EFL/ESL Tertiary-Level Learners are No Longer Required to Repeat the Same Dialogues in Speaking Classes: A Case Study from Thai University

Sarath Withanarachchi Samaranayake; Sunneeta Kositchaivat; Soranabordin Prasansapah

doi:10.21093/ijeltal.v9i1.1686

EFL/ESL Tertiary-Level Learners are No Longer Required to Repeat the Same Dialogues in Speaking Classes: A Case Study from Thai University

Sarath Withanarachchi Samaranayake, Sunneeta Kositchaivat, Soranabordin Prasansapah

Abstract

Over the past few decades, there has been a growing recognition of the positive impact of role-plays involving single events on the speaking skills of EFL learners in various teaching contexts across the globe. However, the effectiveness of role-plays involving sequential events in enhancing the oral proficiency of tertiary-level EFL learners remains unexplored. Therefore, this study aimed to determine whether role-plays involving sequential events were more effective than those involving single events in promoting the oral proficiency of tertiary-level EFL learners. This study employed a pretest-post-test research design and randomly selected two study groups (Treatment: N = 38 and Comparison: N = 38) using purposive sampling techniques. The treatment group was taught using role-plays involving sequential events, while the control group was instructed with role-plays involving single events for one semester. Data was collected through pre and post-tests, intervention tools, and focused group interviews and analyzed using descriptive and inferential statistical tests. The findings indicated that the treatment group, which practised role-plays involving sequential events, demonstrated more significant improvement in speaking proficiency than the control group, which used single events. Based on these positive outcomes, this study suggests that incorporating role-plays involving sequential events into EFL instruction can significantly enhance tertiary-level learners' speaking proficiency. Teachers and educators in the field of EFL/ESL should consider using sequential event role-plays to improve oral communication skills among learners. This approach can be particularly effective in Thai tertiary education, and the results contribute to the discussion on innovative teaching strategies.

Keywords

Dialogues, EFL learners, oral English, repetition, role-plays

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References

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DOI: http://dx.doi.org/10.21093/ijeltal.v9i1.1686

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