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Enseñanza del lenguaje comunicativo a través de actividades de juego de

rol para desarrollar las habilidades del habla inglés

Communicative language teaching through role playing activities to develop english

speaking skills

Johnny Campoverde López*

https://orcid.org/0000-0003-0108-4755

jscampoverdel@ube.edu.ec

Universidad Bolivariana del Ecuador

Ecuador - Durán

Eduardo Perez Novo

https://orcid.org/0000-0003-2516-0572

eperez@ucf.edu.cu

Universidad de Cienfuegos.

Cuba - Cienfuegos

Josué Bonilla Tenesaca

https://orcid.org/0000-0002-6748-2345

jrbonillat@ube.edu.ec

Universidad Bolivariana del Ecuador

Ecuador - Durán

Artículo recibido: (la fecha la coloca el Equipo editorial) - Aceptado para publicación:

Conflictos de intereses: Ninguno que declarar.

RESUMEN

Esta investigación se centra en mejorar la motivación para hablar en estudiantes de inglés como lengua

extranjera de nivel B1 mediante la implementación del enfoque comunicativo CLT (Enseñanza Comunicativa de

Lenguas). Los estudiantes de nivel B1 a menudo enfrentan desafíos en la comunicación oral debido al

conocimiento limitado de vocabulario y gramática. El aprendizaje implica movimiento físico y actividades

prácticas; se ha demostrado que es eficaz en la enseñanza de idiomas al adaptarse a diversos estilos de

aprendizaje y mejorar la memoria y la comprensión. La investigación se llevará a cabo en Buckingham English

Center, Guayaquil, Ecuador, con 61 estudiantes de nivel B1 entre 18 y 24 años. El enfoque de métodos mixtos

permite una evaluación integral del impacto del aprendizaje en la motivación para hablar. Los resultados de la

investigación, obtenidos a través de entrevistas a docentes y encuestas a estudiantes, revelan que las actividades

CLT impactan positivamente en la motivación para hablar. Los datos recopilados a través de encuestas indicaron

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un aumento en la motivación y una preferencia por el aprendizaje entre los estudiantes. En conclusión,

alcanzados con éxito sus objetivos, la investigación implementó varias técnicas, resultando en cambios

significativamente positivos como se evidencia en los resultados estadísticos. Los hallazgos enfatizan la

efectividad de los métodos para mejorar la motivación lingüística, abordar la ansiedad lingüística y adaptarse a

las preferencias de aprendizaje individuales, ofreciendo información valiosa para los educadores y profesionales

del lenguaje.

Palabras clave: Métodos de Enseñanza, Enfoque CLT, Habilidades Orales, Actividades Comunicativas,

Producción Oral

ABSTRACT

This research, which focuses on enhancing the motivation to speak in B1 level students of English as a foreign

language, has significant practical implications. The implementation of the CLT (Communicative Language

Teaching) communicative approach is a key aspect of this study. B1 level students often face challenges in oral

communication due to limited knowledge of vocabulary and grammar. The research, conducted at Buckingham

English Center, Guayaquil- Ecuador, with 61 b1 level students between 18 and 24 years old, utilizes a mixed

methods approach for a comprehensive assessment of the impact of learning on motivation to speak. The

research results, obtained through teacher interviews and student surveys, reveal that CLT activities positively

impact motivation to speak. The data collected through surveys indicated an increase in motivation and a

preference for learning among students. In conclusion, the research successfully achieved its objectives,

implementing various techniques that resulted in significantly positive changes as evidenced in the statistical

results. The findings emphasize the effectiveness of the methods in improving language motivation, addressing

language anxiety and adapting to individual learning preferences, offering valuable and actionable insights for

language educators and professionals.

Keywords: Teaching Methods, CLT Approach, Oral Skills, Communicative Activities, Oral Production

Recibido: dejar en blanco

Aceptado: dejar en blanco

INTRODUCTION

In the ever-changing field of education, speaking and learning are fundamental components of complete student

development. When effectively combined, these aspects inspire students to connect with topics more profoundly.

This method promotes a well-rounded learning experience that accommodates diverse learning styles while also

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improving speaking skills. This introduction explores a series of informing studies, starting with Barcos & Guato

and continuing with Mostafa Ahmed Abd El Kader.

A study developed by (Barcos & Guato, 2017), named "Influence of speaking activities in Oral Motivation

Performance," aimed to improve communicative skills by incorporating various learning styles into the

curriculum activities found through data collected with classroom observations based on the Communicative

Language Teaching methodology and the Multiple Intelligences theory that the integration of speaking activities

and catering to diverse learning preferences positively influences students' success in acquiring new knowledge

and strengthening their communicative abilities.

The study "Influence of Speaking Activity to Develop the Oral Skill of EFL" by Santana (2019) targeted the

effectiveness of short speech learning as a teaching method and examined it compared to traditional approaches.

The research highlighted the importance of nonverbal communication in enhancing communicative and oral

skills and collected data through classroom observations and student input. The findings indicated that

integrating communicative learning enhances students' comprehension and communicative abilities, offering a

valuable teaching alternative.

The research conducted by Espinoza (2015) addressed deficiencies in linguistic competencies related to English

language skills. Found through data collected involved field with observation surveys and interviews.

Additionally, the findings gave valuable insights into the benefits of adopting various speaking techniques and

exercises, aided by a digital manual with visual stories, to facilitate skill development, turning students into

proficient speakers.

Numerous studies have shown that teaching speaking, especially to B1-level students, presents several

difficulties. The restricted vocabulary and grammatical patterns characteristic of students at this level present a

major challenge. According to Al-Jamal & Al-Jamal (2013), many EFL students struggle with speech

competency because traditional textbook material does not account for the communicative demands of the actual

world. This can demotivate and alienate pupils. Many students do not get enough chances to practice speaking in

real-life situations. This lack of practice makes it hard for them to feel comfortable speaking in important

settings. Also, because classes are often large and there is limited time, each student has less opportunity to

speak.

Finally, significant obstacles to the development of speaking include fear and lack of confidence. According to

Barcos & Guato (2017), students' high anxiety levels—which are frequently based on a fear of making mistakes

or facing criticism from peers—make it difficult for them to communicate orally. This anxiety may become

more intense in conventional classroom settings, where accuracy is prioritized above fluency. These kinds of

settings discourage taking chances and trying new things, two things that are crucial for language development.

Studies that use communicative teaching methods have shown that encouraging a more engaged and supportive

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learning environment can help students overcome these challenges and become more motivated and self-assured

communicators.

This research paper examines how communicative learning strategies, particularly role-playing, might increase

B1-level English language learners' speaking motivation. This method incorporates movement and interaction

into the learning process in an attempt to overcome the difficulties students encounter when speaking to others.

This study's research domain is the employment of communicative strategies to help B1-level students in a

private academy become more engaged, fluent, and confident speakers of English.

The general objective of this project is to explore the impact of incorporating physical movement and hands-on

activities during language learning sessions on students' speaking motivation to identify the impact of

communicative activities to benefit speaking abilities in university students. By examining the use of

communicative techniques such as role plays, interactive games, and group discussions, the research seeks to

assess the effectiveness of these methods in enhancing students' confidence, fluency, and overall engagement in

verbal communication.

Three specific objectives have been defined in this research to reach the general objective, and they are:

1. To explore the impact of integrating communicative techniques to boost motivation when speaking as a B1

learner at Buckingham English Center.

2. To evaluate and identify students' learning styles through the application of a survey.

3. Identify the Teacher's lesson plan methodological strategies to boost motivation to develop speaking

environments and provide amendments when necessary.

The independent variable in this study is the role-playing technique, a dynamic and interactive teaching strategy

that improves English language learners' motivation and competency when speaking the language. Through role-

playing, students can practice language skills in a more meaningful and authentic environment by adopting

characters or personas and participating in simulated real-life scenarios. This method encourages students to

apply their knowledge of vocabulary, grammar, and pronunciation in a useful, communicative way by

encouraging active involvement, creativity, and critical thinking.

Role-playing promotes a more laid-back and encouraging learning atmosphere while also lowering the anxiety

frequently associated with speaking a second language.

The dependent variable in this study is B1 Speaking motivation. As per the Common European Framework of

Reference for Languages (CEFR), B1 speaking motivation pertains to individuals at a basic language proficiency

level. These individuals can engage in communication within everyday contexts using commonly used

expressions and basic vocabulary. The CEFR serves as the system that outlines and clarifies various levels of

both oral and written language expression and comprehension applicable to languages like English.

The research focuses on enhancing speaking motivation in B1 level English Language Learners (ELL) through

role-playing learning techniques at Buckingham English Center, offering valuable practical contributions,

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holding significant importance, and addressing a pertinent social need. This research aims to provide actionable

insights to educators, advance pedagogical understanding, and fulfill the demand for improved language skills.

By investigating the impact of role-playing learning on oral fluency, this research bridges an essential gap in

language education. It guides instructors in designing effective and engaging strategies tailored to the students´

needs, promoting a more dynamic and interactive language learning environment to enhance language

proficiency and foster more confident communication.

This research lies in its potential to optimize language teaching methodologies. By exploring the effectiveness of

role-playing learning techniques, the investigation contributes to a deeper understanding of innovative and

learner-centered language instruction to potentially revolutionize language education by enhancing social

integration, cross-cultural communication, and access to diverse opportunities benefiting both educators and

learners to develop confidence and proficiency.

METHODS

The selected research approach for the study is a Mixed-Methods Research Approach, as Battist & Torre (2023)

suggested. This approach involves the simultaneous or sequential utilization of quantitative and qualitative

research methods to understand the research topic thoroughly.

In this study, a Quasi-experimental design will be employed, combining quantitative data with qualitative data to

explore the impact and effectiveness of communicative learning techniques on the speaking motivation of B1-

level ELL students. The significance of the mixed-methods research approach for this study is multifaceted.

Firstly, it enables the assessment of the impact of role-playing learning techniques on speaking motivation using

diverse data sources. Quantitative methods objectively measure improvements in speaking motivation, while

qualitative data offer insights into students' experiences, challenges, and perceptions.

Moreover, the combination of quantitative and qualitative data serves to validate findings. If quantitative data

indicates an improvement in speaking motivation and qualitative data confirms positive student experiences, it

strengthens the evidence supporting the effectiveness of learning techniques. Qualitative data plays a vital role in

providing rich, in-depth insights into the "why" and "how" behind the effectiveness of role-playing learning.

Consolidating qualitative and quantitative research methods results in a holistic and comprehensive research

process. This comprehensive approach enables an in-depth exploration of the student experience (qualitative)

while rigorously assessing the overall effectiveness (quantitative) of communicative learning techniques in

enhancing the speaking motivation of B1 Level ELL students. The mixed-method approach contributes to a

well-rounded, exhaustive study that can inform tailored instructional strategies. Convergent parallel designs

involve collecting quantitative and qualitative data simultaneously, combining the data, and using the results to

understand the research (Sahin et al., 2019).

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The first instrument to apply was the student survey; it has 10 questions, rated from Strongly Disagree to

Strongly Agree. The goal is to enhance the students' language learning experience by evaluating and

implementing innovative teaching methodologies and resources tailored specifically to the needs of B1 learners.

The purpose of these questions is to gather the attitudes and preferences of the B1 English students in relation to

their level of comfort, motivation, and belief in the usefulness of practical and physical activities in enhancing

their speaking abilities, self-assurance, and overall language learning experience. With an emphasis on

improving their English language learning through interesting, interactive ways, they also ask about their past

experiences with enjoyable physical activities in English classes and their desire for such activities in the future.

The second instrument is the interview for the teacher; it has 9 questions open questions. The purpose of this

Teacher Interview is to explore the candidate's understanding of speaking motivation in the context of B1 level

language learning, their strategies to minimize L1 interference, identify effective methods for enhancing

speaking motivation, address student speaking anxiety, and assess their comprehension of learners and how they

integrate communicative learning into their teaching approach.

The research is conducted at Buckingham English Center, a private institution in Guayaquil - Ecuador. A

specific course was taken on career software development, It has 510 students divided in two groups, in the

morning and the afternoon. However, the research will be focused on the morning session of the fifth semester

that has a proficiency B1 English level. It is particularly important to remember that all participant identities in

this study will remain private. To further ensure a fair and impartial selection process, the cluster of students

chosen to take part in this study was chosen at random. The English classes are scheduled within the school

hours for a total of 3 hours per week, each lasting 40 minutes.

The control group for this study will be a sample size of 38 students, despite the fact there are 61 students in the

two courses. The teacher applied the activities suggested to one group. It is crucial to note that this sample is still

thought to be representative of the overall student body despite its relatively smaller size. These students come

from low- income families, non-traditional families, with family issues, and limited social interaction.

The instruments were validated through experts’ judgments (Zohrabi, 2013) states that mixed methods research,

key instruments include closed-ended and open-ended questionnaires, interviews. Combining these methods

enhances data validity and reliability. Quantitative data are primarily collected through closed-ended

questionnaires, while qualitative data come from open-ended questionnaires, interviews. Nevertheless, analyzing

data from open-ended questions can be time-consuming.

In the process of gathering information and all the important details for the research, it was necessary to

implement two instruments. First, surveys were applied to the students; they helped acquire general information

about what they think. Then, the teacher interview was conducted, providing a qualitative exploration of detailed

perspectives and experiences. Finally, a checklist was employed to assess the lesson plan, ensuring a

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comprehensive examination of role-playing criteria. This methodological combination facilitates a holistic

understanding of the subject, laying a foundation for decision-making in subsequent stages of research.

RESULTS AND DISCUSSION

The results were obtained through the mixed methods employed in this research. The thoughts, backgrounds,

experiences, feelings, and challenges involved are shown in the analysis of the qualitative teacher interview,

checklist, and quantitative student surveys. After the implementation of communicative activities.

The findings of the instruments were conducted and applied to the students through a survey involved exporting

the response data to excel Sheets by organizing and formatting the data consistently, it also applied the Likert

scale data analyze which showed the following results. The data was divided into two variables Speaking

Motivation and Role play.

Table 1 Speaking Motivation Frequency

Note. The table provides Speaking Motivation Frequency Post Implementation Results.

Own Elaboration

The Speaking Motivation Frequency table illustrates that 13% of students fall into the medium-scale category,

which is relatively low while the majority of students (87%) fall into the high-scale category for speaking

motivation. This is a positive finding, suggesting that a significant portion of English B1 students is highly

motivated to engage in speaking activities. It's important to leverage and build upon this motivation to enhance

their overall language learning experience.

First, the speaking motivation dimension which is represented in 5 statements such as: (I feel comfortable when I

speak in English - I feel motivated to improve my speaking skills - I enjoy talking in English with Friends - I

think that speak in English during activities is fun -I feel relax in to being part of class discussions) evaluate the

students new face to the communication environment in class.

Figure 1 I feel comfortable when I speak in English

60%

40%

20%

Strongly

Disagree

Neither Agree

nor Disagree

Agree

Strongly

Agree

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60%

50%

40%

30%

Strongly

Disagree

Neither Agree

nor Disagree

Agree

Strongly Agree

Note. The figure shows the tendency of students’ perception to speak English after implementation.

Own elaboration

The survey results refer to the speaking motivation dimension, specifically focusing on the statement "Feeling

comfortable when speaking in English," reveal a predominantly positive trend among participants.

Approximately 84% of respondents expressed agreement or strong agreement, underscoring a general sense of

ease and motivation in English communication. Nevertheless, a minor percentage, constituting 16% of the

sample, neither agreed nor disagreed, warranting further investigation into the nuanced factors contributing to

this neutrality. This finding emphasizes the need for a comprehensive understanding of individual motivations

and challenges in the context of English language proficiency.

Figure 2 I feel motivated to improve my speaking skills.

Note. The figure shows the tendency of students’ motivation to improve their speaking skills after

implementation.

Own elaboration.

The graph of the statement "I feel motivated to improve my speaking skills," reveals a positive inclination of

92% respondents, either agree (55%) or strongly agree (47%) with the statement, indicating a general motivation

to enhance their proficiency in spoken communication. Significantly, none of the participants expressed

disagreement or strong disagreement, highlighting an absence of resistance to the aspiration for skill

enhancement. This finding shows that most people are feeling good and motivated about trying to get better at

speaking.

Figure 3 I enjoy talking in English with friends

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70%

60%

50%

40%

30%

Strongly Disagree

Disagree

Neither

Agrees

nor Disagree

Agree

Strongly Agree

Note. The figure shows students’ feeling in the moment to speak with friends after the implementation.

Own elaboration

The statement "I enjoy talking in English with friends’ graph reveals a highly positive trend among participants

and all participants either agree (66%) or strongly agree (46%) with the statement, indicating a common

inclination towards deriving enjoyment from conversing in English with friends. This outcome suggests a strong

motivational factor in the social aspect of language use. This positive inclination recognizes the potential impact

of social interactions on speaking motivation.

Figure 4 I think that speak in English during activities is fun

Note. The figure shows the tendency of students’ perception of communicative activities in class after the

implementation.

Own elaboration

The outcomes around the statement "I think that speaking in English during activities is fun," represents a

tremendously positive response from participants and all participants either agree (52%) or strongly agree (45%)

with the statement, indicating an agreed belief that engaging in English communication during activities is an

enjoyable experience. This outcome highlights a strong motivational aspect associated with the perceived fun in

using English in various activities. Finally, this positive inclination to foster an engaging and enjoyable language

learning environment, recognizing the impact of fun activities on speaking motivation.

60%

50%

40%

30%

Strongly

Disagree

Neither Agree

nor Disagree

Agree

20%

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70%

60%

50%

40%

30%

20%

Strongly

Disagree

Neither Agree

nor Disagree

Agree

10%

Figure 5 I feel relax in to being part of class discussions.

Note. The figure shows the students’ feelings to be part of class discussion after the implementation.

Own elaboration

Statement 5, "I feel relaxed being part of class discussions," indicates a predominantly positive sentiment among

participants. A significant majority, comprising 95% of participants, either agree (58%) or strongly agree (37%)

that they feel at ease participating in class discussions. This outcome underscores the overall positive atmosphere

and comfort level of participants in contributing to class discussions. Most people agree and feel comfortable

when they join class discussions. There is no strong disagreement or disagreement, so it seems like everyone

generally feels the same way about participating in class talks.

Table 2 Communicative Technique Frequency

Category

Frequency

Percentage

Low scale

Medium scale

High scale

100%

Note. The table provides Communicative Technique Frequency Post Implementation Results.

Own elaboration

The Communicative Techniques Variable table indicates a uniform trend among participants, with all

respondents (100%) falling into the "High scale" category. This outcome suggests a unanimous inclination

towards a high level of communicative learning style among the surveyed individuals. The absence of

participants in the "Low scale" and "Medium scale" categories underscores the dominance of the high-scale

preference for communicative learning. This finding emphasizes the importance of considering individual

learning styles in instructional design to cater to the diverse preferences of learners, in this case, those with a

pronounced communicative style.

The Communicative technique dimension which is represented in 6 statements such as: (I think I learn best when

I can use my hands or do things, like experiments or moving around - I believe I remember things better when I

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can touch or do them, like moving objects or doing tasks- I have personally participated in fun activities in my

English class, such as games or acting - I enjoy activities that involve physical movement while learning a

language - I think using hands-on learning activities could make learning English more fun - I would like to do

fun activities in my English class.) evaluate the students' new face to the communication environment in class.

After implementing communicative techniques, the teacher's opinion shows a clearer perception of the

importance of enhancing speaking motivation among students. Speaking motivation, an essential factor for

effective English communication, is particularly challenging for B1-level students who often fear making errors,

hindering their language progression. Disadvantaged environments exacerbate these difficulties, impacting

access to resources and diminishing confidence in spoken English.

Recognizing the significance of fostering speaking skills at the B1 level, teachers assume a crucial role in

crafting engaging and appropriately challenging activities. Conversations within the classroom not only reinforce

language rules but also bolster confidence, providing a motivational impetus for ongoing learning. In resource-

limited settings, teachers act as facilitators, emphasizing the importance of resourcefulness, creativity in utilizing

limited materials and technology, and collaborative efforts to create an inclusive language learning experience.

Specific rules and techniques for B1-level speaking activities involve minimal material usage, focusing on verbal

communication. Everyday objects, printed handouts, and traditional aids are employed for resource efficiency,

with an emphasis on real-life situations, grammar, and relevant vocabulary. Motivating student participation

entails using engaging questions, incentives like extra credits or small gifts, and creating a supportive and

enjoyable environment, especially for shy students.

Addressing language anxiety becomes a priority. This involves teaching correct breathing techniques,

encouraging practice with classmates, and emphasizing that mistakes are inherent in the learning process.

Mother tongue interference is tackled through the incorporation of humor and playful reminders to focus on

English.

CONCLUSIONS

This study delved into the enhancement of speaking motivation for B1-level English Language Learner (ELL)

students through the integration of communicative learning techniques. B1-level learners often grapple with

oral communication challenges stemming from limited vocabulary and grammar proficiency. The primary goal

was to cultivate a more captivating and interactive learning atmosphere by leveraging role-playing methods,

acknowledged for their efficacy in catering to diverse learning styles for fostering comprehension.

The research unfolded successfully at Buckingham English Center, achieving its objectives, which

encompassed examining the impact of speaking motivation, surveying students to identify learning styles, and

uncovering teacher strategies.

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The culmination of teacher interviews revealed significant positive shifts. Teacher perspectives evolved from

rule-centric teachings to prioritizing practical application and communication, acknowledging classroom

challenges and resource constraints.

In summary, this research contributes crucial insights to language educators, curriculum developers, and

practitioners. It underscores the significance of incorporating communicative learning techniques to augment

speaking motivation in B1-level ELL students. The affirmative results advocate for further exploration and

application of role-playing methods in language education to foster dynamic and effective learning

environments.

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