Role–Playing Activities: Essential Tools for Enhancing English Proficiency to Thai Primary Students
Abstract
This study looks at how well role-playing exercises improve English proficiency among Thai primary pupils, with an eye toward speaking abilities, self-confidence, and attitudes about English. Data were gathered by means of speaking tests both before and after running role-playing activities using a Classroom Action Research (CAR) approach. Students' speaking skills showed a notable improvement; the average proficiency score rose from 57.5 in Cycle 1 to 68.13 in Cycle 2. Furthermore, the proportion of students reaching the minimal speaking score of 65 changed from 50% in Cycle 1 to 81.25% in Cycle 2. These findings underline the need for using interactive teaching strategies, including role-playing, to close the gap between theoretical knowledge and practical application, thereby improving English communication abilities among students.
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DOI: https://doi.org/10.31004/jele.v10i2.713
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