Abstract:
The purpose of this study was to investigate the effects of role-playing activities on the speaking
performance of EFL learners at Eley Secondary School.
The subjects of the study were 50 EFL students of grade 11 in Eley secondary school. Out of
this, 25 were in experimental and 25 were in controlled groups. True experimental pre-test and
post-test research design was employed. Data were collected through role-play activities, such as
conversations, for the experimental group, while the control group received instruction using
traditional teaching methods. The pre-test and post-test comparison of each group was conducted
using paired sample t-tests, while independent t-tests were used to compare the experimental and
control groups. The results of the study showed that before the intervention, which involved role
play activities, there was no significant difference between the experimental and control groups.
Additionally, the pre-test and post-test results for each group did not reveal any significant
changes in students' speaking performance. However, the experimental group, which participated
in the role-play intervention, demonstrated a significant improvement in speaking performance
compared to the control group. It is concluded that the use of interactive role-play activities
effectively improved students' speaking performance. Based on the findings, the following
recommendations are made: other English teachers in the sampled school should adopt and
promote the practice of using role-play activities to enhance students' speaking skills; teachers
should create an environment conducive to substantial improvements in students' speaking
abilities; and curriculum designers should consider incorporating such activities into the
curriculum. Overall, the findings indicate a significant difference in speaking performance
between the experimental and control groups of Grade 11 EFL students in the secondary school.
