Role-playing as an instructional technique in English as a foreign language and English as a second language settings: a systematic review

Date

2025-01-01

Author

Kaygısız, Semih
Akar, Hanife

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This state-of-the-art paper reviews studies employing role-playing as an instructional technique in English as a Foreign Language and English as a Second Language contexts. Through a systematic review of 32 peer-reviewed studies published between 2000–2023, the paper highlights the potential of role-playing to facilitate experiential learning and promote cognitive, affective and self-regulative learning outcomes. The paper identifies key components of role-playing and explores their connection with learning outcomes. The review demonstrates that role-playing consistently enhances linguistic skills like fluency, pronunciation, and vocabulary mastery and affective outcomes. However, the effectiveness of role-playing can be influenced by components such as structure and agency. Longer role-playing sessions and well-structured activities, especially when embedded within the curriculum, yield enhanced cognitive and affective gains. Teacher roles and the level of student engagement also play a critical part. The review underscores the importance of intentional design, preparation and reflective debriefing to enhance the pedagogical impacts.

Subject Keywords

English, experiential learning, instruction, Role-playing, state-of-the-art reviews

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=105002572853&origin=inward
https://hdl.handle.net/11511/114370

Collections

Department of Educational Sciences, Article