VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

______________________________

SCIENTIFIC RESEARCH

A STUDY ON PROBLEMS

IN THE CARRYING OUT OF ROLE-PLAY

IN SPEAKING CLASS FOR

FIRST-YEAR STUDENTS

Name: Nguyễn Thị Hoàng Hà

Class: 09E14

Supervisor: Ms. Nguyễn Thị Kim Phượng

Hanoi, 03/2010

TABLE OF CONTENT

Abstract i

List of figures and tables ii

CHAPTER 1: INTRODUCTION 1

1. Rationale 1

2. Aims of the study and research questions 2

3. Scope of the study 2

4. Methodology 2

CHAPTER 2: LITERATURE REVIEW 3

1. Nature of role-play 3

1.1. Definitions 3

1.2. Principles for effective role-play activity 4

2. Advantages of role-play activity 6

3. Common problems in speaking activities 7

4. Factors that cause problems in speaking class 8

4.1. Lack of motivation 8

4.2. Lack of self-confidence 8

4.3. Fear of making mistakes 9

CHAPTER 3: METHODOLOGY 10

1. Participants 10

2. Data instruments 10

3. Procedures 11

CHAPTER 4: DATA ANALYSIS AND DISCUSSION 12

1. The results 12

2. Findings 19

2.1. Positive findings 19

2.2. Problems existed 20

CHAPTER 5: SUGGESTIONS 21

1. Vocabulary introduction 21

2. Encouraging students to overcome nervousness 22

CHAPTER 6: CONCLUSION 23

APPENDIX: QUESTIONNAIRE 24

REFERENCES 27

ABSTRACT

The study aims to find out the problems that prevent the success of role-play in

speaking class for first year students at ULIS. In order to find out what the problems

are, the survey method is used. Questionnaires were administered to 30 students to

search for data.

The collected data reveals some problems in the carrying out of role-play. They are

the students’ lack of vocabulary and grammar, students’ nervousness and their

neglect of the task assigned. Based on the findings, several ways are suggested to

improve the effectiveness of this activity.

It is hoped that the study will provide useful information for those who want to

enhance the application of role-play in speaking class for first-year students.

LIST OF FIGURES AND TABLES

Tables Page

Table 1: Students’ understanding about advantages of role-play 14

Table 2: Students’ understanding about difficulties in role-play 15

Charts

Chart 1: Students’ general attitude towards role-play 12

Chart 2: The proportion of students who only use English and

who do not use English all the time 16

Chart 3: Students’ feeling during their performances 17

Chart 4: Degrees of students’ feeling when they make mistakes

in front of their class 18

CHAPTER 1: INTRODUCTION

Chapter 1 – Introduction – provides the rationale of the study, the aims, research

questions and the scope of the study.

1. Rationale

Nowadays English has become an international language with users increasing

rapidly. Therefore, language learning as well as teaching has been paid more and

more attention. In “A course in language teaching”, Ur (1996) states that this skill

seems the most important of the four basic skills (listening, speaking, reading and

writing) because:

“… People who know a language are referred to as ‘speakers’ of that language, as if

speaking included all other kinds of knowing; and many if not most foreign language

learners are primarily interested in learning to speak”

In recent years language teachers and researchers have witnessed a number of

changes in language teaching. There is a variety of in-class tasks with the aim of

bringing effectiveness towards the process of improving the language skills. Among

them, role-play is one of the most popular activities, mainly because of its

advantages. It helps students to have more experience in using English, provides

chances to practice speaking in a variety of situations as well as creates comfortable

atmosphere in class. Therefore, role-play is considered an effective way to enhance

speaking skills.

However, to what extent role-play activity brings good effectiveness to students

depends mostly on teachers understanding about this activity and the appropriate

application to students. It is said that some problems are still existed in the

application of role-play.

The study is aimed to investigate the problems that first year students in Faculty of

English Teacher Education, ULIS, VNUH may have to cope with in this activity.

2. Aims of the study and research questions

The study is carried out to provide in-depth knowledge about role-play activity and

encourage the use of role-play in English class for first year students. In addition,

some suggestions of application to students are provide in order to make the best

use of this kind of practicing activity.

To be specific, the research project aims at answering the following questions:

1. What are problems in the carrying out of role-play for first year

students in English Department, University of Languages and International

Studies, Vietnam National University, Hanoi?

2. In what ways could teachers and students improve the effectiveness of

the activity?

3. Scope of the study

The study concerns with 30 first year students in Faculty of Language Teacher

Education, ULIS, VNUH. The students are chosen randomly from over 600 first

year students in the department.

4. Methodology

Participants

The main participants, as mentioned above, are the first year students of Faculty of

Language Teacher Education, ULIS, VNUH. This study hopes to involve 30 out of

over 600 students in the Division 1.

Data instruments: questionnaire

Questionnaire is going to be carried out among 30 students. Their problems during

role-play activity will be found out in the survey result.

CHAPTER 2: LITERATURE REVIEW

Chapter 2 – Literature review – presents the review of relevant literature:

definitions, principles for an effective role-play activity and advantages of this

activity. In addition, this chapter presents some common problems in speaking

classes and factors affecting the success of speaking activities.

1. Nature of role-play

1.1. Definitions

In recent years language teachers and researchers have witnessed a number of

changes in language teaching. The new developments have helped learners

participate in learning activities in the most active way, with emphasis on “learner’s

ability and willingness to use the target language appropriately and accurately for

the purposes of effective communication” (Sheils, 1993). These activities,

considered an important part of communicative language teaching (or CLT), aim to

motivate learners in learning the language and to interest them through their

involvement in “a range of meaningful, realistic, worthwhile and attainable tasks”

(Sheils, 1993).

Among the most commonly-used activities, role-play is highly appreciated in

speaking classes. The definitions of role-play have been mentioned by several

researchers such as Ladousse (1987), Doff (1988) and Gangel (2005).

According to Ladousse (1987), role-play is the activity in which students “play a

part (either their own or somebody else’s) in a specific situation”. He also defines

clearly that “in the roles, students are creating their own reality and, by doing so, are

experimenting with their knowledge of the real world and developing their ability to

interact with other people” (Ladousse: 1987). Whereas in “Teach English – A

training course for teachers”, Doff (1988) states that “role-play is a way of bringing

situations from real life into the classroom” and the main task of students is

improvising. He also emphasizes that role play is totally different from reading a

dialogue aloud. When doing role-play, students are asked to “imagine” either a role

or a situation or both of them (Doff: 1988).

Gangel (2005), however, defines “role” as “the way one behaves in a given position

and situation”. He continues with the idea about this activity: “role playing as a

teaching methodology is the conscious acting out and discussion of the role in

group. In the classroom a problem situation is briefly acted out so that the individual

student can identify with the characters”.

To understand role-play thoroughly, Gangel (2005) distinguishes two terms that

many teachers and students confuse: role-play and drama. Although they are both

popular in-class activities and quite similar, they are “very distinct in style”

(Gangel: 2005). In addition, he gives detailed explanation to this issue:

Perhaps the most strategic point of difference is the handling of the subject matter:

genuine drama usually requires a script, whereas role playing retains the element of

spontaneous or at least extemporaneous reaction.

Although these researchers use different words to define the term “role-play”, in

general they all agree that this in-class activity is aimed at developing students

speaking skills through practicing situations in real life.

1.2. Principles for effective role-play activity

Role-play is aimed at developing students’ speaking skills. Therefore, the activity

will only bring effectiveness to students if it is carried out in the way that all

principles for effective role playing are achieved. In “Teaching through role

playing”, Gangel (2005) points out the characteristics of a good role-play activity.

First, role-play, as a teacher technique, is “based on the philosophy that meanings

are in people, not in words or symbols”. It means that the procedures of this activity

are sharing information, clarifying our understandings of others’ information and

changing our meanings (if necessary). Therefore, in order to carry out an effective

role-play activity, it is important that a “distinct organizational pattern” be prepared

thoroughly. Gangel (2005) suggests one helpful structure for the activity:

1. Preparation a. Define the problem

b. Create a readiness for the role(s)

c. Cast the characters

d. Establish the situation

e. Brief and warm up

f. Consider the training

2. Playing g. Acting

h. Stopping

i. Involving the audience

j. Analyzing the discussion

k. Evaluating

Second, Gangel (2005) emphasizes that the situation must be identified clearly. The

work includes public introduction about the task and making sure that all students

understand their roles.

Third, it is important that all players and audience understand the play and involve

in the play actively. The audience may contribute their ideas towards the situations

and their opinions must be discussed publically.

Next, in terms of evaluation, he recommends that “evaluation should proceed on

both group and personal levels, raising questions concerning the validity of the

original purpose.

Finally, about problem dealing, a successful activity is not an activity without any

problems but an activity in which certain problems are dealing properly.

To sum up, a good role-play should own these above characteristics. These features

are important and useful for both teacher and students when it comes to carrying out

the activity.

2. Advantages of role-play activity.

In “Role play” (1987), Ladousse states six special reasons for using this kind of task

in speaking classes. They are also the prominent advantages of this kind of in-class

activity.

First, role-play gives us the possibility to bring “a very wide variety of experience”

into the classroom. That means students’ speaking skills are taught and improved in

any situation.

Second, the situations used in role-play require students to use and develop

vocabulary and structures for specific purposes, which are often neglected by our

language teaching syllabuses. The special of this activity is that it is possible to

build up the social skills from a very low level.

Third, this kind of activity is useful to people who learn English to prepare for

specific roles in their lives. Practice makes perfect; therefore, role-play provides

these students with a chance to try out and experiment with the language they will

require “in the friendly and safe environment of a classroom”. “It enables them not

just to acquire set phrases, but to learn how interaction might take place in a variety

of situations”.

Forth, role-play helps many shy students by providing them with a mask, and then

they will no longer feel that their own personality is implicated or exposed.

Fifth, this activity is fun. It is perhaps the most important thing. Although there does

not appear to be any specific evidence that enjoyment automatically leads to better

learning, most language teachers world probably agree that in the case of the vast

majority of normal people this is surely so.

Finally, role-play is perhaps the most flexible technique and teachers who have it at

their finger-tips are able to meet an infinite variety of needs with suitable and

effective role-play exercises.

3. Common problems in speaking activities

In “A course in language teaching”, Ur (1996) points out some common problems

in speaking classes. They are inhibition; nothing to say; low or uneven participation

and mother-tongue use.

The first is inhibition. Inhibition is a common problem in language learning. In

speaking classes, it is considered a serious matter and has to be taken seriously.

In order to explain the concept more specifically, he states that “learners are often

inhibited about trying to say things in a foreign language in the classroom”. He also

shows us some reasons that cause inhibition to students – mainly psychological

reasons: “worried about making mistakes, fearful of criticism or losing face, or

simply shy of the attention that their speech attracts”.

Besides inhibition, “nothing to say” is another matter that prevents the success of a

speaking lesson. Ur (1996) says that “you often hear learners complain that they

cannot think of anything to say” and gives the explanation “they have no motive to

express themselves beyond the guilty feeling that they should be speaking”.

The third is “low or uneven participation”. It means that only a few students talk for

a long period, while others “speak very little or not at all”. Therefore, the

effectiveness only comes to some students and the others who are silent are not

likely to improve their speaking skills.

Finally, the problem of mother-tongue use is raised. Ur points out the reasons that

cause this problem:

“… because it is easier, because it feels unnatural to speak to one another in a foreign

language, and because they feel less “exposed” if they are speaking their mother

tongue”.

These four problems are commonly seen in speaking classes and have to be dealt

with properly.

4. Factors that cause problems in speaking classes

The above part lists some common problems in speaking classes. These problems

may be caused by students’ lack of motivation, self-confidence and fear of making

mistakes.

4.1. Lack of motivation

As pointed out by many researchers such as Brown (1994) and Spolsky (1992),

motivation plays an important role in language learning. Students’ lack of

motivation can destroy teachers’ efforts in organizing role-play.

Students’ lack of motivation can cause some problems to the carrying out of the

activity. Because of their lack of motivation, students might do nothing or other

things in the activities while they are expected to be involved. Some other

unmotivated students might participate in the activities, but not actively. They may

hesitate to raise their opinions or do not put their mind in the task, which leads to

the problems that the play they are in charge of is likely to be too boring. This may

result in the situation that other students lose their interest in the activity; therefore

the lesson tends to be boring to them.

The lack of motivation is a factor that prevents effective role-play activity. And the

situation will get worse if students also lack self-confidence, which will be

presented in the next section.

4.2. Lack of self-confidence

The success in organizing role-play activity can be affected by students’ lack of

self-confidence.

According to Byrne (1987) and Harmer (1991), the lack of self-confidence of some

weak students can leads to the thought that they consider themselves as inferior to

the “best” students. They may hesitate to speak out their opinions or to contribute

their ideas to the assigned tasks or activities. As a result, their participation in the

activity is limited and the activity does not bring effectiveness to them.

4.3. Fear of making mistakes

Together with students’ lack of motivation and self-confidence, the fear of making

mistakes is also one main factor that decides the success of role-play activity.

Fear of making mistakes “prevents learners from being receptive and responsive”

(Hoque: 2008). This means that students are prevented from actively using the

language in the activity, which results in the un-accomplishment of the task. They

may not feel like arguing with friends or giving out their opinions. Therefore,

students’ progress may be restricted in their learning in general and in their

speaking skill in particular.

These above factors are commonly seen in foreign language classes and must be

taken seriously in the application of role-play activity.

CHAPTER 3: METHODOLOGY

Chapter 3 – Methodology – is the description of the methodology used in the study,

data collection instruments and procedures.

1. Participants

The study aims to investigate problems in the application of role-play for first year

students. Therefore, it is concerns with 30 freshmen of Faculty of Language Teacher

Education, University of Languages and International Studies, VNUH. The

participants are chosen randomly from over 600 first-year students of the faculty.

2. Data instruments: Questionnaire

In order to get information about students’ difficulties when carrying out role-play,

a questionnaire had been worked out (see Appendix). It contained questions about

problems that students can have during role-play and some advantages and

difficulties of this kind of activity.

Question 1 aims to get information about students’ general attitude towards role-

play.

Question 2 aims to investigate more specifically students’ opinions about the

advantages of this task.

Question 3 looks for the difficulties that students have to face with during the

application of role-play.

Question 4 wants to find out the frequency of using English when role-play is

carried out in class.

Question 5 aims to get information about students’ feeling when performing their

play in front of the class.

Question 6, 7 and 8 intend to find out about students’ attitude in terms of making

mistakes and having their mistakes corrected by others.

1. Procedures

After 4 weeks of searching for related materials, a questionnaire was designed in

order to collect data for the study. 30 copies were administered randomly to 30 first

year students of Faculty of Language Teacher Education. Then the questionnaires

were collected and the data were analyzed.

CHAPTER 4: DATA ANALYSIS AND DISCUSSION

Chapter 4 – Data Analysis and Discussion – analyzes and discusses the collected

data and lists the major findings of the study.

1. The results

In terms of students’ general attitude towards role-play, only 6.7% of the informants

(2 out of 30) say that they really love role-play. Meanwhile up to 36.6% of them (11

out of 30) like the activity. Half of them (15 out of 30) consider role-play as a

normal activity – they do not extremely like it, yet do not hate it. Only 2 of them

(6.7%) say that they do not like it very much. None of the informants show a strong

feeling of dislike to the activity.

As can be seen from chart 1, the number of informants who have the neutral attitude

is the greatest number. The second largest group of informants is the group who

like the activity. And the number of those who really love role-play and who do not

like it very much are equal to each other.

When it comes to more specific attitudes, students showed different opinions

towards the advantages of role-play and difficulties they have to cope with.

The result of question 2, which ask students about the advantages of role-play,

shows that all of the informants see the good points role-play can bring to them.

Most of them admit that role-play can help them to have more chances to practice

speaking English (21 out of 30 – 70%), bring them good time of working together

(20 out of 30 – 66.7%) and provide them with the ability to carry out the task freely

(19 out of 30 – 63.3%). A little fewer students (18 out of 30 – 60%) view role-play

as such an activity that can help them to learn from their friends. More than half of

the informants (56.7%) agree that they can learn more phrases which can be used in

specific situation. There are 13 students who think that role-play gives them

opportunities to speak English in front of the class, which accounts for 43.3%. 11

informants out of 30 (36.7%) agree that one advantage of role-play is the ability of

mutual mistake correction. Only 4 of them consider pronunciation improvement as

an advantage of this activity.

Besides the given advantages in the questionnaire, some other opinions are raised. 2

students think that they can be more confident of public speaking thanks to role-

play. Another student appreciates the value this kind of task in terms of improving

interview skills, which is helpful to any student in the future.

Students’ answers are presented in Table 1 as follows.

Advantages of role-play Number of

students

%

1. I have more chances to practice English 21 70

2. I can speak English in front of the class 13 43.3

3. I can learn from my friend / friends 18 60

4. We can do our task freely 19 63.3

5. My friends can correct my mistakes 11 36.7

6. We have a wonderful time practicing together 20 66.7

7. I can learn more new words and structures which

are used in specific situations

17 56.7

8. My pronunciation is improved 4 13.3

9. Others:

- I can be more confident in front of the crowd.

- Role-play can help me with my interview

skills.

2

1

6.7

3.3

Table 1: Students’ understanding about advantages of role-play

In terms of students’ understanding about difficulties in role-play, the answers from

the informants reveal several problems from the viewpoint of students. The data

show that many informants (17 out of 30 – 56.7%) have difficulty in gathering the

whole group to prepare for the play. A slighter number of students (14 out of 30 –

46.7%) admit that they do not have enough vocabulary for the activity. 8 informants

think that one difficulty in role-play is the ineffective participation of some students.

There are some students who do nothing or talk about something else, rather than

completing their task. Only one student out of 30 (3.3%) do not like the fact that his

group have to wait for other group to perform their play. There is also one informant

who does not agree with the idea of improving knowledge about English phrases

and structures through role-play. Only one student (3.3%) thinks that other games

and activities are more interesting than role-play.

Students’ answers are presented in Table 2 as follows

Difficulties in role-play Number of

informants

%

1. I have difficulties in gathering the whole group

to practice our play

17 56.7

2. My pair / group have to wait for others 1 3.3

3. Some students do nothing or talk about

something else, so it is a waste of time

8 26.7

4. I do not have enough vocabulary and grammar

for the activity

14 46.7

5. I cannot learn new words and structures 1 3.3

6. I find other activities more interesting 1 3.3

Table 2: Students’ understanding about difficulties in role-play

In terms of the use of English in classroom, only 12 students out of 30 say that they

just use English in this activity, which accounts for 40%. The majority of

informants admit that they do not use English all the time. The result can be seen

more clearly in Chart 2

When it comes to the reasons why students tend to use Vietnamese rather than

English in role-play activity, it was found out from questionnaires that the majority

of informants do not use English all the time because they do not know the English

structures (10 out of 18 – 55.5%). 8 informants use Vietnamese because they are

used to it. There are 5 students who reveal that the reason for Vietnamese usage in

class is the lack of vocabulary. No one chooses the answer of “being afraid of

making mistakes”, which seems to be a good piece of news.

In terms of student’s feeling during their performances, most of them (23 out of 30

– 76.7%) admit that they feel fairly nervous. There are 5 students who feel

confident, which accounts for 16.7%. Only 1 student feels totally confident during

his performances, and there is also 1 student who feels very nervous.

The result is showed in chart 3 as followed.

In terms of students’ feeling when making mistakes, only 23.3% of the students (7

out of 30) feel very embarrassed when they make mistakes. The number is much

smaller with those who do not feel embarrassed – only 3.3% (1 out of 30). The

majority of the students (22 out of 30 – 73.3%) feel a little embarrassed.

The result is showed in chart 4 as followed.

In terms of mistake correction, all the students want their friends to correct mistakes

for them. The result of the last question is the same – 100% of the students say that

they want their teacher to correct their mistakes.

2. Findings

2.1. Positive findings

From the collected data, it can be seen that role-play has won popularity among

students. Only a minority of them show a negative attitude towards role-play.

Students’ positive attitude towards this activity shows that role-play, in some way,

has successfully created a comfortable atmosphere in class. This may result in the

increasing in students’ motivation to learn the language.

The data also reveal that the activity has brought effectiveness to the students. It

gives them chances to practice English and learn the language actively. Students’

active way of learning means that they work together, learn from each other and

correct each other’s mistakes. From the collected data, we can see that role-play has

met these requirements.

In terms of using English in classroom, 40% of the participants admit that they just

use English in the activity, which is positive information. Students have been aware

that they should use English as much as possible and they have tried to do that. It is

a helpful way of learning English and it may result in students’ improvement.

In terms of students’ feeling when they perform their play, the data show that most

students are slightly unconfident. However, only 3.3% of them are totally lack of

confidence. This result reveals that they are quite relaxed and anxiety is dealt with

quite properly.

In terms of making mistakes and mistakes correction, the results are quite

optimistic. Although students are still embarrassed (to some degree) when they

make mistakes, they all want their friends and their teacher to correct the mistakes

for them. It proves that they have an earnest attitude towards their language

learning. No one admits that he is afraid of making mistakes. This means that

making mistakes does not prevent students from taking part in the activity.

In terms of mistake correction, all the students want their friends, as well as their

teacher, to correct mistakes for them. This is a positive attitude in learning English

in general and learning speaking skill in particular.

2.2. Problems existed

Although there are some positive results, the collected data reveals some existed

problems in the application of role-play. Students have many difficulties when

carrying out this activity. Of all the difficulties, gathering the whole group to

practice performing and lack of vocabulary and grammar are the most common. It

means that students’ teamwork skills are still limited. In addition, students also have

to improve their vocabulary and grammar.

The data also show that not all students work when they are assigned the task. Some

students say that a few friends of theirs do nothing or talk about something else,

rather than completing the task. This is a factor that prevents the effectiveness of

role-play.

In terms of students’ confidence, most of the students admit that they are fairly

nervous. Nervousness may affect the fluency in their speaking; therefore prevent

them from improving their speaking skill.

CHAPTER 5: SUGGESTIONS

Based on the findings in the above section, some suggestions are given in this

chapter with the hope that the application of role-play can become better. The

suggestions include vocabulary introduction before the activity and encouraging

students to overcome nervousness.

1. Vocabulary introduction

One common problem students have to face is the lack of related vocabulary for the

situation. Therefore, it is necessary for teachers to introduce new words and

structures to students.

This activity should take too much time and can be performed in the following

ways.

First, teachers may introduce new words and structures by listing them in tables.

Teachers may design a table in which words or phrases of the same function are in

the same column.

Example: Situation: buying things at the market.

Role Begin the

conversation

Bargaining process Finish the

conversation

Customer Excuse me. I’d like

some milk, please.

That much?

Can you give me a

discount?

Thank you.

Assistant Can I help you? I’m afraid prices are

rising all the time

Here’s your change.

Thank you.

Another way of introducing words is using word maps. Here is an example.

Students are provided with the necessary words and phrases for the situation and

they should be encouraged to use them in their task. In that way, the problem of

lacking necessary words and phrases can be gradually solved.

2. Encouraging students to overcome nervousness

Teachers can encourage students in many ways. They may go around the class and

help students with language problems. If they seem nervous and do not take part in

the activity actively, teachers may join their group and give some ideas for them to

develop. Using compliments is also a helpful way of encouraging. By hearing

“Good job!” or “You can do it!”, students may gradually get rid of the thought that

they are not able to complete the task successfully. Therefore, they may become

more confident and find the lesson more interesting.

CHAPTER 6: CONCLUSION

In conclusion, the study has presented the methodology and the results of the

research. The study has found out that role-play activity at Faculty of Language

Teacher Education, ULIS, VNUH has been able to bring effectiveness to students to

some extent. However, there are still problems in the application of role-play. Some

students feel nervous during performing their play. They also have difficulties in

expressing their opinions in English. There are some who do nothing or talk about

something else when the activity is carried out in class. The majority of students

still use Vietnamese in the activity.

Based on the problems that have been found out, the study has suggested some

solutions. In the author’s opinion, it is necessary for teachers to introduce new

words and phrases to students before assigning the task. Teachers also need to

encourage students to overcome nervousness and take part in the activity actively.

The study is not without limitation. The problems in terms of making and correcting

mistakes have not been investigated thoroughly. This issue may be discussed more

in the next study.

It is hoped that the findings of the research will provide an in-depth look into the

application of role-play for first year students. The author of the research also hopes

that the results of the study will provide useful information for those who want to

improve the effectiveness of role-play in speaking classes.

APPENDIX

QUESTIONNAIRE

This questionnaire is aimed to investigate problems in role-play activity (in

speaking skill) of first year students, Faculty of English Teacher Education, ULIS,

VNUH. I am grateful for your cooperation in completing the questions below.

Please answer the following questions by putting X where appropriate. In a number

of questions, more than one option is acceptable. Write your own answers in the

space given if you are not satisfied with any of the given choices or for the questions

without available choices.

1. Do you like role-play activity?

□I really love it

□I like it

□So so

□I don’t like it very much

□I hate it

2. These are some good things about role-play. Tick what you think is right for you

□I have more chances to practice English

□I can speak English in front of the class

□I can learn from my friend / friends

□We can do our task freely

□My friends can correct my mistakes

□We have a wonderful time practicing together

□I can learn more new words and structures which are used in specific situations

□My pronunciation is improved

Others:

……………………………………………………………………………………

……………………………………………………………………………………

……………………………………………………………………………………

3. These are some bad things about role-play. Tick what you think is right for you:

□ I have difficulties in gathering the whole group to practice our play

□ My pair / group have to wait for others

□ Some students do nothing or talk about something else, so it is a waste of time

□ I do not have enough vocabulary and grammar for the activity

□ I cannot learn new words and structures

□ I find other activities more interesting

Others:

……………………………………………………………………………………

……………………………………………………………………………………

……………………………………………………………………………………

4. Do you use English all the time in role-play?

□Yes □ No

If the answer is NO, why?

□Because I don’t know the words in English

□Because I don’t know the phrases and ways of expression in English

□Because I’m afraid of making mistakes

□Because I’m used to Vietnamese.

Others:

……………………………………………………………………………………

……………………………………………………………………………………

……………………………………………………………………………………

5. How do you feel when you perform your play in front of the class?

□Totally confident

□Confident

□Fairly nervous

□Nervous

6. How do you feel when you make mistakes in front of the class?

□Very embarrassed □A little embarrassed □Not embarrassed

7. Do you want your friends to correct your mistakes?

□Yes □No

If the answer is NO, why?

……………………………………………………………………………………

……………………………………………………………………………………

……………………………………………………………………………………

8. Do you want your teacher to correct your mistakes?

□Yes □No

If the answer is NO, why?

……………………………………………………………………………………

……………………………………………………………………………………

……………………………………………………………………………………

Thank you for your cooperation!

REFERENCES

Brown, H.D. (1994). Principles of language learning and teaching. New Jersey:

Prentice Hall Regents.

Byrne, D. (1987). Techniques for classroom interactions. New York: Longman.

Doff, A. (1988). Teach English – A training course for teachers. Cambridge:

Cambridge University Press.

Harmer, J. (1991). The Practice of English Language Teaching. New York:

Longman.

Ladousse, G.P. (1987). Role play. Oxford: Oxford University Press.

Sheils, J. (1993). Communication in the modern languages classroom. Strasbourg:

Council of Europe.

Spolsky, B. (1992). Conditions for second language teaching. Oxford: Oxford

University Press.

Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University

Press.

Gangel, K.O. (2005). Teaching through role playing. Retrieved January 10th, 2010

from http://borg.sabda.org/node/2567

Hoque, M.E. (2008). Error Correction Preferences in Written Work of Higher

Secondary Students in Bangladesh: an Evaluation. Retrieved February 10th,

2010 from http://www.articlesbase.com/languages-articles/error-correction-

preferences-in-written-work-of-higher-secondary-students-in-bangladesh-an-

evaluation-329528.html