Role Play As An Approach In Developing Students Communicative Competence

Ampatuan, Ramlah A; Jose, Ariel E. San

doi:10.31686/ijier.vol4.iss1.503

Cited by 11 publications

(10 citation statements)

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“…This second method is frequently successful, and students may try role-playing activity for a period of time before beginning to enjoy themselves. This coincides with the findings of study by Ampatuan and Jose (2016), where they stated that role play can be a beneficial approach in developing students' communicative competence provided that it is not conducted for too long. When the activity gets dragged, students will start to lose interest and motivation to continue the activity.…”

Section: Challenges and Suggestions In Implementing Role Playsupporting

confidence: 89%

Role Play to Improve ESL Learners’ Communication Skills: A Systematic Review

Ishak¹,

Aziz²

2022

IJARBSS

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The used of role play in classroom allows students to act out a situation or adopt the role of someone else in order for them to practice their communication skills. When compared to other language abilities such as reading, and writing, communication skill is said to be the most challenging skill to learn. This study includes a systematic assessment of 20 relevant published studies from Google Scholar, Research Gate, Semantic Scholar, Academia, SAGE, ProQuest and Educational Resources Information Centre (ERIC) database on the use of role play in the classroom to improve ESL students' communication abilities from the year 2011 to 2021. The goal of this study is to see how successful role-playing is at helping ESL learners improve their communication abilities. The results show that role-playing influenced and improved students' speaking abilities, particularly fluency, understanding, context, and interactive ability. Other than this, role play can also assist students gain confidence in their ability to communicate in English and increase their drive to speak English in the classroom. Future research and practise objectives, as well as the limits in regards to prior pertinent studies were more thoroughly evaluated.

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Section: Challenges and Suggestions In Implementing Role Playsupporting

confidence: 89%

Role Play to Improve ESL Learners’ Communication Skills: A Systematic Review

Ishak¹,

Aziz²

2022

IJARBSS

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“…Teachers serve as a guide to assume their different roles). Moreover, Ampatuan and Jose's (2016) study encourages the use of role-playing to assist learners in developing their communicative competence. Harmer, (2007) indicates that role-play boosts the self-confidence of shy students because, in role-play, they have a different role and do not speak for themselves.…”

Section: Dramamentioning

confidence: 93%

Fostering Efl Learners’ Communicative Competence by Means of Motivational Activities

Sèna

2022

EJFL

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The ultimate goal of teaching EFL to students is for them to use English for communicative purposes. This paper seeks to examine the communicative competence of EFL students in the Republic of Benin and to study the effect of motivational activities on their oral proficiency. Moreover, the enquiry aims at examining students’ views about the use of motivational activities during English lessons and to find out the extent to which teachers integrate these activities in the classroom. To achieve these objectives, a mixed research method was used. This includes questionnaires and classroom observation. 205 EFL intermediate students and seven EFL intermediate class teachers participated in the enquiry. The results show that students lack motivation or interest to speak English because teachers do not make their lessons lively by introducing motivational activities. Many teachers ignore that motivational activities are effective in the classroom. It is understandably so because they are not trained to incorporate motivational activities in their lessons. Furthermore, students do not speak in class because they are either bored or they do not know the appropriate vocabulary to use. Though motivational activities make learners eager to practise the language, students revealed that their teachers hardly involve them in dramatic activities. These include various tasks such as role-play, simulation, improvisation. This study concludes that motivational activities have a significant impact on learners’ communicative competence, and calls on teachers as well as trainers and pedagogical advisers to ensure their incorporation in the EFL classrooms. Article visualizations:<img src="/-counters-/edu_01/0949/a.php" alt="Hit counter" />

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“…A gameficação como técnica de ensino por meio de simulações (role-plays) é um método cada vez mais utilizado em competições nacionais e internacionais desenvolvidas por universidades e demais entidades acadêmicas preocupadas com o ensino do Direito por meio de vivências mimetizadas (AMPATUAN; SAN JOSE, 2016;GHIRARDI, 2009;VANZELLA, 2009;LEAN et al, 2006;WIZNER, 2001). Tais oportunidades permitem suprir, por meio de técnicas ativas, a deficiência da formação oferecida pelos projetos pedagógicos de Faculdades de Direito que, seguindo as orientações estabelecidas pelos arts.…”

Section: A Mimese Em Competições: Construção De Personagens E Posicio...unclassified

“…A adoção de métodos participativos no ensino em Direito no Brasil tem recebido grande atenção nos debates acadêmicos há alguns anos no País. São, inclusive, conhecidas as discussões da literatura jurídica nacional e da literatura jurídica estrangeira sobre alguns dos tradicionais métodos que buscam promover o protagonismo estudantil, como método socrático, problem-based learning, role-play, caso didático, grupos focais, clínicas, entre outros (AMPATUAN; SAN JOSE, 2016;GHIRARDI, 2009;VANZELLA, 2009;LAPA, 2014;LEAN et al, 2006;WILSON, 2017;WIZNER, 2001).…”

Section: Introductionunclassified

Técnicas Teatrais na Formação em Direitos Humanos no Brasil: Mimese, Performance e a Construção Pedagógica do Estado Democrático de Direito

Giannattasio¹,

Pereira²,

Danese³

2022

RDP

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O uso de métodos participativos para o ensino de direito no Brasil tem sido objeto de diversas discussões nos últimos anos. A partir de uma pesquisa qualitativa baseada em fontes primárias extraídas de uma observação participante, este texto relata e analisa experiências do uso de técnicas teatrais (mimese e performance) para ensinar os Direitos Humanos no Brasil. Os autores avaliam os limites e as possibilidades de utilizar tais estratégias pedagógicas interdisciplinares para promover o protagonismo estudantil nas Escolas de Direito brasileiras. A ideia é estabelecer um treinamento mais consciente, sensível, autônomo e participativo sobre a proteção internacional dos direitos humanos

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Role Play As An Approach In Developing Students Communicative Competence

Cited by 11 publications

References 1 publication

Role Play to Improve ESL Learners’ Communication Skills: A Systematic Review

Role Play to Improve ESL Learners’ Communication Skills: A Systematic Review

Fostering Efl Learners’ Communicative Competence by Means of Motivational Activities

Técnicas Teatrais na Formação em Direitos Humanos no Brasil: Mimese, Performance e a Construção Pedagógica do Estado Democrático de Direito

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