USING ROLE-PLAYING ACTIVITIES TO ENHANCE SPEAKING SKILLS OF SECOND-YEAR NON-ENGLISH MAJOR STUDENTS: AN ACTION RESEARCH AT A UNIVERSITY IN HUNG YEN
Abstract
Speaking English is widely regarded as one of the most challenging skills for non-English major students because it requires linguistic knowledge, confidence, and fluency. This study was conducted as a classroom-based action research project to investigate the effects of role-playing activities on students’ participation and speaking performance in English-speaking lessons. The research was carried out with 41 non-English major second-year students at a university in Hung Yen. A mixed-methods approach was employed, using observation checklists, pre-speaking tests, post-speaking tests, and student questionnaires, with data triangulated across two research cycles. The results indicated noticeable improvements in students’ speaking performance, particularly in fluency, confidence, and active participation. It is concluded that role-playing activities are an effective instructional technique for promoting spontaneous communication and interaction in real-life speaking contexts.
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