Role-play Activities Research Articles

THE EFFECT OF USING ROLE-PLAY METHOD IN IMPROVING SPEAKING SKILLS OF BASIC LEVEL STUDENTS AT CENTRAL COURSE

This article examines the impact of employing the Role-Play method in improving the speaking skills of basic-level English learners in the Central English Course. Speaking a foreign language often presents challenges, particularly for beginner students who lack confidence and opportunities for practical application. Role-play, an interactive teaching strategy, fosters real-world communication by creating scenario-based learning environments, enabling students to engage in language use actively. A quantitative approach was adopted to assess the effectiveness of the Role-Play method. The research involved two groups: an experimental group participated in role-play activities and a control group followed traditional teaching methods. In this study, quantitative data were collected through pre-test and post-test assessments to measure the effectiveness of the Role-Play method in improving students' learning progress in fluency, accuracy, and confidence. This approach enabled precise statistical calculations and pattern identification, providing valuable insights into the impact of the intervention. The findings indicate that the Role-Play method significantly enhances language acquisition, with the experimental group demonstrating greater improvements in EFL students’ speaking skills than the control group. This study underscores the value of integrating interactive and practical approaches into EFL classrooms. Role-play is a useful tool to connect classroom learning with authentic communication experiences, allowing students to apply theoretical knowledge in meaningful, real-world contexts. This research provides valuable insights into innovative pedagogical methods for foreign language learning.

Cliente real. Una experiencia internacional de juego de roles en marketing como nuevo contenido didáctico

Teaching Innovation Project Based on the Application of Role-playing as a Training Experience in English for University Students of the Marketing Degree, Enhancing University-Business Relations. The challenge involves a role-playing with students, real international clients, and executives from a renowned company. The student must set sales objectives, present a product line, and negotiate a sales schedule. This study aims to determine how university students perceive participation in a role-playing activity as continuous formative content over six academic years, where 57.2 % of the students had high expectations and 42 % had low expectations. After the activity, 92.8 % of the students reported having met their expectations, and 100 % reported high satisfaction and contribution to their training. The NPS indicates that 92.9 % of the students would recommend participating in the activity.

Intersubjectivity and co-constructed framings: students' role-play talks in online English-speaking sessions.

This study investigates how lower-level English language learners achieve and maintain intersubjectivity and navigate through co-constructed framings during context-embedded tasks such as improvised role-play. In language education settings, activities associated with interactions often reflect multi-layered participant orientations beyond mere linguistic execution. From the perspectives of ethnomethodology and conversation analysis, linguistic actions are effective only when they are intersubjectively understood: the complexity of an activity necessitates corresponding levels of intersubjectivity for smooth progression. A close examination of sequence development in role-play activities shows how intersubjectivity is preserved as interlocutors engage in aligning and affiliative moves to avoid potential disruptions and maximize mutual contributions. Interlocutors' progressive inputs are integrated as intersubjectively sustained elements of ongoing interaction framings only when collaboratively developed by the participating parties. The analysis also addresses the impact of online communication tools, acknowledging their increasingly essential role in online teaching. The results suggest the need for a dynamic concept of 'framing,' replacing 'frame,' and recommend that conversation analysis should account for the multi-layered contexts of surrounding activities.

SEL and Technology: The Role of Digital Tools in Promoting Emotional and Social Skills

Social and Emotional Learning (SEL) has emerged as a crucial component of education, equipping students with essential skills for personal and interpersonal success. This synthesis explores the interplay between digital tools and learning, with a focus on interactivity, emotional literacy, and the evolving nature of education. The integration of technology reshapes traditional educational paradigms by emphasizing performative and collaborative dimensions of learning. Theoretical frameworks such as social constructivism highlight the role of digital tools in fostering collective meaning-making and situated learning. Meanwhile, the transformative potential of technology in early childhood education underscores its dual role as both a challenge and a resource. Digital tools offer significant advantages in promoting SEL by providing interactive, accessible, and personalized learning experiences. The integration of AI and other advanced technologies further enhances the efficacy of these tools. Despite concerns about diminishing face-to-face interactions, intentional applications of digital tools can bolster socialemotional skills, from empathy to collaboration. Examples include interactive platforms fostering peer review, storytelling techniques, and role-play activities tailored for both graduate students and preschoolers. These innovations align with future workplace needs, emphasizing emotional intelligence, teamwork, and adaptability. This discussion advocates for a balanced integration of technology, ensuring that the human elements of education-collaboration, creativity, and social connectionremain central amidst technological advancements. This paper also explores the intersection of SEL and technology, examining how digital platforms, applications, and resources contribute to the development of emotional and social competencies.

“A Little Too Helicoptery”: Reconciling Parental Involvement During Autistic Students’ Transitions into College

Background: Parents have long held an important role in their autistic children’s lives. As autistic individuals enroll in higher education institutions at much higher rates, new issues emerge. In particular, autistic college students and their parents must reconcile the major transition with the extent to which parents must be involved and exert their influence. Purpose/Objective/Research Question/Focus of Study: This phenomenological study set in a community college aimed to answer this question: How do autistic students, their parents, and college staff make meaning of parental involvement during autistic students’ transitions into postsecondary education? Parental involvement is of great relevance not only to autism-specific college support programs, such as the one featured in this study that helps students and parents negotiate these relationships, but also to colleges writ large. To disentangle the nuanced elements of parental involvement, I incorporated interdependence theory that explores the impacts of each stakeholder group’s outcomes on one another. Uncovering these dynamics may help in identifying realistic solutions that honor stakeholders’ various priorities and allow autistic students to leverage greater agency in their college journeys. Research Design: This study was set in a community college boasting an autism-specific college support program featuring programming to support autistic learners in their college experiences, inclusive of issues around independence and advocacy. Employing a descriptive phenomenological approach allowed for deconstructing the nuanced interactions among parents, adult autistic children navigating college, and college staff. Here parental involvement served as the phenomenon of focus. Participants included 13 autistic college students, 5 mothers, and 15 college staff. Students engaged in surveys, interviews, observations, and written reflections, whereas mothers and college staff participated in interviews. Conclusions/Recommendations: Parents and their children—autistic college students—must constantly re-evaluate and recalibrate their relationships as students gradually gain more independence. This study illuminates how institutional supports and stakeholders, including those associated with the autism-specific college support program, enable autistic college students to demonstrate growth in their agency. This study puts forward many recommendations for varied stakeholders, including, but not limited to, elevating self-advocacy training in forming students’ transition plans (high school personnel) and engaging in role-playing activities (parents and children). Regarding future research, takeaways call for longitudinal work to track autistic students’ distinct presentations of independence over time, as well as embedding journals or other reflective materials for parents to make sense of their communication patterns with their children.

Pengembangan Keterampilan Mengajar dan Sosial Emosional Guru untuk Optimalisasi Pembelajaran

This community service is conducted to address the needs of TK Regina Pacis teachers in understanding the basic principles and various aspects of child development. By understanding developmental stages and individual uniqueness, teachers will find it easier to apply appropriate strategies to support learning. This service is expected to serve as a means for developing teaching skills and social-emotional skills in teachers to enhance the learning process. The material covered includes basic theories about development, stages of early childhood development, and how teachers can develop useful strategies for managing their emotions. The activity is carried out in 3 face-to-face sessions using a lecture method, followed by discussions and role-play activities. All participants must fill in the evaluation form at the end of each session. Participants were also actively involved and provided positive feedback on the activity. Overall evaluations indicate that the activity went well, participants benefited, and the activity's objectives were achieved. This community service provides a good basic understanding of child development and serves as valuable learning for the participants. Continuous training related to psychological perspectives is considered important for educators and parents. Teachers felt the urgency to continually be equipped with insights and strategies from psychology to manage themselves and understand their students.

A tutor training framework for radiographers: Basic concepts to effectively train future generations of professionals

IntroductionClinical practice is crucial for the professional development of radiographers. To effectively benefit from their training, students need guidance from well-trained and competent tutors. However, the literature lacks evidence of training programs specifically designed for radiographer tutors. This study aims to suggest a novel framework able to identify the key elements of a successful tutor training curriculum for radiographers. MethodsThrough a literature review on the topic of tutor training in the healthcare sector, a novel tutor training framework specifically for radiographers was developed. This model is structured into two main components: knowledge development and skill acquisition. The framework emphasizes four key topics: understanding the essence of tutoring; conducting briefing, debriefing, and providing feedback; addressing students' psychosocial challenges; conducting simulations and role plays. It concludes with a skill test. ResultsThe proposed curriculum highlights the importance of tutors understanding their roles and responsibilities, as well as the significance of providing feedback and conducting briefing activities. Noteworthy additions to this pioneering model include an in-depth examination of the psychosocial challenges faced by students during their training and the introduction of role-playing activities. These activities help tutors develop empathy and better understand the students' perspectives and needs, therefore optimizing the tutoring experience. ConclusionThis framework outlines the fundamental principles that tutors should incorporate into their daily tutoring activities to maximize student learning and engagement. Emphasis is placed on understanding the psychological challenges faced by students, which can help tutors tailor their teaching to better meet students' needs. Implication for practiceThe proposed framework wills to promote significant improvement in the clinical practice of future professionals through the optimization of tutors' competencies.

Enhancing medical education through personal enrichment competency modules: Integrating multifaceted skills for modern healthcare practice

The implementation of Personal Enrichment Competency (PEC) modules in medical education curricula should be recognized as an initiative that is geared towards developing students’ multifaceted skills and assets which would be required in modern medical practice. PEC modules will be implemented using an integrated approach which suggests putting content in different subjects and making the PEC concepts part of both medical and health science courses for students to have experiential learning experiences. Emphasis is put on strategies that motivate active learning, involving, for example, interactive lectures, case-based discussions, role-playing activities, games and project tasks, to generate engagement and comprehension of key competencies. Disciplines from the same healthcare but from various programs have an opportunity to share ideas through the multidisciplinary teams which develops teamwork, communication, and respect for diverse perspectives within institutions. The continuous assessment and improvement make sure that the PEC modules are always up to date, problem-solving as well as answering the ever-changing requirements of the healthcare field. Institutions can achieve this goal through regular feedback mechanisms and assessment of students' knowledge and skills data, which will help them find limitations in the PEC programs and improve their modules to make them work well in the field of modern medical practice. Lastly, incorporating PEC modules into the curriculum helps students gain the advanced skills of teamwork, leadership, communication, ethics and values in healthcare. Overall, they are well equipped to excel in the delivery of patient-centred care in different clinical settings after their training. Such a study gives essential findings to medical education resources who are striving to improve their curricula to be able to upskill future healthcare professionals to embrace the demands of current medical practice.

Investigating the Effect of Role-Play Activity With GenAI Agent on EFL Students’ Speaking Performance

Role-play activities are considered a useful instructional design in enhancing the speaking performance of foreign language learners. However, in the traditional classroom context, learners may not readily have access to interlocutors for role-play activities. In this study, we proposed a designed method that integrated the GenAI agent into role-play activities and conducted a quasi-experiment at a Chinese university. A total of 53 Chinese students in an English course were assigned to an experimental group ( n = 29) that engaged in role-playing with a GenAI agent and a control group ( n = 24) that engaged in role-playing with their class peers. The results showed role-play activities with GenAI could facilitate students’ speaking performance, and one-way ANCOVA showed there was no significant difference in speaking performance improvement when compared with traditional role-play activities with peers. Moreover, the paired-sample Wilcoxon test showed that the treatment students had significant intrinsic motivation and self-efficacy improvement, which were higher than the control group. The findings provide important implications for the design and implementation of GenAI-integrated role-play activities for foreign language speaking learning.

Delivering and evaluating a behaviour change communication training programme for farm advisors

Farm advisors provide knowledge and support to farmers, to help them change their on-farm practices or behaviours, with a view to improving the farm’s overall sustainability and competitiveness(1,2). In this way, advisors can be viewed as agents of change(3). In order to fulfil their role as agents of change, advisors must possess sufficient knowledge of human psychology and behavioural science, which is the discipline involved with understanding, predicting and changing behaviour(4,5). Despite this, within advisory education and professional development, it is considered that greater emphasis is given to advisory technical knowledge acquisition, than how to work effectively with others to support learning and change(6). Accordingly, this study aims to implement a behaviour change communication training programme for farm advisors and evaluate its efficacy. As much work within the health and social care field has been undertaken to support health related behaviour change, this study aims to adapt a behaviour change communication training programme originally developed for use within this field to the advisory setting(7,8).A mixed-methods case study under the pragmatic worldview was conducted. Ethical approval was obtained from the Faculty of Medicine, Health and Life Sciences Research Ethics Committee at Queen’s University Belfast. The programme was adapted from the ‘MAP of Health Behaviour Change Learning Programme’ (MAP) created by NHS Education for Scotland(9). Eight farm advisors completed the programme delivered by health psychologists, which involved the completion of a 40-minute online module and a one-day in-person workshop about the principles of person-centred communication and behaviour change techniques. The Brinkerhoff training evaluation model guided the evaluation(10). Quantitative questionnaire data, including perceived knowledge and confidence, was descriptively analysed. Qualitative data including surveys, logs and focus group/interview data was thematically analysed.Descriptive analysis found advisors scored highly in perceived knowledge (mean: 5.5) and confidence (mean: 5.5) post-training (measured on 6-point Likert scale). Thematic analysis determined three themes: valuable activities, takeaways, and programme evolution. Advisors valued open discussions and role-playing activities. A key takeaway was how to structure conversations about change; firstly, identifying a person’s stage of change, then delivering behaviour change techniques tailored to that stage. Further training on how to support individuals to explore and build motivation towards change was deemed beneficial.MAP was shown to be an effective training programme with applications in agriculture. This study offers insights for those involved in advisory education. Incorporating behaviour change communication courses into advisory programmes helps advisors develop knowledge surrounding the psychology behind behaviour change and additional competencies in supporting behaviour change at the farm level.

Exploring teachers’ social-emotional competencies to navigate ethical dilemma discussions

ABSTRACT This study aimed to evaluate how teachers employed social-emotional competencies when discussing ethical dilemmas in various school contexts. In the first phase, the authors examined 20 scenarios arising from the day-to-day activities of the teachers and role-playing exercises they participated in during an annual course. During the second phase, we observed how social-emotional competencies were used during role-playing activities to resolve ethical dilemmas. There is evidence of individualistic and interpersonal aspects of emotional and social behaviour in this qualitative study, which indicates the application of social-emotional competencies. It can be argued that social-emotional competencies are theoretically justified when used by teachers to navigate ethical dilemma discussions. In practical terms, these findings can help to restructure social-emotional learning processes with simulations. Research limitations and future directions are also discussed.

Why Larp? A Synthesis Article on Live Action Roleplay in Relation to HCI Research and Practice

Live action roleplay (larp) has a wide range of applications and can be relevant in relation to HCI. While there has been research about larp in relation to topics such as embodied interaction, playfulness, and futuring published in HCI venues since the early 2000s, there is not yet a compilation of this knowledge. In this article, we synthesize knowledge about larp and larp-adjacent work within the domain of HCI. We present a practitioner overview from an expert group of larp researchers, the results of a literature review, and highlight particular larp research exemplars which all work together to showcase the diverse set of ways that larp can be utilized in relation to HCI topics and research. This article identifies the need for further discussions toward establishing best practices for utilizing larp in relation to HCI research, as well as advocating for increased engagement with larps outside academia.

Exploring Students’ Perceptions of Role-Playing Activities in Boosting English Speaking Confidence

This study explores students’ perceptions of role-playing as a pedagogical approach in language learning. A questionnaire was administered to 112 participants to gauge their views on the effectiveness of role-playing in enhancing language proficiency. The results indicate a generally favorable perception among students, highlighting role-playing’s ability to simulate real-life situations, promote engagement, and foster creativity in language use. Participants reported that role-playing activities effectively facilitated the practice of spontaneous language production and enhanced student engagement. Various types of role-playing activities were evaluated, revealing that scripted role-playing increased confidence, semi-scripted formats supported the use of set phrases, and improvised role-plays improved fluency. Additionally, students recognized benefits such as improved speaking fluency and pronunciation. However, challenges such as performance anxiety and time management issues were also identified. This research highlights the significant potential of role-playing in language education while addressing the associated challenges, suggesting that careful implementation can maximize its benefits.

Alternative Teaching Strategies in Learning Filipino Language among Dominant English Speakers

Alternative teaching strategies employed by grade school teachers were important in enhancing motivation in learning the Filipino language among students with dominant English language use at home. This qualitative research study explored these alternative strategies and their effects on the language learning motivation of the target student population. The study aimed to achieve two key objectives: (1) to identify the specific alternative teaching strategies utilized by Filipino teachers to enhance the motivation of English-dominant students in learning the Filipino language, and (2) to determine the effects of these alternative teaching strategies on the language learning motivation of the target student population. The findings of the study highlighted several effective alternative teaching strategies, including: the emphasis on the “Filipino word of the day” to enhance vocabulary acquisition and language proficiency; the incorporation of language games that integrated communication skills with learning, fostering more engaging and practical language experiences; the implementation of role-play activities to allow students to immerse themselves in real-life scenarios, enhancing their understanding and retention of language concepts; and the promotion of continuous exposure to the Filipino language in various contexts to solidify learning and improve practical application. The study also examined the effects of these alternative teaching strategies on the language learning motivation of English-dominant students. The results indicated that strategies such as encouraging language use outside the classroom, promoting engagement in reading activities, and incorporating student self-assessment and feedback had significantly improved students’ motivation, engagement, and overall language proficiency. The findings contributed to the existing body of knowledge on language education and offered recommendations for teachers to effectively motivate English-dominant students through the implementation of alternative teaching strategies.

INCULCATION OF NATIONAL VALUES IN ENGLISH CLASSES AS A PEDAGOGICAL PROCESS

This study explores the pedagogical process of inculcating national values in English language education and its impact on student development. By integrating national values into English classes, educators can foster a balance between linguistic proficiency and cultural identity. The research uses a qualitative case study approach, gathering data through interviews, focus group discussions, classroom observations, and document analysis. The findings reveal that strategies such as project-based learning, culturally relevant materials, and role-playing activities enhance student engagement and deepen their connection to national values. Despite challenges like limited resources and balancing global content with national identity, the integration of national values promotes cognitive, emotional, and social development. This study highlights the importance of culturally responsive teaching methods in creating a meaningful learning experience that prepares students for both local and global contexts.

영아교사의 부모교육역량 제고를 위한 교사교육 프로그램 개발 및 효과

The purpose of this study is to develop an educational program to enhance the parental education competency of infant teachers so that infant teachers can recognize their role as parental educators and implement parental education in the child care field. To this end, prior research analysis and a demand survey were conducted in the analysis and design stage and 288 teachers in charge of the 2-year-old infant class and 239 parents with 2-year-old children. In the implementation stage, a program (draft) was executed for 10 infant teachers, and in the evaluation stage, the final program was developed by revising and supplementing based on the data collected in the implementation stage. The educational program to enhance the parental education competency of infant teachers aims to enhance the knowledge, skills, and attitudes of teachers, which are the categories of parental education competency of infant teachers, and the educational content was organized by selecting eight topics in connection with the educational goal. Teaching and learning methods are conducted through lectures, field case-oriented discussions, temperament tests, field visits, and role-play activities through cases, and are operated offline for the 8th session (16th session). The results of this study suggest that programs to enhance parental education competency of infant teachers should be actively implemented, and programs that can comprehensively enhance parental education competency are needed.

Adopting a languaging approach for teaching about the climate crisis in English language arts

Purpose This paper posits the need for English language arts (ELA) teachers to foster students’ use of languaging about their relations with ecosystems and peers, leading to their engaging in collective action to critique and transform status-quo systems impacting the climate crisis. Design/methodology/approach This paper reviews the current theory of languaging theory and research that focuses on the use of languaging to enact relations with ecosystems and others and voice emotions for transforming communities and reducing emissions contributing to climate change. Findings This review of languaging theory/research leads to identifying examples of teachers having students critique the use of languaging constituting status quo energy and community/transportation systems, respond to examples of characters using languaging in literary texts, using languaging in discussing or writing about the need to address climate change, critiquing languaging in media promoting consumption, using media to interact with audiences and using languaging through engaging in role-play activities. Originality/value This focus on languaging in ELA classrooms is a unique perspective application of languaging theory, leading students to engage in collective, communal action to address the climate crisis.

A Qualitative Study on the Impact and Feasibility of a Simulation-Based Program for Shared Decision-Making in Non-Small Cell Lung Cancer Care.

In the pursuit of improved clinical outcomes and patient experience in health care, shared decision-making (SDM) stands as a pivotal concept garnering increasing attention, but SDM utilization varies widely, often leading to confusion regarding team members' roles. This study explores knowledge, skills, and attitudes of oncology clinicians engaged in a pioneering educational initiative at a comprehensive cancer care center, aimed at enhancing frontline SDM capabilities. Utilizing a prospective cohort qualitative approach, the team conducted interviews with 6 clinicians in a multidisciplinary oncology program who were engaged in an SDM continuing education program. In the program, participants were immersed in experiential learning activities including standardized didactic sessions and simulation-based SDM case role-play activities. Thematic analysis of interview data revealed 5 major categories: 1) perceptions of SDM; 2) training; 3) patient-centered care; 4) challenges and constraints; and 5) leadership buy-in. Participants perceived benefits, including adopting a better approach to integrate SDM into their practice, heightened engagement, emphasizing team collaboration, and embracing a patient-centric care model. This study underscores the transformative impact of education and training on enhancing SDM capabilities among oncology clinicians and is not intended for generalizability. By promoting a basic understanding and application of SDM principles, practicing clinicians can be better empowered to improve health care outcomes and experience. Our findings contribute to the broader endeavor of embedding practical SDM principles within clinical practice, thereby fostering a more patient-centered and effective health care environment.

Using Dungeons and Dragons to Creatively Evaluate What It Takes to Be a Successful Entrepreneur: A Role-Playing Exercise

In this manuscript, we introduce the creation of content-specific fictional characters as a role-playing activity where students build and creatively write about their own character—their ‘Ideal Entrepreneur’. The exercise allows students to meaningfully engage with course material and consider their preconceived notions of what an entrepreneur needs to “be” to be successful. Using the character creation outline from the role-playing game Dungeons and Dragons, students role-play their created entrepreneur as a character with chosen attributes through storytelling. This encourages outside-the-box thinking and the allowance for creativity in a novel and interesting way, all while engaging with the course content. We highlight not only the activity but also how this is a useful exercise for students in practicing entrepreneurial scenarios and considering the relationship between entrepreneurial attributes and outcomes. We additionally provide student feedback regarding the benefits they received by participating.

The Importance of Role-Playing in Promoting Motivation and Oral Communication among Non-Arabic Speakers Language Acquisition

Motivation has an important role in learning a foreign language. Without it, the process of learning the language will be more difficult, and students may lose motivation and stop learning the language, on the other hand, oral communication is a great challenge, especially when they learn that language in their country, far from the original environment of the language. In this regard, studies have indicated that role-playing activities play a major role in stimulating motivation and developing oral communication among students in learning foreign languages. Therefore, this study aimed to reveal the level of motivation and oral communication among non-Arabic speaking learners after learning this language through role-playing activities. To achieve the aim of the study, the quasi-experimental approach with a single group design was used. The study included 40 Malay male and female students who specialize in the Arabic language at a public university in Malaysia. An applied model of role-playing activities taken from daily life was conducted in the classroom, and to measure the level of oral communication an oral test was used before and after the experiment. Results showed that students’ motivation was good before and after the activities, indicating satisfactory motivation levels. Additionally, the level of oral communication was significantly improved, ranging from very good to excellent after the experiment. The study also confirmed that including role play as a linguistic activity increases interaction and teamwork between students and teachers, enhances students’ self-confidence, and enables them to express their feelings. Keywords: Role-playing activities, motivation, oral communication