Abstract
Vocabulary is a key element of students' understanding and communicative ability in any language. However Saudi students of English are observed to face many difficulties with vocabulary, which have been attributed to the widespread use of traditional methods focusing on memorization and rote learning. Role-play potentially offers an enjoyable way to encourage students to use vocabulary appropriately in simulated authentic situations. In a quasi-experimental study in a girls' secondary school in Al-Madinah, pre and post-test comparisons were made of vocabulary test achievement between two first year classes. One (experimented) taught two units of their English course book through role play, the other (control) taught by traditional methods. T –test revealed no significant difference in vocabulary proficiency in the pre-test; however, in the post-test, the mean score of the experimental group was significantly higher than that of the control. The evidence supports the beneficial effect of incorporating role-play in EFL teaching.
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