Group Presentations: Using the Lessons of Full-Length Plays to Maximize the Effectiveness of Short Role Plays

Abstract

The use of role play in the classroom for the purpose of language learning and practice has long been practiced. In many cases this learning/reinforcing methodology is done on a regular basis but is not truly examined as to its effectiveness or for the purpose of gauging different approaches for best application in regard to the teaching goals sought. This study examines role-play in the second language classroom to discover the most effective criteria for utilizing this activity. Having identified and categorized relevant factors from full-Iength drama presentations and then applying those criteria separately to a series of shorter classroom role-plays this research helps to determine if there is a useful comparison of the two different types of presentations and then in finding the most effective concerns, procedures, and methodologies for the small in-class role play based on the much more complex and long full-length play. For the purposes of gauging the effectiveness of each role play, each is accompanied by a pretest and a posttest to determine vocabulary and content acquisition as well as participant surveys. Effectiveness of the variations of role-play activity is correlated with participant perceptions and motivation levels to arrive at a more in-depth knowledge of effective role play criteria and methodology in the ESL classroom.