Teachers’ perceptions of the roleplaying technique in teaching English speaking skills to non-English major students

An Truong Le ()
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An Truong Le: Ho Chi Minh City Open University, Ho Chi Minh City, Vietnam

HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES, 2025, vol. 15, issue 4, 154-164

Abstract: Roleplaying is considered a prominent teaching technique for teaching English speaking skills. However, little has been known about how teachers perceive its benefits, challenges, and learning outcomes when applying this technique to teaching English-speaking skills to predominantly non-English-major students. The case study, employing a mixed-method design, was conducted at Ho Chi Minh City Open University (HCMC OU). There were ten participants for quantitative data collected via questionnaire and 02 interviewees for semi-structured interviews to collect qualitative data. The SPSS version 20.0 was used to analyze data. The findings revealed that the participants perceived that the roleplaying technique significantly impacted students’ English confidence. However, the participants held neutrality regarding improving pronunciation and grammatical accuracy when teachers apply roleplaying techniques in teaching English speaking skills. The researcher draws some pedagogical implications and recommendations for future research based on the findings.

Keywords: English speaking skills; nonEnglish-majored students; roleplaying technique; teaching methods (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:bjw:socien:v:15:y:2025:i:4:p:154-164

DOI: 10.46223/HCMCOUJS.soci.en.15.4.2295.2025

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