluate how role-play influences student participation and language development, providing valuable insights for effective English language instruction Key research questions focus on students' level of engagement with role-play activities and their perceptions of the effectiveness of these methods in improving speaking skills, ultimately contributing to the optimization of pedagogical strategies in secondary education.

Question 1 How do secondary students engage in role play activities in their

Question 2 What are secondary students’ perceptions towards the use of role play activities in their English speaking lessons?

Context of the study

In Vietnam, English is a mandatory subject from grade three, reflecting the nation’s commitment to bilingual education The 2018 Circular 32/2018/TT-BGDDT by the Ministry of Education and Training sets comprehensive standards for English learning and assessment across all education levels It emphasizes a curriculum tailored to students’ learning abilities and practical assessment methods, with secondary students using English for communication to meet everyday needs The circular promotes diverse teaching strategies to enhance speaking skills and encourages innovative instructional approaches, supporting students' self-study and real-world language application.

In the previous speaking courses, students mainly worked in pairs or individually most of their time to complete their speaking tasks Students sometimes

Many students face challenges in initiating conversations and maintaining fluent dialogue, especially when unfamiliar topics are introduced, highlighting the need for strategies to improve spontaneous speaking skills Difficulties with using appropriate vocabulary and grammar during tasks often lead to frustration and decreased confidence, impacting overall language development Restrictions on collaborative learning, such as working in pairs or individually, limit opportunities for peer interaction and feedback that are crucial for enhancing speaking proficiency While focused practice sessions are beneficial, they often lack the dynamic exchange necessary to boost engagement and practical application Consequently, students tend to rely heavily on memorized phrases instead of developing the ability to speak spontaneously in diverse real-life situations, underscoring the importance of fostering more interactive and communicative learning environments.

This research was conducted at a lower-secondary school in Phu Tho province, where the researcher has been teaching English for six years The school currently employs forty-two teachers, most of whom are aged between 30 and 50 This demographic information highlights the experience level and teaching environment, providing valuable context for the study's findings on English education in the region.

With over 25 years of teaching experience, our team includes five well-trained and certified English teachers from diverse universities, ensuring high-quality instruction During the 2022-2023 school year, our school offered 21 classes serving more than 800 students from grades six to nine, with classes averaging 38 to 42 students each Our modern facilities are equipped with advanced technology, including computers, projectors, and internet access, to enhance language learning and create an engaging classroom environment.

Since 2018, this school has implemented the new English textbooks in accordance with the Vietnamese Ministry of Education and Training’s National Foreign Languages 2020 Project Students in grades 8 and 9 use the “Ten-Year English Textbook” series, published by the Vietnamese Publishing House of Education in collaboration with Pearson Education The “Tieng Anh 8” textbook is part of this innovative series developed under the 2020 Project, featuring 12 units across two semesters that cover a diverse range of topics designed to enhance students' English proficiency.

Table 1: Units in the new 8 English textbook

2 Life in the countryside 8 English speaking countries

3 Peoples of Viet Nam 9 Natural disasters

5 Our customs and traditions 11 Science and technology

6 Festivals in Viet Nam 12 Life on other planets

Table 2: Units in the new 8 English textbook

In each unit, there are seven parts arranged as follows: Getting started, A Closer look 1, A closer look 2, Communication, Skills 1, Skills 2, and Looking back

& Project The seventh part of each unit is the project lesson The goal of the project lesson is to provide students the opportunity to apply the language and abilities they have learned during the unit to perform a task in a real-life environment, particularly to assist them enhance their speaking skills Most students have been learning English for a long time since the third grade but they still feel anxious when speaking in front of the class Moreover, they do not get many chances to use English outside of school Students are not sure they can speak English well and are not willing to verbally participate in English speaking performance in class The main way the teachers taught was through "grammar focus" and multiple-choice tests In each s, students have to pass two oral tests which are designed by their teacher and two written tests which are designed by Department of Education and Training Therefore, the students only pay more attention to practicing vocabulary and grammar exercises so as to achieve the short- term goal of passing the semester and final examinations

The participants

This research involved 41 eighth-grade students from class 8B at a secondary school in Phu Tho province, including 29 females and 12 males All participants were from a rural area and had been studying English for over five years Despite demonstrating a strong command of English vocabulary and grammar, their opportunities to practice the language were limited, impacting their overall language proficiency and fluency.

During their primary school years, students’ speaking skills were underdeveloped because this ability was not included in their final exams, leading many to feel insecure when called upon to present ideas in English or hesitant to participate in class discussions The study focused on eighth-grade students, who at that time faced less academic pressure from high school entrance exams, allowing them to engage more actively in English lessons and embrace role play techniques Participants were selected through convenience sampling, as they were part of a class taught by the researcher, ensuring easy accessibility for the study This context provided a supportive environment for students to improve their English speaking skills through interactive methods.

Research design

This study utilized the action research model, a systematic approach defined by various researchers According to Burns (2009), action research involves the dynamic interaction between action and research, aiming to develop and transform social processes such as classrooms and organizations Mills (2011) emphasizes that it is a systematic technique used by educators to examine and improve their teaching practices, student learning, and overall educational settings Teachers can employ action research collaboratively to resolve real-world classroom problems and enhance student achievement Kemmis and McTaggart (1982) describe action research as a deliberate, solution-focused investigation conducted by individuals or groups, characterized by cyclical processes of problem identification, data collection, reflection, analysis, data-driven actions, and problem redefinition.

"research" emphasizes the method's key features: putting ideas into action to gain knowledge about and/or improve curriculum, teaching, and learning

The researcher chose action research for this study for several key reasons Firstly, the study was conducted by educators actively engaged in the classroom,

This study emphasizes the benefits of conducting research within the classroom setting, promoting a collaborative partnership between teachers and students that fosters shared responsibility for identifying challenges and developing solutions Engaging in reflective practice enables educators to assess the impact of their actions and make necessary adjustments to improve teaching strategies Conducting research directly in real classroom environments provides practical insights, allowing teachers to address challenges firsthand and refine their methods for developing students' speaking skills Action research, which encourages collaboration among educators and stakeholders, fosters a sense of shared ownership and responsibility for practice improvement (Stringer, 2013) It also offers opportunities for teachers to actively modify their teaching practices and generate evidence-based resolutions to encountered challenges (Carr & Kemmis, 1986) The iterative nature of action research allows practitioners to respond adaptively to emerging issues and continually enhance their techniques through ongoing evaluation and feedback (Coghlan & Brannick, 2010) This research followed the four-step action research model developed by Kemmis and Mc Taggart in 1988, underpinning an effective cycle of continuous improvement.

Figure 1: Action research spiral model by Kemmis and Mc Taggart (1988)

The study follows a spiral of two cycles, each consisting of four stages: Plan, Action, Observe, and Reflect, within an action research framework Initially, student engagement during English speaking lessons was assessed through classroom observations, personal teaching experience, and academic performance, rather than formal questionnaires or interviews These observations provided insights into students' engagement habits and identified areas for improvement Based on these findings, a targeted intervention using role play activities was developed and implemented over nine weeks to enhance student participation and engagement in English speaking lessons.

During the initial cycle, the researcher carefully observed and documented the intervention's impact, identifying both successes and emerging challenges These insights highlighted the most effective components of the role-play activities and areas needing improvement Leveraging this information, the researcher engaged in a reflection phase, critically analyzing the process to enhance the intervention's overall effectiveness and ensure better outcomes.

The researcher conducted a second cycle in her study to improve and validate her findings, focusing on refining role play techniques to maximize student engagement This phase allowed for continuous review and enhancement of role play tactics, ensuring that any modifications post-initial cycle were effective It also confirmed the consistency and reproducibility of the results, strengthening the study’s validity Additionally, the second cycle aimed to assess the long-term impact of role play on student engagement, ensuring the sustainability and meaningfulness of classroom gains Overall, the ongoing monitoring and adjustment of interventions aimed to establish role play as an effective method for improving student participation in English speaking classes.

The action plan

The intervention was conducted for 9 weeks during semester 2 of the 2022-

During the 2023 school year, the teacher first informed students about their participation in a research study and sought permission The researcher introduced role play activities using a compelling animated video demonstration and detailed explanations to ensure student understanding This animated illustration visually guided students through the steps of an exemplary role play scenario, enhancing engagement Throughout the subsequent lessons, students actively participated in role play activities across various language aspects and skills, fostering practical application and experiential learning.

Each meeting was conducted as follow:

(1) Introduction and Preparation: The teacher introduced the role play topic, provided students with background information, and explained the objectives of the activity Students received role descriptions and necessary vocabulary or expressions related to the scenario

The teacher organized students into groups based on the roles required for the scenario and assigned each student a specific role Students were given time to collaborate, discuss, and plan their performance, ensuring effective teamwork and role understanding This structured group formation facilitated a well-prepared and cohesive presentation.

Students actively collaborated in groups to develop dialogues and role-based interactions, enhancing their speaking skills The teacher circulated the classroom to provide guidance, clarify doubts, and offer constructive feedback on language accuracy and delivery, ensuring effective practice and rehearsal.

During the performance and interaction segment, each group took turns presenting their role play in front of the class, showcasing their language skills and communication strategies The audience actively observed and listened, taking detailed notes on the key language features and effective communication techniques demonstrated during each performance This interactive activity fostered engagement and provided valuable insights into practical language use.

After all performances, the teacher led a class discussion encouraging students to reflect on their experiences and share insights Students discussed the challenges faced during the role play activity and offered constructive feedback to their peers The session concluded with a summary of key takeaways and language points learned, reinforcing vocabulary and communication skills This reflective discussion promotes active learning and improves language proficiency through peer engagement.

The initial cycle of the study began in the first week and lasted for four weeks, followed by a comprehensive evaluation in week 5, which led to adjustments in lesson delivery for the second phase From weeks 6 to 9, the researcher implemented the revised action plan while closely observing student performance during role-play activities At the end of week 9, questionnaires were administered to collect data on the effectiveness of the teaching techniques, enabling the researcher to assess progress, reflect on improvements, and draw informed conclusions.

The details of the action plan in the two cycles are provided in the description of each week as follows

Cycle 1: Instructing and familiarizing students with role play

Week 1 - 4: In the first cycle, the researcher prepared two meetings that students would participate in a role play session, each lasting for two or three periods in the afternoon classes

In the first meeting, students had a lesson in class with role play activities (Unit

7: Pollution - Communication) They were divided into four groups corresponding with the issues ways to prevent noise pollution

In the second session, learners collaboratively discussed four major capital cities—Washington D.C., Ottawa, Canberra, and Wellington—by engaging in interactive role-play activities This group work focused on enhancing speaking skills while exploring key facts about these prominent capitals, aligned with Unit 8: English speaking countries, "Looking Back & Project" to deepen cultural and geographical understanding.

Structure of Role Play Exercises

Weekly role play activities were conducted during 90-minute speaking lessons to reinforce both linguistic skills and thematic objectives of each textbook unit Each session followed a structured five-stage process, ensuring effective practice and learning These consistent role plays enhance students' communicative abilities while aligning with curriculum goals.

1 Scenario Selection: Scenarios were chosen to mirror real-life situations relevant to students’ experiences and the curriculum For example, in Unit 3 (Community), students role-played a dialogue between a local resident and a visitor discussing a community festival Scenarios were crafted to practice target language functions (e.g., asking for information, giving directions) and vocabulary from the unit

2 Preparation: Students were given 10–15 minutes to prepare in groups The teacher provided role cards (see example in 3.4.3) with character details, sample phrases, and key vocabulary Vocabulary lists and sentence starters (e.g., “Could you tell me about…?”) were distributed to scaffold language use, ensuring accessibility for students with intermediate proficiency

3 Rehearsal: Groups rehearsed their dialogues, focusing on pronunciation, fluency, and non-verbal communication (e.g., gestures, facial expressions) The teacher circulated to offer guidance and encourage shy students to participate

4 Performance: Each group performed their role play for 5–7 minutes in front of the class Performances were observed using the classroom observation checklist (Appendix 1), which assessed engagement indicators such as collaboration, confidence, and language use

5 Debriefing: A 5-minute debrief followed, where students reflected on their performance, received peer and teacher feedback, and discussed new language skills acquired Reflection prompts included questions like, “What did you find challenging?” and “How did you use the vocabulary?”

This structure ensured that role play activities were engaging, curriculum-aligned,

40 and conducive to developing speaking skills while fostering creativity and collaboration

Group Formation and Role Distribution

The class of 41 students was divided into four groups, resulting in 10–11 students per group To manage large group sizes and ensure equitable participation, the following strategies were employed:

Heterogeneous grouping involves forming diverse groups based on mixed proficiency levels and personalities, pairing confident students with shyer ones to foster peer support and collaboration This strategy aligns with best practices for promoting balanced group dynamics, enhancing learning experiences (Skehan, 1998).

Roles within group activities are strategically assigned to enhance participation and learning, categorized into three types Main roles typically consist of 2–3 primary speakers, such as shopkeepers or customers, who lead the dialogue and extensively use target vocabulary and grammar structures Supporting roles include 3–4 secondary characters, like friends or passersby, who contribute shorter utterances and are ideal for less confident students Facilitators and observers, numbering 2–3 per group, manage props, provide prompts, or record interactions, ensuring active involvement while minimizing speaking demands This structured role assignment promotes engagement, confidence, and language practice tailored to students' abilities.

Data collection instruments

In this minor thesis, the researcher decided to use teacher classroom observation and survey questionnaire as the main data collection instruments

Classroom observation is a valuable tool for precisely recording student behavior, playing a crucial role in classroom research, teacher professional development, and school improvement (Hopkins, 1993; McDonough & McDonough, 1997) In this study, a classroom observation checklist—developed by the researcher and adapted from Cassar and Jang (2010)—was used to assess student engagement during role play activities in English speaking lessons The main aim was to evaluate how students participate in role play activities during English lessons, with observations conducted on four speaking lessons at a secondary school in Phu Tho province This approach helps to better understand student engagement and effectiveness of role play in enhancing language learning.

The Classroom Observation Sheet is a comprehensive tool with 10 carefully selected criteria to evaluate students' engagement during role play activities in English speaking lessons It focuses on essential aspects such as student behavior, language use, and interaction, providing a detailed assessment of their participation This observation sheet helps educators identify areas of strength and improvement, ensuring effective teaching strategies to enhance English speaking skills By tracking these key indicators, teachers can monitor student progress and foster a more interactive and immersive language learning environment.

Survey questionnaires are essential research tools for collecting data from individuals or groups, offering organized and often numerical information They are highly versatile, allowing for easy delivery without the researcher's presence, and are generally straightforward to analyze (Wilson and McLean, 1994) Additionally, survey questionnaires can be administered in multiple formats, including paper-based, online, or phone interviews, making them adaptable to various research needs.

According to Jo and Steve (1997), it is the quickest technique to obtain precise and clear answers from dispersed participants They identified a unique technique in

46 their study that is regarded the fastest way to obtain precise and clear replies from those who are geographically dispersed or not physically present in one area

Survey questionnaires are structured and standardized tools that present the same set of questions consistently to all respondents, ensuring reliable data collection They can include various question types, such as numerically rated items, Likert scale questions, and demographic inquiries, tailored to meet specific research objectives Selecting appropriate question formats is essential to gather the most relevant data for your study.

The survey questionnaire for students consisting of questions was delivered to

This study involved 41 eighth-grade students at the research site, aiming to address two key research questions To ensure ease of completion, questionnaires were carefully designed and translated from English into Vietnamese, considering students' limited English proficiency, especially in rural areas The survey was divided into two parts (see Appendix 2), with Part 1 (questions A.i1 to A.i10) focused on assessing students' engagement in role-play activities during English speaking lessons The questions in this section were developed by the researcher and adapted from the Student Engagement Instrument (SEI) scale by Appleton et al., ensuring both relevance and validity for the study.

In 2006, all survey items were translated into Vietnamese to ensure participants’ comprehensive understanding and accuracy in responses The first section included ten criteria, adapted from the Likert Scale, with five response options—Never, Seldom, Sometimes, Usually, and Always—aimed at assessing students’ engagement in role play activities The second section comprised 20 items, also adapted from the Likert Scale, with response options ranging from Strongly Disagree to Strongly Agree, designed to gain in-depth insights into students’ perceptions of role play activities.

Data collection procedures

The researcher carried out this research during the school year of 2022- 2023 as follows: During the semester (which corresponds to the lessons from Unit 1 to Unit

The teacher primarily relied on textbook materials and traditional teaching methods to instruct students, focusing on familiarizing herself with her students To evaluate student engagement, the researcher utilized a classroom observation checklist, collecting data before and after the intervention to measure changes in student participation and interaction within the classroom setting.

At the conclusion of the first semester, the researcher clarified the study's objectives and reassured participants that their responses would remain confidential and be used solely for research purposes, enhancing their comfort and willingness to complete the questionnaire.

The researcher implemented role-play activities in lessons to enhance student engagement, followed by re-teaching these lessons to evaluate improvements Specifically, Lessons 1 and 2 were conducted in Cycle 1, while Lessons 3 and 4 took place in Cycle 2 Classroom observation checklists were used to gather detailed data on students' engagement levels, providing a comprehensive understanding of the intervention's impact The collected observation data from all four lessons were then compared to pre-intervention data, demonstrating the influence of role-play activities on improving student engagement in the classroom.

The researcher distributed the survey questionnaires to participants within their respective courses, providing clear instructions and explaining the study's objectives to ensure understanding Students were given 10-15 minutes to complete the survey, with assurances of confidentiality to encourage honest responses The researcher remained present during the process to assist students if needed, facilitating a smooth and confidential data collection process for the study.

Afterwards, the class observations were carried out in several lessons to ensure the reliability of the data obtained from the questionnaires.

Data analysis

This study employed a quantitative research approach to explore student engagement and perceptions of role-play activities in English speaking lessons Data collected through observations and questionnaires were analyzed using descriptive statistics, providing valuable insights into student experiences The findings were effectively presented through text, tables, and charts to ensure a clear and comprehensive understanding of the results.

The classroom observation checklist included 10 items The items were designed with a five-point Likert scale with response options of "never," "rarely,"

"sometimes," "often," and "always." Each item option was quantified with the following values: 5 points = always, 4 points = often, 3 points = sometimes, 2 points

The questionnaires also adopted five-point Likert scale for the items The options for each items were assigned as 5 points = always, 4 points = often, 3 points

= sometimes, 2 points = rarely, and 1 point = never

The researcher later computed the mean score and standard deviation, classifying the mean scores of those data collected from the observation and questionnaires

The researcher assessed students' perceptions of role play activities by assigning a value of 5 to the strongest agreement and 1 to the strongest disagreement for each item, then calculating the total score for each student Mean scores and standard deviations were computed to analyze the data, with the results categorized based on criteria adapted from Pimentel J.L (2019) This approach provides a clear understanding of students' attitudes towards role play activities, highlighting the overall effectiveness and engagement levels.

According to Pimentel J.L (2019), survey responses on a 5-point Likert scale are categorized as follows: mean scores of 4.20 to 5.0 represent strong agreement, while scores of 3.40 to 4.19 indicate agreement Moderately engaged responses fall within the range of 2.60 to 3.39, and disagreement is reflected by average scores between 1.80 and 2.59 Scores from 1.00 to 1.79 denote strong disagreement.

Table 3: Weighted mean of Five-point Likert scale (Adapted by Pimentel J.L, 2019, p 188)

After collecting the data, the researcher used SPSS to calculate Cronbach's alpha, assessing the reliability of the instruments The engagement questionnaires demonstrated a high reliability score of 926, while the perception questionnaire achieved an even higher score of 980 Based on Guilford’s (1956) standards, both scores exceed the 0.70 threshold for good reliability, confirming that the questionnaires are suitable for this study.

Table 4: Reliability statistics of students’ engagement questionnaires

Table 5: Reliability statistics of students’ perception questionnaires

Table 6: Interpretation of reliability coefficients

Summary

This chapter outlines the comprehensive methodology of the study, including the research setting, data collection tools such as questionnaires and classroom observations, and the procedures used for data gathering It also details the data collection process and the analytical methods employed to interpret the results, ensuring a clear understanding of the research approach and validity of the findings.

FINDINGS AND DISCUSSION

CONCLUSION