Effective Teaching Research Articles

Purpose This study aims to investigate Vietnamese teachers’ digital competence, specifically their ability and readiness to integrate educational technology into language teaching. Utilizing a qualitative lens, it seeks to uncover teachers’ lived experiences, highlighting both opportunities and challenges associated with technology integration in their pedagogical practices. By examining contextual factors such as professional development, infrastructure and institutional support, the study intends to generate empirical insights that address existing research gaps related to the localized experiences of Vietnamese English teachers. Ultimately, it provides evidence-based recommendations to inform policies and practices, fostering effective and sustainable technology-enhanced language teaching in Vietnamese educational contexts. Design/methodology/approach This qualitative study employs an interpretative phenomenological approach to explore the lived experiences of Vietnamese language teachers regarding educational technology integration. Data collection involved in-depth, semi-structured interviews with language teachers selected through purposive sampling, ensuring participants possessed relevant teaching experience and varied technology proficiency levels. Thematic analysis was utilized for data interpretation, guided by established frameworks such as the technological pedagogical content knowledge model. To ensure rigor, strategies such as member checking, reflexivity and researcher triangulation were implemented. Ethical considerations, including informed consent and confidentiality, were strictly observed to uphold participants’ anonymity and maintain the credibility and trustworthiness of the findings. Findings Findings reveal that teachers possess basic technological competencies and familiarity with common digital tools, but demonstrate limited adoption of advanced educational technologies. Key barriers identified include persistent technical issues, insufficient professional development, infrastructural limitations and inadequate institutional support. Teachers reported frustration from recurrent technical disruptions and limited training opportunities tailored to their practical classroom needs. Additionally, an absence of systematic professional guidance hindered strategic integration of innovative technologies. These constraints underscore the urgent need for comprehensive, targeted professional development, improved technological infrastructure and sustained institutional backing to facilitate meaningful, innovative and effective integration of technology into teaching practices. Originality/value This study provides significant localized empirical insights into Vietnamese teachers’ experiences with educational technology integration – an under-researched area in current EdTech literature. It highlights the specific challenges faced by language educators in Vietnam, offering a critical perspective on the urgent need for systematic institutional support and targeted professional development programs tailored to local contexts. By addressing these research gaps and offering concrete, actionable recommendations for policymakers, educators and administrators, the research contributes meaningfully to both national policy discourse and international scholarship, supporting practical advancements in sustainable, context-sensitive integration of technology into language education practices.

Introduction: Narrative theory states that stories allow learners to contextualise education in a way that is valid to them [1,2]. Simulation-based education is an effective teaching modality, correlating with improved clinical performance. Learners benefit most from simulated environments they are engaged with and believe to be authentic [3]. Traditionally this can be limited by the number of participants. We sought to validate a combination of narrative theory and simulation-based education in Paediatric Emergency Medicine (PEM) education at international conferences. Methods: We delivered an interactive simulation-based session at the Royal College of Emergency Medicine 2024 (RCEM24) conference. Using a pre-test post-test design, knowledge of paediatric Toxic Shock Syndrome (TSS) resuscitation principles was assessed at baseline and six weeks. Team management of a child with TSS was simulated on stage. Using live-voting technology, the audience voted for next management steps in five elements of the case. Each voting choice was debriefed live, and linked to recent and key evidence-based literature. Human factors within the resuscitation were also demonstrated and debriefed live. An online questionnaire was emailed to attendees six weeks after the conference, repeating the same five questions and assessing practice-changing behaviour. Statistical analysis was performed using Two sample Z test of proportions. Ethical approval was granted by Queen Mary University of London. Results: Between 87 and 103 live-vote responses per interactive question were captured during the session. Forty-four attendees (43%) completed the post-conference survey at six weeks. The proportion of correct live scores pre-education was low for all questions, indicating low baseline knowledge. The proportion of correct scores at six weeks was compared. Post-education scores were high, and improvement was statistically significant for all questions (p<0.05) (Table 1). One attendee had managed paediatric TSS in the six weeks post-RCEM24, and said the evidence taught changed their practice. Of the remaining 43 respondents, 38 (88%) said the session would result in a change in their practice in the future. Discussion: Our results demonstrate that by combining narrative, authentic simulation and learner interaction, educators can engage learners in paediatric resuscitation education, improve knowledge, and generate practice-changing behaviour. This methodology can be applied to a large group setting, increasing accessibility to this evidence-based learning experience. This study will be reproduced at the Irish PEM 2025 conference to validate the results, extending post-education assessment to 12 weeks to explore sustained change. Combining storytelling via simulation with audience participation makes simulation accessible and incredibly powerful. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

Introduction: Table-top simulation is an innovative low fidelity simulation tool which has become trendy over the last few years. Despite its popularity the effectiveness of table-top exercises has not yet been examined in the literature. This narrative review aimed to examine if table-top simulation is an effective educational tool. Methods: Studies were identified examining the effectiveness of table-top simulation from multiple databases. More than 100 publications were identified. After the screening process 26 studies were included as per the inclusion and exclusion criteria. Qualitative and quantitative studies were both included. Following basic descriptive measures, target audience, sample size, training needs assessment, learning outcomes and change in practice or behaviour were examined in each study. Findings were examined in the context of Kirkpatrick’s evaluation model and Moore’s expanded framework. Results: Table-top simulation was used for different reasons. Most commonly it was used to identify a gap in knowledge, transfer knowledge or as a type of assessment. As an educational tool it is effective on the lower levels of Kirkpatrick’s evaluation model and is not inferior when compared with high fidelity simulation [1]. It is well accepted by users through providing a safe and controlled environment for students to practise and refine their skills. Additional benefits include improvement in non-technical skills, feeling empowered to make decisions and increased sense of comfort. Discussion: Table-top simulation is effective and should be used in addition to traditional educational tools. Some studies suggest that due to its resource and cost-effectivity table-top simulation is ideal for low or middle income countries. It can be used to deliver a variety of topics especially those that are not easy to fit into traditional simulation content such as disability, disaster medicine or opioid use disorder. It is highly beneficial for multi disciplinary teams to understand complex multidisciplinary team dynamics and improve collaboration between team members. This review confirms that there is a place for table-top simulation in medical education. Further studies are required to determine the effectiveness of table-top simulation on higher levels of Kirkpatrick’s model of evaluation and Moore’s expanded framework, to prove cost-effectiveness, investigate sustainability and to evaluate table-top simulation as an assessment method. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable

The teacher is one of, if not the most essential, factors in the teaching-learning process. The study explored the qualities of effective college teachers through the lens of the most important stakeholder of education - the students. The study involved college students of the University of Eastern Philippines Main Campus as respondents sampled proportionally from different year levels and colleges. The study utilized a descriptive research design and an open-ended questionnaire as an instrument. Responses of the students were classified into themes, utilizing frequency counts, percentages, and ranking as statistical tools. Characteristics of teachers were generally grouped into two categories – affective competence and professional competence. For students, an effective teacher is kind, understanding, approachable, and has good interpersonal relations for affective competence and knowledgeable, innovative, punctual, has good communication skills, and has technical know-how for professional competence. The two groups of competence are overlapping, as one cannot be easily demonstrated without the other. The students have varied conceptions of what an effective college teacher is. Learning institutions may consider these competencies in the evaluation of collegiate faculty members. Considering the effective characteristics of teachers in the evaluation of faculty members will redound to the overall improvement of the competence of faculty members.

Vocabulary acquisition is a critical component of English language instruction at the primary school level, as it serves as the foundation for mastering English as a foreign language. Young learners, typically in the early stages of cognitive and linguistic development, are particularly receptive to acquiring new languages, including English. Despite this potential, English teaching in primary schools often falls short of expectations, with teachers predominantly relying on traditional lecture-based methods. Such approaches fail to align with principles of effective pedagogy and do not fully develop students' potential. To address this issue, this study focuses on the design and development of the "English Vocabulary Dominoes Card" as an instructional tool for teaching English vocabulary to primary school students. Employing a Research and Development (R&D) methodology, the study follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) as its framework. The findings indicate that the English Vocabulary Dominoes Card, as a form of flashcard-based media, is highly effective, valid, and engaging, significantly enhancing vocabulary retention among primary school learners. The media garnered highly positive feedback in terms of ease of use, visual appeal, engagement, and its contribution to memory retention, with an overall average score of 91.60%. Moreover, the ADDIE framework proves to be highly effective in designing vocabulary dominoes card specifically tailored for primary learners, promoting both engagement and retention. This study adds to the growing body of evidence supporting the English Vocabulary Dominoes Card as an innovative and dependable tool for enhancing vocabulary acquisition in primary language learning.

The beginning of a teaching career is filled with obstacles, requiring new educators to demonstrate significant resilience. This systematic literature review (SLR) investigates the resilience of novice teachers, addressing the challenges they face and the strategies they employ to overcome these obstacles. The primary problem addressed is the need for a comprehensive overview of how various factors and interventions influence the development of resilience in novice teachers. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, the study systematically analyzed 22 articles published between 2023 and 2024 from Scopus and ERIC databases. The analysis identified three key themes: i) teacher resilience and coping strategies, ii) resilience during crises and pandemics, and iii) teacher resilience in international and cross-cultural contexts. Findings highlight the importance of effective mentorship, professional development, and self-reflective practices in enhancing novice teachers’ coping abilities. Adaptability and innovation are crucial during crises, underscoring the importance of support systems. Additionally, cultural competence and strong support networks are essential for teachers in diverse environments, aiding them in navigating unique challenges and leveraging opportunities. These insights emphasize the need for targeted interventions to strengthen teacher resilience, especially in the face of global challenges. These interventions will ultimately contribute to more effective teaching and improved educational outcomes.

This study examines how gender and grammatical proficiency affect EFL/ESL teachers’ preferences for prescriptive and descriptive approaches, as well as their opinions on regional dialects and slang. A mixed-methods design was used, involving 58 teachers (28 male, 30 female) through surveys and interviews. ANOVA and ANCOVA analyses showed no significant gender differences in prescriptive or descriptive preferences; instead, grammatical proficiency was the key factor. Teachers with higher grammatical skills displayed clearer instructional preferences and encountered fewer difficulties with prescriptive grammar. Gender differences were evident in attitudes towards dialects and slang. Female teachers more frequently valued these nonstandard forms as inclusive and engaging teaching tools, while male teachers generally avoided them. Furthermore, female educators saw greater potential in descriptive grammar, highlighting student participation and practical relevance. Overall, the results underscore the importance of enhancing grammar proficiency in teacher training, combining both prescriptive and descriptive methods, and promoting gender-sensitive practices. This research contributes to global discussions on effective grammar teaching in increasingly diverse classrooms.

Profiling learning styles and strategies of nursing students: A cluster analysis study.

Teacher motivation and learner engagement are two essential elements of effective teaching and learning. However, while much research has examined them separately, fewer studies have explored how they interact over time in classroom settings. This paper investigates the reciprocal relationship between teachers’ motivation and students’ engagement in language classrooms. Drawing on a longitudinal mixed-method study, the research aims to understand how teachers’ motivation changes during the academic year, how it influences students’ participation and how student engagement feeds back into teachers’ professional identity and commitment. The study also connects these classroom dynamics to institutional priorities and educational policy contexts. Findings are expected to highlight how teachers and learners mutually shape each other’s motivation, offering insights for teacher education, school leadership and policy development.

Mathematics learning in elementary schools focuses on the development of conceptual understanding aimed at enhancing logical, analytical, and creative thinking skills, as well as their ability to solve real-life problems. Conceptual understanding of mathematics can be achieved through various approaches, one of which is the utilization of technology-based learning media, such as educational videos. The topics of Least Common Multiple (LCM) and Greatest Common Divisor (GCD) are among the essential materials taught in elementary schools that often cause difficulties for students in understanding and applying the concepts correctly. The community service activity aims to improve students’ understanding of mathematical concepts, particularly LCM and GCD, through the implementation of technology-based learning using educational videos. In addition, the activity seeks to foster students’ learning motivation and interest in mathematics and to provide teachers with innovative and engaging alternative teaching methods. The implementation method consists of three main stages: (1) preparation of learning media, including educational videos and student worksheets (LKPD), (2) classroom implementation at State Elementary School 283, Central Maluku Regency, where students watched the educational videos, worked in small groups of 4 -5 to complete the worksheets, and presented their results in front of the class, and (3) reflection, in which students provided written feedback on their learning experiences. The results indicate that the use of educational videos in mathematics learning effectively enhanced students’ understanding of LCM and GCD concepts, created a more interactive and enjoyable learning atmosphere, and increased students’ enthusiasm for learning. Teachers also benefited from the activity, as it provided a more engaging and effective teaching approach. Overall. The program successfully achieved its objectives and is expected to continue to further deepen students’ mathematical understanding and improve the quality of mathematics learning in elementary schools

Even though chemistry is the foundation and gatekeeper of other science courses, high school students across continue to score poorly in the subject overall. The purpose of the study was to determine how the performance of learners in chemistry was related to the availability of chemistry lab materials. Kilifi North Constituency was the site of the study. Six mixed schools were chosen using simple random sampling, one school for girls and boys were chosen using purposive method. Eighty students were chosen using simple random selection and stratified random sampling. Eight chemistry teachers were sampled using basic random sampling and purposeful sampling. The Chemistry Teacher Questionnaire (CTQ), Student Questionnaire (SQ), Observation Checklist (OC), and document and mark sheet analysis were used to gather data. Ten students and two teachers participated in the pilot project which was conducted at two schools in the Kilifi North Constituency. Data analysis was made simplified with the use of the Statistical Package for Social Sciences (SPSS). The study variables were presented using descriptive statistics such as frequency tables, mean, and percentages. Hypotheses at .05. were tested using inferential statistics (Spearman's Rank order correlation and Pearson product moment of correlation coefficient). The study revealed that 75% of schools had laboratories, with a significant correlation (r = 0.819, p = 0.013) between the availability of laboratory materials and students' academic performance in chemistry practical’s, accounting for 67.08% of the variability in scores. Additionally, the majority of chemistry apparatus and chemicals were deemed sufficiently available, indicating overall adequacy in laboratory resources for effective teaching and learning. The study recommended that Schools should improve laboratory facilities by assuring the availability of necessary equipment and chemicals, as well as offering teacher training, in order to maximize resource efficiency and increase student chemistry performance.

This study investigates the relationship between VARK learning styles (Visual, Auditory, Read/Write, and Kinesthetic) and student learning outcomes in the Instructional Media course within the Home Economics Education Program at the Faculty of Engineering, Universitas Negeri Semarang. Understanding diverse learning styles is essential to supporting effective instruction; however, mismatches between students’ preferences and teaching approaches are frequently observed. A quantitative survey design was employed, in which students’ learning styles were identified using the VARK questionnaire, while final course grades were obtained through academic records. Data were analyzed using the Spearman rank correlation and the Kruskal-Wallis test. The results indicated no statistically significant correlation between learning styles and learning outcomes (ρ = 0.018; p = 0.916), and no significant differences in outcomes across learning style groups (H = 1.585; p = 0.663). Despite the lack of statistical significance, descriptive analysis revealed that students with multimodal learning preferences tended to achieve higher average scores than their unimodal peers. These findings suggest the pedagogical value of accommodating diverse learning styles, particularly through flexible and multimodal instructional strategies.

Teaching is not only a profession but also a vocation that demands both expertise and commitment. This study explored the lived experiences of faculty members handling core subjects in the elementary education programme of a state university. Using a qualitative descriptive design, six faculty members from the College of Education were selected through purposive sampling. Data were collected through semi-structured interviews and analysed using reflexive thematic analysis. Findings revealed two themes regarding teachers’ experiences: (1) mastery and relevance of core subjects and (2) commitment to assigned tasks. Strategies employed in teaching included (1) applying innovative instructional approaches and (2) maintaining a positive mindset toward required proficiencies. Challenges encountered highlighted three themes: (1) students’ perceptions of lesson planning, (2) additional workloads, and (3) the inherent demands of core subjects. To cope with these, participants reported (1) establishing strong relationships with students, (2) employing differentiated instruction, and (3) fostering an encouraging classroom atmosphere. Overall, the study demonstrates that while faculty members face considerable challenges in teaching core subjects, their sense of dedication and passion enables them to navigate difficulties and sustain effective instruction. The findings offer practical implications for higher education institutions to provide stronger support systems, reduce workload burdens, and enhance professional development opportunities, ultimately improving both teaching quality and student learning outcomes.

Purpose of the study: This study aims to evaluate the role of digital literacy and training in shaping teachers' self-efficacy and in contributing to the development of digital competencies among high school teachers. Methodology: A quantitative research design was used, employing a correlational survey. Data were collected from 100 high school teachers in East Java through an online questionnaire. Structural Equation Modeling (SEM) analysis was performed using SmartPLS 4.0 software to evaluate measurement validity, structural paths, and mediation effects. Main Findings: Digital literacy, training, and self-efficacy have a significant, positive influence on teachers' digital competence. Both digital literacy and training also significantly influence teachers' self-efficacy, although the influence is relatively small. In addition, self-efficacy partially mediates the relationship between digital literacy and training in digital competence, underscoring its strategic role in improving teachers' ability to integrate technology into education. Novelty/Originality of this study: This study offers a new perspective by identifying self-efficacy as a psychological bridge between external support (training) and internal competency development. It enriches current knowledge by integrating personal belief systems into the digital competency framework and provides practical implications for designing more effective teacher professional development programs.

Abstract One of the most influential articles in the history of literacy education has been ‘A Pedagogy of Multiliteracies: Designing Social Futures’ co‐written by the New London Group in 1996. This seminal article introduced multiliteracies pedagogy, developed the theoretical framework for why it was needed, and outlined how teachers, curriculum planners and policy makers should implement the pedagogy. The article called for classroom‐based research to establish the evidence, lacking at the time, to support that the pedagogy of multiliteracies improves student literacy outcomes. Recent reviews claim that the generation of research following the foundational article produced evidence that multiliteracies pedagogy improves several literacy outcomes. However, existing reviews have not followed systematic review protocols typically required for concluding that a pedagogy is evidence‐based, so it remains unclear what evidence exists from (quasi‐)experimental classroom research. This paper reports on a systematic review of 20,581 studies published since 1996 with the aim of clarifying the extent to which multiliteracies interventions have reported positive effects on any literacy outcome (K‐12), in any country, through experimental/quasi‐experimental research designs that measured outcomes against control/comparison groups. The result is an ‘empty review’, meaning no studies were found. These results point to an important limitation on claims about the pedagogical value of multiliteracies in raising literacy outcomes. With recent movements toward evidence‐based practices, this study points toward opportunities for (quasi‐)experimental studies to be conducted that can provide teachers with a more robust evidence base and clarity around which aspects of multiliteracies pedagogy improve which literacy outcomes. Context and implications Rationale for this study: The Pedagogy of Multiliteracies (NLG, 1996) has influenced the history of literacy education. No review exists of (quasi‐)experimental interventions that evaluate their effectiveness. Evidence from (quasi‐)experimental research designs is fundamental to international discussions concerning effective pedagogy. This systematic review of (quasi‐)experimental studies assessed the evidence that multiliteracies pedagogy improves K‐12 literacy outcomes. Why the new findings matter: It has been claimed that the pedagogy of multiliteracies has been tested and improves literacy outcomes. The results of this study suggest such claims are open to academic debate. While multiliteracies has admirable ideas, and potentially evidence from qualitative research, the review found no evidence of positive outcomes from (quasi‐)experimental research. Implications for practitioners, policy makers and researchers: A generation after initial publication, empirical evidence that the pedagogy of multiliteracies improves any literacy outcome is insufficient to inform teaching practice. This is unusual given multiliteracies' immense international influence on curriculum, research, funding and public policy. More research should be done on the pedagogy, using a wider range of research methods.

ABSTRACT This study investigates the efficacy of a targeted educational intervention to support upper secondary students’ critical thinking and scientific literacy to counteract misinformation. We used a mixed-methods approach with a pre-test, instructional sessions, and a post-test, engaging 235 students across diverse study programmes in seven upper-secondary Swedish schools. Findings indicate significant improvements in students’ ability to identify the importance of scientific consensus, credible sources, trust in scientific methodologies, and peer review. The intervention improved students’ source evaluation and understanding of scientific consensus, but gains in engaging with scientific uncertainty and epistemic trust were more modest. Our findings align with the call for science education to promote informed trust and the competent outsider emphasising the critical evaluation of sources and understanding of the scientific process to support students’ abilities to evaluate misinformation. We also identify a need for future research with updated materials and students from other levels of schooling. The study contributes to the growing body of literature on science education’s role in combating misinformation, highlighting the necessity for ongoing research into effective teaching and learning strategies in relation to the evolving digital information landscape.

Using a sample of special education teachers (n=339), this study investigated how current special education teachers implement high-leverage practices with students with disabilities and identify the most- and least-implemented practices. This study also used regression analysis to determine if factors such as years of experience, disability category, school level, and caseload can predict the level of implementation. The study used an instrument containing 22 high-leverage practices that were updated in 2024 by the Council for Exceptional Children and the CEEDAR. The findings show that low-to-medium levels of implementation of the 22 practices. The most frequently implemented practices were establishing an organized learning Environment and using instructional Technologies. Practices that have lower levels of implementation were teaching cognitive and metacognitive strategies and conducting functional behavioral assessments. Results also showed that years of experience, disability category, and caseload are significant predictors of level of implementation. Teachers who teach students with high-incidence disabilities or have more years of experience have higher levels of implementation compared to those who teach students with low-incidence disabilities or are less experienced. School level appeared to be a nonsignificant predictor. In general, findings indicated the importance of using high-leverage practices as the core curriculum in teacher preparation programs. Keywords: high-leverage practices, special education teachers, students with disabilities, effective teaching, evidence-based practices

Reading is central to academic success, yet many ESL learners approach texts passively, focusing on content rather than adopting strategic reading practices. Consequently, this often results in surface-level processing, which limits both comprehension and meaningful understanding. Past research has highlighted that reading in a second language is more complex than reading in one's first language, requiring not only linguistic knowledge but also the systematic use of effective strategies. The literature distinguishes between cognitive strategies, which help readers decode and construct meaning, and metacognitive strategies, which enable them to plan, monitor, and evaluate their comprehension. Across diverse ESL contexts, findings have shown uneven development of strategic awareness among learners. At the tertiary level, integrating both cognitive and metacognitive strategies is crucial. Cognitive strategies strengthen understanding and retention, while metacognitive strategies foster self-regulation and autonomy. Effective instruction, therefore, requires explicit modelling of strategy use, enabling learners to internalise and apply it during academic reading. This paper concludes that the dynamic interplay between cognitive and metacognitive strategies is vital for fostering deep comprehension and enhancing the academic performance of ESL learners.

This research aims to find out the effect of using group discussion on students’ speaking skill at the seventh grade of SMPN 4 Pematangsiantar. This research quantitative with true- experimental method approach. Population of this research was seventh grade with 10 classes which consist of 313 students. And the sample of this research was 64 students in two classes. The technique of collecting data was pre-test and post-test. The technique of analyzing data by using SPSS version 25.0. The result of research was T count (4.553) > T table (1.695) at the significance level α = 0.05 with the degree of freedom (df) = 31. It means that H0 is rejected and H1 is accepted. The post-test score was significantly higher than the pre-test score, indicating that the use of group discussion effectively improves students’ speaking skill. It could be happened that group discussion can be successfully utilized as a learning tool to enhance their confident and teamwork in learning process by giving them stimulation, correcting their pronunciation and also finding the unfamiliar words during teaching. Therefore, group discussion can be considered an effective and enjoyable teaching method for improving speaking skill among junior high school students.

This study explores the impact of early script preparation on Mandarin role-play performance, emphasizing its role in enhancing language acquisition, cultural competence, and student engagement. Drawing on theoretical frameworks such as sociocultural theory and cognitive load theory, the research highlights how early preparation reduces cognitive demands, allowing learners to focus on pronunciation, fluency, and cultural nuances inherent in Mandarin. Through a quantitative approach specifically employing the survey method, the study identified key benefits of early script preparation, such as improved confidence, better vocabulary retention, and increased engagement in role-play activities. Challenges, including vocabulary limitations, cultural context understanding, and time management, were also examined, with practical solutions proposed, such as integrating technology, peer collaboration, and structured feedback mechanisms. Pedagogical implications suggest that early preparation fosters scaffolded learning, differentiated instruction, and learner autonomy, while long-term benefits include enhanced language proficiency and cultural awareness. The study concluded with recommendations for educators to prioritize early script preparation, incorporate cultural learning, and leverage digital tools to optimize role-play outcomes. This research contributes to the growing body of knowledge on effective language teaching methodologies, particularly in the context of Mandarin, and offers actionable insights for educators aiming to improve role-play performance and overall language learning experiences.