Arab World English Journal (AWEJ) Volume .8 Number 4 December 2017                                         Pp 121-136
DOI: https://dx.doi.org/10.24093/awej/vol8no4.8

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The Effect of Role Play Strategy on Jordanian EFL Tenth Grade Students’
Speaking Skill

Bilal Khalaf Alzboun
Department of Curriculum and Instruction, Faculty of Education
Yarmouk University,Jordan

 Oqla Mahmoud Smadi
Department of Curriculum and Instruction, Faculty of Education
Yarmouk University, Jordan

Abdallah Baniabdelrahman
Department of Curriculum and Instruction, Faculty of Education
Yarmouk University, Jordan

 

 

Abstract:
This study examines the effect of role-play strategy on the Jordanian tenth grade English as a foreign language (EFL) students’ speaking skill. It is an attempt to answer if there is a statistical significance difference between the experimental and control groups’ scores on the speaking test due to the teaching method (role-play strategy vs. the Teacher’s Book instructions). A total of 86 homogeneous participants were selected through a random sampling technique from two sections at Lameece Secondary School for Girls in Amman, Jordan during the second semester of the academic year 2016-2017. The experimental group was 42 students while the control group was 44 students. For data collection, a role-play instructional program based on the speaking activities in Action Pack 10, a speaking test and a rating scale were used. The collected data were analyzed using proper statistical measures such as ANCOVA and MANCOVA. The results revealed that the role-play strategy had a significant effect on the five components of the speaking skill with the students of the experimental group. Further empirical studies on the effect of role-play strategy on developing other language skills are needed.
Keywords: EFL students, P.P.P Model, role-play strategy, speaking skill

Cite as:  Alzboun, B. K., Smadi,  O. M., & Baniabdelrahman, A. (2017). The Effect of Role Play Strategy on Jordanian EFL Tenth Grade Students’Speaking Skill. Arab World English Journal, 8 (4).
DOI: https://dx.doi.org/10.24093/awej/vol8no4.8

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Bilal Alzboun is a PhD graduate at the Department of Curriculum and Instruction, Faculty of
Education, Yarmouk University –Jordan. He is working in the ministry of Education in Jordan as
an English language supervisors. His interest is in teaching methodology and curricula planning.