Role-playing games as a way to develop dialogue skills
Article Sidebar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Main Article Content
Abstract
This article discusses the pedagogical value of role-playing games as an effective method for developing students’ dialogical speech skills in English language classrooms. The relevance of this topic is grounded in the growing demand for communicative competence in educational institutions, where many learners struggle with speech articulation, turn-taking, and spontaneous interaction. Role-playing creates emotionally engaging, meaningful, and context-rich environments that stimulate fluency, vocabulary retention, and sociolinguistic awareness. Drawing on theories of communicative language teaching, experiential learning, and process drama, this article synthesizes research that highlights the benefits of implementing role-play as a tool for improving speaking skills. The analysis demonstrates that role-playing enhances students’ linguistic performance, increases their confidence, and promotes active participation in communication.
Article Details
References
Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson.
Kao, S. M., & O’Neill, C. (1998). Words into worlds: Learning a second language through process drama. Ablex Publishing.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Ladousse, G. P. (1987). Role play. Oxford University Press.
Livingstone, C. (1983). Role play in language learning. Longman.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Savignon, S. J. (2017). Communicative competence: Theory and classroom practice (3rd ed.). Routledge.