Efficacy of Role-Play in Teaching and Formative Assessment for Undergraduate English-Major Students in Saudi Arabia

Autor/in	Keezhatta, Muhammed Salim
Titel	Efficacy of Role-Play in Teaching and Formative Assessment for Undergraduate English-Major Students in Saudi Arabia
Quelle	In: Arab World English Journal, 11 (2020) 3, S.549-566 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Keezhatta, Muhammed Salim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Foreign Countries; Teaching Methods; Role Playing; Undergraduate Students; English (Second Language); Second Language Instruction; Majors (Students); Instructional Effectiveness; Conventional Instruction; Knowledge Level; Grammar; Vocabulary; Language Skills; Teacher Attitudes; Interpersonal Relationship; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Unterrichtserfolg; Wissensbasis; Grammatik; Wortschatz; Language skill; Sprachkompetenz; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Saudi-Arabien
Abstract	This study aimed at evaluating the effectiveness of the role-play as the teaching and formative assessment strategy for the undergraduate English major students from the Riyadh region of Saudi Arabia. To find the effectiveness and the impact of role-play as a teaching strategy, a quasi-experimental method was employed by using a pretest-posttest design wherein the pre and posttest results of 70 EFL students from experimental and the control groups were compared. The experimental group was taught some new areas of grammar, functions and vocabulary using role-play; simultaneously, the control group was taught the same items using the traditional method of teaching. The pretest revealed no significant difference in the knowledge level of the students between the two groups. On the other hand, the posttest results showed that there was a significant difference in the knowledge level of the students in favour of the experimental group. Further, a structured questionnaire was used to understand the perspective of the teachers on the efficacy of role-play in the assessment of students in the English language classes. A sample size of 20 teachers was used where it was found that role-play had a significant impact on the formative assessment. The findings of the study suggested role-play as an effective technique for the undergraduate English-major students in Saudi Arabia to solve the classroom interpersonal troubles, and it would help the students to imbibe the human-relation along with increasing their proficiency in the English language. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01