Research Projects 17 - 09 - 21

Running head: ROLEPLAYS FOR SPEAKING SKILL
Self-assessment of roleplays to improve speaking
Lady Liliana Quito Parra
Guide: PhD. Carlos Chancay Cedeño
Presented as Partial Fulfillment for the Degree of Magíster en Pedagogía de los Idiomas
Nacionales y Extranjeros con Mención en la Enseñanza de Inglés. CES: RPC-SO-25-N˚. 416-
2016. Cohort 2019 - 2021. Author’s email: lady.quito@casagrande.edu.ec, Guayaquil,
September 06th, 2021.

ROLEPLAYS FOR SPEAKING SKILL 1
Abstract
This study describes the application of self-assessment through roleplays for the
enhancing of speaking skills in English. It was applied to 10 volunteer students of a public
high school in Guayaquil who were interested in improving their abilities in oral
communication using an L2. Most of participants in this study demonstrated an A2 level
according to the Common European Framework of Reference for Languages (CEFR) in
the placement test. They were in the first year of baccalaureate, and based on The English
Language Learning Standards (ELLS), they must reach an A2 at the end of the year. For
collecting information about their perspective of this innovation, some instruments were
applied online through specific apps (Whatsapp and Zoom). Students' responses were
positive and were a significant contribution to this study. Students declared that
roleplaying self-assessment helped them develop their speaking skills using vocabulary
according to the situation, correct grammar structure, and proper Pronunciation with the
confidence and motivation necessary to learn English as a second language. This study is
an excellent contribution for English teachers, especially those who work in public high
schools and require a helpful strategy to develop students' speech in EFL.
Keywords: Self-assessment, roleplay, speaking, EFL

Resumen
Este studio describe la aplicación de la autoevaluación a través de juegos de rol para
la mejora de las habilidades orales en inglés. Se aplicó a 10 estudiantes voluntarios de una
unidad educativa pública de la ciudad de Guayaquil, quienes estaban interesados en
mejorar sus habilidades comunicativas usando un segundo idioma. La mayoría de los
participantes en este estudio demostraron un nivel A2 de acuerdo con el Marco Común
Europeo de Referecia para las Lenguas (MCER) en el test de ubicación, un resultado
alentador considerando que cursaban el Primer Año de Bachillerato y en base a los
Estándares de Aprendizaje del Idioma Inglés, los estudiantes al término del Primer Año de
Bachillerato deben alcanzar un nivel A2. Para recopilar información sobre su perspectiva
de esta innovación se aplicaron algunos instrumentos en línea a través de aplicaciones
específicas (WhatsApp and Zoom). Las respuestas de los estudiantes fueron positivas y de
gran aporte para este estudio. Los estudiantes manifestaron que la auto evaluación a través
del juego roles ayuda a desarrollar la destreza de hablar del idioma inglés usando
vocabulario acorde a la situación, estructura gramatical de manera correcta, pronunciación
adecuada con la confianza y motivación necesaria para el aprendizaje de un segundo
idioma. Este estudio es un gran aporte para los docentes de lengua extrajera, en especial
para aquellos que trabajan en instituciones públicas y requieren una estrategia de mucha
utilidad para el desarrollo del habla de los estudiantes en Inglés como lengua extranjera.
Palabras claves: Auto evaluación, juego de roles, hablar, Ingles como lengua
extranjera
Self-assessment of Roleplays to Improve Speaking
Education First (2019) stated that according to the last English Proficiency Index
Exam, Ecuador placed 81st among one hundred participant countries. This study reveals
undoubtedly, the necessity of doing something different to improve English education in
Ecuador. The current Ecuadorian English curriculum emphasizes developing communicative
competencies in our students. It implies that reading, listening, speaking, and writing skills
are integrated to have effective communication. Cetinkaya (2005) manifested that it is
essential to use the target language in a real-life context more than know the patterns or
structures of a second language.
The present research study focused on the application of roleplays to enhance
students’ communicative abilities. Some researchers (Aliakbari & Jamalvandi, 2010; Neira,
2020) implemented roleplays as a strategy to enhance speaking skills. Other researchers
(Dután, 2020; Masruria & Anam, 2021; Uzhca, 2020) conducted a study to assess oral
communication improvement through peer feedback and self-assessment focused on
WhatsApp and podcasts recordings.
A common factor in the studies mentioned previously is students who hesitate to
speak, ask, participate, and become nervous or fearful of using the target language to interact
inside and outside the classroom. Krashen (1982) pointed out that “in Second Language
Acquisition (SLA), many key factors of learners’ success in language learning should be
associated with the student’s emotional condition” (as cited in Lin, 2008). Krashen theory
looks for students' well-being in the learning process, suggesting teachers apply activities or
classroom situations where students can feel motivated and get into the subject.
Observing the aspects that lead students to struggle in speaking skills, this innovation
proposes using roleplays to enhance oral communication skills through self-assessment
roleplays. This study explores the following research question:
1. To what extent will students’ speaking skills improve with the application of self-
assessment?
2. What are students’ perspectives about the innovation?
Literature Review
This research study focuses on enhance oral communication skills using self-
assessment and the performance of roleplays oriented to a real-life context. Related theories
and studies are introduced in this section.
Speaking
Speaking skills is considered one of the main skills to be developed in education. Ur
(1996) mentioned:
Speaking as the most important skill among four skills (listening, speaking, reading,
and writing) because people who know a language are referred to as speakers of that
language. It indicates that using a language is more important than just knowing about
it because ―there is no point knowing a lot about the language if you can’t use it” (as
cited in Al Hosni, 2014).
Therefore, making students develop speaking skills is necessary to provide students
with the right tools and create situations in the classroom where they can master the
language without too much complexity.

Besides, there are two characteristics of speaking skills: fluency and accuracy. Hedge
(2000) mentioned, “fluency is the ability to answer coherently by connecting the words and
phrases, pronouncing the sounds clearly, and using stress and intonation.” On the other hand,
accuracy according to Mazouizi (2013), “learners should pay enough attention to the
exactness and the completeness of language form when speaking such as focusing on
grammatical structures, vocabulary, and pronunciation” (as cited in Leong & Ahmadi, 2017,
p.36).
According to some teaching theorists, students' fluency and accuracy can be
developed through communicative activities such as information gap, a jigsaw puzzle, games,
problem-solving, and roleplaying (Oradee, 2012). As the author mentioned, roleplaying can
be an excellent technique to improve students' speaking difficulties, including this productive
skill's characteristics.
Roleplay
Oxford English Dictionary defines roleplay as “the changing of one's behaviour to
fulfil a social role”. When this strategy is used in the classroom, the teacher provides the topic
and students develop a presentation according to the assigned role. Teed (2009) explained
that “in most roleplaying exercises, each student takes the role of a person affected by an
issue and studies the impacts of the issues on human life and the effects of human activities
on the world around us from the perspective of that person” (as cited in Ardriyati, 2009,
p.220). Thus, it involves students’ creativity and conflict resolution capacity to face roles
that can be handled in real-life situations.
Richard & Rodgers (2001) present some important principles about roles in EFL
learners, relevant information to support this study:

1. Tasks provide both the input and output processing necessary for language
acquisition.
2. Tasks activity and achievement are motivational. They are also said to
improve learner motivation and therefore promote learning.
3. Learning difficulty can be negotiated and fine-tuned for particular pedagogical
purposes (as cited in Aliakbari & Jamalvandi, 2010, p.19).
According to Harper-Whalen and Morris (2005), there are three types of roleplaying:
fully scripted roleplay, semi-scripted roleplay, and non-scripted roleplay. In the scripted
roleplay, each word is given, and students should understand or memorize his/her role. The
semi-scripted roleplay includes a model conversation with some missing words, and students
should know how to fill in the blanks in suitable words of these contexts (Livingstone, 1983).
In the non-scripted roleplay Pi-Chong (1990), said that keywords and information, or
contexts and aims in less controlled and structure tasks, in this type, students establish a mini
conversation based on keywords, materials or contexts are simply as filling in gaps (as cited
in Krebt, 2017, p.865).
Self-assessment
Most of the time students who are learning a second language feel the need to know
their weaknesses and straightness without being embarrassed. According to Gardner (2000),
“self-assessment is the best way to help learners to monitor their progress and identify their
language level” (p.49). In addition, It means that students become more conscious and
autonomous of their learning because self-assessment also provides students to choose what,
when and how to be assessed. Schwartsz (1989) mentioned that there are advantages and
disadvantages of self-assessment. One advantage is that “it encourages students to reflect on
their role and contribution to the group work process”. A disadvantage would be “self-
evaluation has a risk of being the process of presenting inflated grades and being unreliable”
(as cited in Ashraf & Mahdinezhad, 2015, p.112)
There are two types of self-assessment: formative and summative. Esfandiari &
Myford (2013) stated that “formative self-assessment is considered the student self-
evaluation and summative self-assessment as the grading or student marking”. On the other
hand, Chen (2008) argued that “the focus shifts from summative to formative assessment and
he also recommend self-assessment as an assessment procedure to involve students in
monitoring the self-learning process” (as cited in Baleghizadeh & Masoun, 2014, p.26).
WhatsApp
Nowadays, technology has developed new Apps that have become the latest social
network for people, especially teens. It is an advantage for teachers who work with young
learners because they can use social media to enhance students' learning. As Sharma (2019)
mentioned, “most EFL students regarded social media applications as useful tools for
improving their English language skills as well as English learning motivation” (as cited in
Yang, 2020, p.163). Students through this App can develop short videos that involve
creativity and body language about any topic.
Using familiar applications like WhatsApp in EFL classes has become very popular in
recent years, allowing unique and versatile learning opportunities. According to Han &
Keshin (2016), “while using WhatsApp students have the chance to individualize their
learning, especially the language they have been working on. For example, they can monitor
and check their language output for mistakes and practice their Pronunciation while
rehearsing for the recording” (p. 32).

Innovation
Because of the pandemic that the world faces nowadays, this innovation was applied to
10 students of the first year of baccalaureate. Their English level proficiency was from A1
to A2. A WhatsApp group was created by the teacher for the application of the innovation
in order to share the material to be worked on and give feedback to students in an effective
way. Students worked with five topics that contain vocabulary related to known and
familiar interactions for students in their daily lives: such as dialogues in the supermarket
using vocabulary about food, shopping applying vocabulary about clothes, at the doctor's
office with vocabulary about diseases, cinema learning vocabulary about movie genres,
and the zoo with vocabulary about animals. The lesson plan will include activities that
allow oral production and give opportunities to go into the self-evaluation process. In
addition, students created, performed, and recorded roleplays oriented to a real-life
context.
The three types of roleplays mentioned were applied in this study: fully scripted
roleplay, semi-scripted roleplay, and non-scripted roleplay. Those were used according to the
lesson plan. For example, at the beginning of the lesson, a fully scripted roleplay was shared
with the students with the new vocabulary and phrases related to the topic so that the students
could infer the situation and at the same time practiced the Pronunciation of the dialogue with
a partner. Then, they received a semi-scripted roleplay so that they completed and created a
new conversation with the new vocabulary and phrases learned during the lesson in pairs.
Finally, students applied the non-scripted roleplay for the final presentation since they had to
do it in teams using the content previously practiced according to the scenario required by the
teacher.
Before the innovation, students performed a dialogue in pairs showing their prior
knowledge. In this phase of the study, the teacher did not provided the dialogue, students
were free to choose the best that suits their expectations. The teacher just gave some
instructions related to this; for example, each student must speak at least five times and also
gave feedback before the presentation to calm down participants’ anxiety. Then students
connected with the teacher through a zoom conference to perform the roleplay. The teacher
and the fellow teacher evaluated students. The zoom sessions were recorded to evaluate and
give feedback. Ten hours of classes per week will be worked, divided as follows: Each
activity (5 activities in total) will be covered in two days (four hours of classes). The teacher
will interact with students through zoom sessions for each class. The use of PowerPoint
slides will be used to present the content. The teacher will review vocabulary, grammar, and
useful expressions for each activity and prepare interactive activities using different platforms
to reinforce new knowledge. Also, students will fill out worksheets sent by the teacher to
keep on practising. The researcher will present to students an original animated video
realized by herself containing the dialogue students will use to roleplay. Then the teacher will
introduce the script and, together with students, analyze the vocabulary word, useful
expressions presented on it, and practice Pronunciation, asking students to read the dialogue
in pairs. After that, the students will write their dialogue in pairs taking into account the parts
that must change (semi-script dialogue). In the end, students will present their roleplay using
the vocabulary learned. The whole process will be carried out through Zoom sessions until
the 24 hours of classes will be completed according to the planning.
Besides, teachers’ feedback will be provided as comments during the zoom sessions.
The self-assessment rubric will allow students to assess themselves and observe how they can
improve in each recording with the teacher’s support. The innovation aims to evolve in oral
production in each class, being aware of their weaknesses and strengths. As the final project,
students will perform a roleplay with a partner choosing 1 from the 5 dialogues prepared
during the innovation at the end of the process. This final work will be considered to
compare and contrast their improvement in oral production skills.
Methodology
This study followed an action research process because the investigators collected
data, analyzed it, and solved a problem. It is said that “action research is the idea that
teachers will begin a cycle of posing questions, gathering data, reflection, and deciding on a
course of action” (Ferrance, 2000, p.2). This action research applied qualitative and
quantitative instruments to explore how roleplaying self-assessment (independent variable)
improves speaking skills (dependent variable).
Participants
With 10 students (3 males and 7 females), this study was carried out in a public high
school. Student’s ages were between 15-17 years old, attending the first year of Bachillerato.
All of them live in an urban area, so all they have an internet connection. It was a positive
factor, considering that COVID 19 has affected the regular development of classes in the
educational field. The researcher used this permanent connection using WhatsApp and Zoom
platforms to interact and foster active participation in this study.
Participants shared the English level from A1 to A2 according to the Common
European Framework of Reference for Languages (CEFR). To know students’ English level,
a placement test was applied before the innovation. Students took this online placement test
from an English Language School accredited by Califronia’s Bureau for Private
Postsecondary Education (BPPE); Language Schoslastic (LASC).
Instruments
The instruments applied for gathering information were a pre and post-test and an
interview.
Pre and Post-test
A pre-speaking test was taken before the innovation to know students’ previous
knowledge. This test was a semi-scripted roleplay in which students had to complete some
missing words to develop the dialogue with a partner. Teachers used a rubric to evaluate
important aspects involving speaking skills in roleplays like vocabulary, grammar,
confidence, motivation and Pronunciation.
Before and after the innovation, participants were asked to create and perform a
roleplay with a partner through a video call with the researcher and a fellow EFL teacher to
measure students' speaking skills.
The rubric aimed to identify important aspects that involve speaking skills in
roleplays. "Fluency" criteria were removed from the original one because due to the level of
the participants, it needs more time to be improved. The same rubric was used for the self-
assessment strategy replacing the rating scale with: Excellent, Good, Satisfactory, Poor, in the
same order. Learners used the rubric for each task that involved roleplay performance.
In the same way, after applying the innovation, a post-test was developed based on the
5 topics planned for this innovation. Students chose the topic and roleplay in pairs using the
vocabulary learned during the innovation related to the lesson of their choice. For this
evaluation, teachers applied the same rubric as the pre-test to analyze and contrast students'
speaking skills improvement. This instrument answered the first research question: How will
students' speaking skills improve with self-assessment?
Interview
Gillham (2000) said that an interview is “to obtain information and understanding of
issues relevant to the general aims and specific questions of a research project” (p. 2). Based
on this innovation, an individual pre-interview of 9 demographic questions was applied to get

the students' background information. After a post-interview of 7 questions was taken
individually to know students' perspectives of the innovation. This instrument answered
research question 2: What are students' perspectives about the innovation?
The teacher conducted Semi-structured interviews at the beginning (9 questions) and
the end of the research project (7 questions). The pre-interview contained demographic
questions (name, age, place of living) and open-ended questions related to the field of study
(fears, strengths, weaknesses about the target language, experiences, prior knowledge,
expectations). The post-interview focused entirely on students' perspectives and conclusions
towards implementing self-assessment to improve their oral skills. It aimed to know the
enhancements, outcomes, challenges, learners found through the innovation. This instrument
came out with the answer for question 2: What are students' perspectives about the
innovation?
Data Collection and Analysis
The data collected in the pre and post-tests were computed in a Microsoft Excel
document to get the mean, standard deviation, minimum value, and maximum value. The
Cohen's d was done in an online calculator with the values of Mean and SD. On the other
hand, the data of the pre and post interviews were organized and analyzed into categories.
Students' answers were detailed according to the questions related to self-assessment,
roleplays, and speaking.
Ethical Considerations
To carry this study the respective authorization from authorities and students’ parents
were asked. The parents and the students were informed about the procedure of the study and
they also knew that the information collected is for academic goals.
Results
The study focused on determining the improvement of oral communication skills
through the use of roleplays. So, the researcher analyzed and evidenced students’ difficulties
and improvements during the process.
To answer the first research question: to what extent will students’ speaking skill
improve with the application of self-assessment? The data was computed in the SPSS
program to contrast the scores between the pre (M=5,00; SD=1,18) and post-test (M=8,00;
SD=0,47) when analyzing the sample. P value= 0,00 showing that the results were significant
because is less than .05. In conclusion, the analysis evidenced the difference of the scores
from the pre-test to the post-test of sample The pre-test results showed that students need
improvement in the criterias presented in the rubric; and the post-test results indicated that
students really improved obtained better results after the implementation. Table 1 presents
the results obtained:
Table 1
Pre and Post-test Results
N Mín Max M SD Sig. (P)
Pre_Test 10 5,00 8,50 6,7000 1,18322

,000
Post_Test 10 8,00 10,00 9,0000 ,47140
Note: N=Sample, Min= Minimum, Max= Maximum, M= mean, Sd= Standard Deviation, Sig
(P)=Significance
The researcher used SPSS Program to identify the challenges students overcame and
improved according to the criteria presented in the self-assessment rubric: vocabulary, control
of grammar, confidence, motivation and Pronunciation. The researcher considered criterias
to measure speaking skills. The researcher used a paired t-test to compare the results by
criteria. Table 2 shows that students make progress significantly in three main aspects:
Vocabulary (M=1,80); Confidence (M=1,95), Pronunciation (1,70) in comparison to the
values presented in the pre-test.
Table 2
Paired t-test
PRE-TEST POST-TEST
N M SD M SD
Vocabulary 10 1,2000 0,25820 1,8000 0,25820
Control_of_Grammar 10 1,2500 0,26352 1,5500 0,15811
Confidence 10 1,4500 0,36893 1,9500 0,15811
Motivation 10 1,6000 0,31623 2,0000 0,00000
Pronunciation 10 1,2000 0,25820 1,7000 0,25820
Note: N=Sample, M= mean, Sd= Standard Deviation
To answer the second research question: What are students' perspectives about the
innovation?, the researcher considered the pre and post-interviews of the total sample of
participants in this study. The results of the interviews were explored and grouped into three
main categories: Self-assessment, roleplays and speaking.
For getting the results for the first category, which was Self-assessment, students were
required to answer the following question: Do you consider self-assessment a good way to
know your weaknesses and strengths? Students answered that using a self-assessment rubric
to evaluate their speaking skills allowed them to identify what aspects need improvement.
Even they were pretty good in some others. They could still be trying to improve even more.
For example, S4 mentioned “Yes, I think self-assessment let me know to identify when I was
wrong or right in order to improve.” Also, participants mentioned that it is necessary to
practice a great value to give a trustful significance to the instrument. For example S10
mentioned “Yes, because at the same time I’m being honest with myself and accepting the
aspects that I have difficulties with and what I can improve.”

Considering the second category wich was roleplays, students were asked to answer:
Do you believe roleplays improve speaking skills? In which ways? Students’ answers were
positive to this query. They expressed that roleplays are a great strategy for developing
speaking skills because it involves interaction. It means that listening, Pronunciation, and
vocabulary are fundamental factors in communicating with people. S2 said, “Yes, because
there is interaction and it is necessary to understand and be able to answer”. Moreover, S10
stated, “Yes, because through a dialogue I can interact with another person and doing this I
can learn and feel more confident to speak in English”.
Regarding speaking, which was the third category, the following question was asked:
Do you feel more confident speaking in English now? Most of the students replied
affirmatively. However, some of them considered that they still need more practice to speak
English because the brain process, which consists of thinking in Spanish, translating into
English and then producing, takes time. This is a barrier that restricts the fluency and self-
confidence to express themselves in the second language. S2 mentioned “Yes, but a little bit,
because sometimes I feel embarrassed, and it is complicated because most of the time I think
in Spanish and then I translate into English, but when I just let the language flows, it is better
and easier, I can express myself better.” Most of them concluded that they made significant
improvements after the innovation in terms of confidence to speak. For example, S4 said,
“Yes, I feel more confident to speak in English now than before.”
To conclude, students’ perspectives about the innovation were favourable. Students’
replies demonstrated that roleplays were a great strategy to improve oral communication. The
application of self-assessment rubrics was a key instrument to identify the strengths and
weaknesses of their speaking skills.

Discussion
The study found out in the first research question that applying a self-assessment
rubric allowed students to improve speaking skills. Other research studies have also reported
positive results implementing sef-assessment rubric to improve speaking skills (Dután, 2020;
Masruria & Anam, 2021; Uzhca, 2020). Their findings also showed that specific criteria such
as self-reflection presented in a rubric to self-assess helped enhance oral communication.
According to the results, it was evident that participants made a great progress in the post-
test; after the innovation, the scores were higher. The students realized and identified the
aspects they needed to overcome to improve their speaking skills during the process.
In addition, students participated actively in roleplays. As Llivingstone (1986)
mentioned “roleplay is a classroom activity which allows the student to practice the language,
the aspects of roles he may meet outside the classroom.” (as cited in Arifin et all, 2016, p.4).
During the application of the innovation students demonstrated motivation to play the role of
a customer or a clerk in the different settings proposed in the content (at the supermarket, at
the hotel, at the doctor’s office, at the cinema, at the clothes store), These settings are
connected with the real life situations. It was a way to prepare students for future situations
that can meet outside the classrooms in near or future time. Moreover, they created different
scripts using their creativity and, simultaneously, their imagination to express their needs and
preferences in the real context, using appropriate vocabulary words and useful expressions to
communicate effectively.
Regarding the second research question, Student’s perspectives on innovation were
positive and at the end of the innovation, the results ensured that participants’ perspectives
were reflected on them. Mustofa et al. (2019) stated that teachers should add instructing
techniques to assist students with understanding material without any problem. (as cited in
Wibawanti, 2016, p.4). The material provided during the innovation were motivated for
students and encouraged them to attempt to produce orally. The researcher prepared material
based on the content reviewed to facilitate students learning and keep them interested during
the development of the class. Games of competitivity like trivia, brainstorm, fill in the
blanks, worksheets, listening and complete, allowed to keep students engaged in the different
activities and develop their listening skills, acquire vocabulary, practise pronunciation and
grammar. All these resources were provided online using different interactive apps as
support for the teacher: nearpod, kahoot, and educaplay. The activities and materials
prepared were easier to understand and allow students to feel confident, showing a positive
attitude toward the development of the class.
Dalvinder et all (2020) stated that “In speaking class, one of teacher’s role is to
communicate with students and provide them a feedback on their speaking”. (p.693). The
rubric used by the teacher to explore students’ achievements was a reliable instrument to
identify the aspects each participant were struggling on. After analyzing the results, the
researcher gave feedback to the students and encouraged them to make more effort next time.
Students felt that they were not alone during the learning process and felt free to express their
fears toward speaking.
Conclusion
Being part of a country where English is not the mother tongue, either people who
learned English within an English environment, make difficult to develop all the skills needed
to use English accurately and precisely. The reality for teachers and students in Ecuador is
that English is learned inside a classroom, but outside the classroom, they continue to speak
their language, which is Spanish. However, the Ministry of Education has made its best effort
to improve English acquisition. It has implemented several programs like Go Teacher and
Time to Teach to give real opportunities to Ecuadorians to speak a second language. This
study is focused on exploring the enhancement of speaking skills, applying self-assessment
and performing roleplays to foster oral communication competencies.
The positive results obtained after implementing the innovation showed that roleplays
is an effective strategy to help students develop their speaking abilities. Participants’ replies
and comments to the questions asked in the pre and post interviews pointed out that the
innovation reached the objective. They were aware of their improvements and did not hesitate
to recommend to other students to participate in this study. It is inferred in their answers that
the teaching methodologies used during the teaching and learning process (gamification,
cooperative learning) were innovative and ignited their motivation and increased their desire
to learn English. Some students mentioned that the best thing they enjoyed during the
process was the creativity of the teacher at the moment to present the material and select the
activities to keep them focused on learning.
Despite students' problematic situations, their excitement for learning did not wane
due to the pandemic. However, some of them could not be connected during the zoom
conference because they had essential issues on certain occasions, but this situation
occasionally happened. To monitor students’ product (roleplay), giving feedback on the
aspects presented in the rubric and the different practices made during the implementation
were important factors that allowed success at the end. Technology was great support on this
path, and the predisposition and eagerness to learn from the part of students benefited both
participants and researcher. The objective was reached, and this made well worth the time
and effort invested.
Limitations
The low number of participants did not allow to go deeper in the exploration of this
study. Due to that, this project was applied during school holidays; there was just the
participation of 10 volunteers. However, it is necessary to highlight that the situation around
the world because of COVID 19 interfered with the desired process. It means that it was
impossible to work with students during school days because they were adapting to new
learning methods that they had not lived before. Many families were through really tough
times. The primary challenge students faced was the lack of expertise in the use of
technological resources.
In addition, it is necessary to mention that roleplays embody some other aspects that
were not considered in this study; for example, communication is not just “speaking”, it also
involves body language. However, researchers could not require the students to use
appropriate body language because the sessions were online. The different settings where
students were connected did not allow them an alive interaction where they could transmit the
message with assertive body language or prepare appropriate sceneries.
Recommendations
This study was executed with a minimum sample (10 participants). It is
recommended for future researchers to apply the innovation on a sufficiently broad sample,
considering a control group for better results. The material, the activities and the
methodology used in this innovation produced a series of opportunities to enhance oral
communication skills that must be taken advantage of.
In addition, these findings suggest that other researchers could apply the innovation in
a different scenery: in the classrooms. It is necessary to represent a “real scenary” as much as
possible to evaluate the student's effort to play the role. Other criteria on the rubric could be
added: customers, creativity, body language, intonation, gestures, etc.

As final recommendation, the different roleplays prepared by students could be
performed as part of an English festival, where students experience the satisfaction to
demonstrate their knowledge and feel proud of their progress and at the same time, they serve
as an inspiration for other students to acquire a second language.

References
Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International
Journal on Studies in English Language and Literature, 2(6), 22-30. Retrieved from
https://www.academia.edu/28699301/Speaking_Difficulties_Encountered_by_Young
_EFL_Learners
Aliakbari, M., & Jamalvandi, B. (2010). The Impact of "Role Play" on Fostering EFL
Learner's Speaking Ability; a Task-Based Approach. Pan-Pacific Association of
Applied Linguistics, 14(1), 15-29, 2010. https://eric.ed.gov/?id=EJ920501
Ardriyati, W. (2009). Role-play: one alternative and effective teaching method to improve
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Arifin, Z., Nurbaya, S., & Salam, U. (2016). Improving students speaking ability through role
play. Journal Pendidikan dan Pembelajaran Khatulistiwa, 5(10). Retrieved from
https://garuda.ristekbrin.go.id/documents/detail/1562716.
Ashraf1,H., & Mahdinezhad, M. (2015). The Role of Peer-assessment versus Self-
assessment in Promoting Autonomy in Language Use: A Case of EFL Learners.
Iranian Journal of Language Testing, 5(2), 110-120, 2015. Retrieved from
https://www.ijlt.ir/article_114411_c61aa070bc9d5ef0016f679605e54cbe.pdf
Baleghizadeh, S. & Masoun, A. (2014). The Effect of Self-assessment on EFL Learners' Goal
Orientation. Iranian Journal of Applied Linguistics, 17 (1), 25-48. Retrieved from:
https://ijal.khu.ac.ir/article-1-2025-en.pdf
Cetinkaya, Y. (2005). Turkish college students' willingness to communicate in English as a
foreign language. (Electronic Thesis or Dissertation). Retrieved from
https://etd.ohiolink.edu/
Dután, S. (2020). Peer feedback facilitated by WhatsApp to develop accuracy in speaking: an
action research study. (Master’s thesis, Universidad Casa Grande, Guayaquil,
Ecuador). Retrieved from
http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/2301
Gardner, D. (2000). Self-assessment for autonomous language learners. Links & Letters,
Num. 7, pp. 49-60. Retrieved from https://ddd.uab.cat/record/2281
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hl=es&lr=&id=jaWHcDTMkL8C&oi=fnd&pg=PP7&dq=interview+&ots=qCO99pT
XY8&sig=r8ZHxgkeH-XteSMg4eELhED7_tA#v=onepage&q=interview&f=false
Han, T., & Keshin, F. (2016). Using a Mobile Application (WhatsApp) to Reduce EFL
Speaking Anxiety. Gist Education and Learning Research Journal, 12, 29-50.
Retrieved from: file:///C:/Users/HP%20240%20G4/Downloads/Dialnet-
UsingAMobileApplicationWhatsAppToReduceEFLSpeaking-5560191.pdf
Krebt, D. (2017). The effectiveness of role play techniques in teaching speaking for EFL
college students. Journal of Language Teaching and Research, 8 (5), 863-870.
Retrieved from:
https://www.researchgate.net/publication/319431174_The_Effectiveness_of_Role_Pl
ay_Techniques_in_Teaching_Speaking_for_EFL_College_Students
Intriago, E., Rojas, M., Soto, S., & Villafuerte, J. (2018). Role-Play as an Assessment Tool in
English as a Foreign language (EFL) Class. UTMACH. [Tabla1]
https://www.researchgate.net/publication/331473739_Role-
Play_as_an_Assessment_Tool_in_English_as_a_Foreign_language_EFL_Class
Kaur, D., & Aziz, A. A. (2020). The Use of Language Game in Enhancing Students’
Speaking Skills. International Journal of Academic Research in Business and Social

Sciences, 10(12), 687-706. Retrieved from http://dx.doi.org/10.6007/IJARBSS/v10-
i12/8369
Leong, L., & Ahmadi, S. (2017). An Analysis of Factors Influencing Learners' English
Speaking Skill. International Journal of Research in English Education, 2 (1), 34- 41.
Retrieved from: https://ijreeonline.com/article-1-38-en.pdf
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Dissertation). Retrieved from https://files.eric.ed.gov/fulltext/ED503681.pdf
Masruria, W., & Anam, S. (2021). Exploring Self-Assessment of Speaking Skill by EFL
High School Students. Linguistic, English Education and Art (LEEA) Journal, 4(2),
387-400. Retrieved from
https://journal.ipm2kpe.or.id/index.php/LEEA/article/view/2285
Neira, C. (2020). Peer-feedback of students' recorded videos to improve oral skills: an action
research study. (Master’s thesis, Universidad Casa Grande, Guayaquil, Ecuador).
Retrieved from http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/2311
Oradee, T. (2012). Developing Speaking Skills Using Three Communicative Activities
(Discussion, Problem-Solving, and RolePlaying). International Journal of Social
Science and Humanity, 2 (6). 1-3. Retrieved from: http://www.ijssh.org/papers/164-
A10036.pdf
Ushca, A. (2020). Improve speaking by self-assessment of students' recorded messages to
improve speaking: an action research study. (Master’s thesis, Universidad Casa
Grande, Guayaquil, Ecuador). Retrieved from
http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/2302
Wibawanti, I. (2020). Improving students’ speaking skill through role play. Journal of
English Teaching and Learning, 9(2). Retrieved from
http://riset.unisma.ac.id/index.php/LANG/article/view/7306/pdf
Yang, H. (2020). Secondary-school Students’ Perspectives of Utilizing Tik Tok for English
learning in and beyond the EFL classroom. International Conference on Education
Technology and Social Science. Retrieved from
http://clausiuspress.com/conferences/AETP/ETSS%202020/G7605.pdf
Appendix 3
V Lesson Plan
Instructional design of units for transfer of learning to real life contexts
Institution: LOS VERGELES PUBLIC HIGH SCHOOL
Year of study: 1st year Bachillerato
Student description: High school, EFL students, A1-A2 level
(include English Level)
Professor: Lady Quito
Unit title: Daily English conversations
Weeks: 3
Hours: 24
I. Transfer Goal (Stage 1)

Standards the unit will work with:
CEFR Standard A1: Overall Spoken Interaction – “Can understand everyday expressions
aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in
clear, slow and repeated speech by a sympathetic speaker” (p. 83).
Goal:
I want my students to learn basic expressions and vocabulary related to daily interaction with
people in different settings through the performance of roleplays, so that, in the long run and
on their own, they can talk to anyone with more confidence and depending on the setting, be
able to fulfill their personal demands.
Breakdown of transfer goal
A. If we see and hear them B. If we see and hear them C. What I will commit to
do this, they CAN transfer do this, then they doing differently in my
this learning. CANNOT (yet) transfer: classroom to ensure my
results look like Column A.
Use vocabulary, useful Students are unable to I will provide a rubric to

language, and signal words in restate their ideas or check self-assessment.
appropriate contexts related to opinions to get a better
daily interaction. understanding. I will provide a pattern to
follow to help them to
Ask questions and follow up Students are unable to organize their ideas.
questions keeping an active connect their ideas in a
conversation. well-organized way. I will use a recorder tool to
give them feedback and make
Show confidence to express Students don’t use them to reflect on their
themselves in a second intonation, stress, etc., to weaknesses and strengths.
language. communicate their ideas.
I will use roleplay activities
Express their emotions and Students are not able to to get students develop their
feelings. structure questions. oral production respecting
what this involves.

II. Summative Performance Assessment Task (Stage 2)
Goal Students will be able to have a conversation using wh-questions to demand a

service and expressions of politeness.
Standard CEFR Standard A1: Overall Spoken Interaction – “Can understand

everyday expressions aimed at the satisfaction of simple needs of a concrete
type, delivered directly to him/her in clear, slow and repeated speech by a
sympathetic speaker” (Common European Framework of Reference for
Languages: Learning, Teaching, Assessment, p. 83).
Role Employee, Customer
Audience School community.
Situation Customers request a service and express their preferences (likes and
dislikes). Employees should satisfy their demands and give good service.
Performanc You are a customer at any shop and you request a service based on your
e preferences. If you are an employee you serve your customers in the most
cordial and respectful manners.
Standards Identify and state the correct question to ask for information.
Use polite expressions and apply an appropriate greeting.

Show a natural and positive body language during the roleplays.
Keep an appropriate fluency and follow up the questions.
Express a correct intonation according to feelings and emotions.
III. Knowledge and skills the students need to succeed in the assessment. (Stage 1)
What students will need to know The skills students will need to be able to do
 To structure information questions.  To show confidence in their speaking

 Basic expressions of greetings and abilities.
farewells.  To work in a cooperative way.
 Conjugation of verbs.  To be able to transmit real emotions,
 Use of technological tools. feelings, and positive body language
 Express likes and dislikes. connected to the context.
 To ask, give, process information.
 Use and extend their vocabulary.
 Practice self-assessment following the
criteria of a rubric.

IV. Essential Questions (Stage 1)
Essential questions support the transfer goal, signal inquiry, guide instruction, and can be
asked over and over throughout the unit without reaching a final answer.
1. How does the assessment call for the application of knowledge and skill?
2. How authentic is the task?
V. Learning Activities (Stage 3) For Avance I, include a summary of activities for first
unit. For Grado you must include a separate plan for each unit. Identify research related
activities under intention.
Transfer goal:
Abbreviated Performance Task:


Learning Activities (from student’s perspective) Intention A M T
Week 1 (10 hours)

Day 1 (2 hours)
- Placement test x
Prior knowledge x
- Interview before the innovation
- Pre-test x
Day 2
Activity 1: At the supermarket (2 hours)
- Teacher shares visual material and ask questions Warm-up x

related to the topic.
- Students watch a video and take notes of vocabulary
and expressions they can understand.
- Teacher asks some expressions that students got from Connect prior
the video and checks their understanding. knowledge to x
- Students access to game.educaplay.com and reinforce new ones.
comprehension completing the missing parts of the
dialogue according to what they understood.
- Teacher asks students to get in pairs and practice the Practice x
dialogue.
- Teacher models the dialogue, reinforce pronunaciation
and provide feedback to students.
Day 3 Feedback x
Activity 1: At the supermarket (2 hours)
- Teacher presents new vocabulary words and useful

expressions in the context.
- Teacher introduces grammar structure about countable
and uncountables nouns through a video and some
exercises. Connect prior x
- Students practice the grammar structure along with the knowledge to
teacher and then access to game.educaplay.com to new ones.
classify the nouns into countables and uncountables.
- Teacher asks students to write a similar dialogue in

pairs using the vocabulary taught and use the breakout
rooms in zoom to monitor pairs’ work.
Practice x
- Students work in pairs and write the dialogue.
- Teacher asks students to get ready to perform the

Feedback
roleplay and provide feedback using a rubric. x
- Students use a rubric for self-assessment.
Day 4 Formative
Assessment x
Activity 2: At the Clothes Shop (2 hours)
- Teacher shares visual material and ask questions

Self-assessment
x
- Students access to nearpod.com and brainstorm prior
vocabulary about clothes.
- Teacher provides vocabulary using three categories
size, color, and clothes.
- Students watch the video At the Clothes Shop and take
notes about what they understand.
Warm-up
- Students access to nearpod.com and play a trivia quiz
x
to test their listening comprehension.
- Teachers provide the script of the dialogue and
identify useful expressions.
- Students practice questions and answers in context in a
worksheet.
Day 5
Connect prior
Activity 2: At the Clothes Shop (2 hours) knowledge to
new ones. x
- Teacher introduces grammar structure (comparatives
and superlatives) through an interactive video.
- Students practice the grammar structure along with the
teacher using clothes vocabulary and adjectives.
- Teacher asks students to write a similar dialogue in Practice

pairs using the vocabulary taught and use the breakout x
- Teacher asks students to get ready to perform the Connect prior

roleplay and provide feedback using a rubric. knowledge to x
new ones.
- Students use a rubric for self-assessment. Practice
x
Week 2 (10 hours)
Day 6
Activity 3: At the Doctor’s office (2 hours) Feedback

x
- Teacher shares visual material and ask questions
related to the topic. Formative

- Teacher provides vocabulary related to human body assessment x
parts pain, hurt and illnesses.
- Students complete the information on a health advice Self-assessment
leaflet using the new vocabulary words. x
- Students access to kahoot.it to complete a quiz about
definitions of the new vocabulary words.
- Students work on a worksheet focus on expressions
related to illnesses and use vocabulary in context.
- Teacher monitor students’ work and give feedback-
Warm-up
Day 7 x
Activity 3: At the Doctor’s office (2 hours)
Connect prior
- Teacher introduces the video: At the doctor’s office
knowledge to x
and goes into the script to review new vocabulary
new ones.
words.
- Students practice the Pronunciation of the dialogue in
pairs with teacher’s help.
- Teacher introduce new grammar structure: have +
noun; feel + adjective.
Practice
- Students practice some exercise using the new
x
structure.

pairs using the vocabulary taught and use the breakout Feedback x
- Teacher asks students to get ready to perform the Connect prior

roleplay and provide feedback using a rubric. knowledge to x
new ones.
Feedback
Day 8 x
Activity 4: At the Cinema (2 hours) Connect prior

knowledge to
- Teacher shares visual material and ask questions new ones. x
related to the topic. Practice
- Students watch a video about the different types of x
movie genres.
- Teacher introduces new vocabulary related to types of
films.
- Students complete a worksheet to practice vocabulary Feedback
in context and listening skill. x
- Teacher reviews and give feedback of the worksheet
worked.
- Teacher presents 10 extract of films and students try to Formative
identify the genre to which they belong. assessment x
Day 9 Self-assessment
x
Activity 4: At the Cinema (2 hours)
- Teacher introduces language reference: likes and

dislikes / talking about the movies. Warm-up
- Students talk about their preferences about movies x
using the expressions learned.
- Students access to nearpod.com and play a trivia game
to identify the definition with the type of movie. Connect prior
- Teacher introduces the video: At the cinema and goes knowledge to x
into the script to review new vocabulary words. new ones.
- Students practice the Pronunciation of the dialogue in
pairs with teacher’s help.
Practice
x
Feedback
x
Practice
x
roleplay and provide feedback using a rubric.
Day 10
Activity 5: At the Hotel (2 hours) Connect prior

knowledge to x
- Teacher shares visual material and ask questions new ones.
- Teacher introduces information questions related to
the topic in context.
- Students practice how to formulate wh-questions using Practice
a correct grammar structure. x
- Students practice with a partner taking turns to ask and
answer questions orally.
- Teacher monitors students’ Pronunciation and Connect prior
entonation. knowledge to x
- Teacher provides new vocabulary words related to new ones.
hotel facilities, people who work in a hotel, and
objects that can be found in a room. Practice
x
Week 3 (4 hours)
Feedback
Day 11 x
Activity 5: At the Hotel (2 hours)

Formative
- Teacher introduces the video: At the Hotel and goes assessment x
into the script to review new vocabulary words.
- Students practice the Pronunciation of the dialogue in Self-assessment
pairs with teacher’s help. x
Warm-up
x
Connect prior
knowledge to
roleplay and provide feedback using a rubric.
new ones. x
Day 12 Practice
x
Activity 6: Final Presentation (2 hours)
- Teacher asks students to create a roleplay in pairs Feedback

choosing one of the conversation practiced. x
- Students work through zoom and create their own
dialogues and practice Pronunciation. Connect prior
- Teacher uses Zoom app to check students role plays knowledge to x
using a rubric to grade the final step of the innovation. new ones.
Connect prior
knowledge to
new ones. x
Practice
x
Feedback
x
Formative
assessment x
Self-assessment
x
Formative
Assessment x
Intention: Hook, formative assessment, initiating, developing, review, closure, research,

other.
Indicate Week 1, 2, etc. and number of hours.
VI. On-going Self-Assessment
As I reflect on student learning, what will I do if my plan is not yielding my expected

results?
-I will model my own role play situation.

-I will show students how to create a Tik Tok video.
-I will give feedback and self-assessment opportunities.
-I will scaffold students with Grammar structures and expression that students need to
apply.
Appendix B
Rubric to assess speaking skill (pre and post-test)
Criteria 2.00 1.50 1.00 0.50
Vocabulary Plenty Enough Some Insufficient

vocabulary vocabulary vocabulary vocabulary

knowledge. knowledge knowledge. knowledge.
Control of Few errors are Some errors are

Proper
Grammar shown in the shown in the Poor use of the
management of
use of use of gram- grammar struc-
grammatical
grammatical matical structure.
structures.
structures. tures.
Confidence Although at
times, the
The student student
Several times
is entirely demonstrates
the student The student
self-confident some
demonstrates demonstrates
of what he/she fear
fear to speak. fear to speak.
is saying. to speak,
he/she can
communicate
reasonably well.
Motivation The student is The student There is some The student is

enthusiastic tries to be evidence that not motivated
about the acti- motivated the student by the activity
vity. regardless of is motivated. since he does
He/she the difficult Once in a while, not show any
is sufficiently task. He uses the student is creativity, inno-
creative, some creativity, creative, vation, and
innovative, and innovation, and innovative and dynamic body
uses dominant body uses language while
dynamic body language while some dominant participating.
language. participating in body language.
the
conversational
activity.
Pronunciation Words are Most of the Some words Unclear pro-

intelligibly words are are intelligibly nunciation of
pronounced. intelligibly pronounced. words.
pronounced.
SCORE: ______ / 10
Note. Adapted from https://www.researchgate.net/publication/331473739_Role-
Play_as_an_Assessment_Tool_in_English_as_a_Foreign_language_EFL_Class. Copyright 2018 by Intriago, E.,
Rojas, M., Soto, S., & Villafuerte, J. Reprinted with permission
Appendix C
Interview
Pre-interview Post-interview
T: Good morning! How are you today? T: How are you today?
T: What is your name? T: What do you think about the innovation?
T: How old are you? T: Did the innovation fulfill your

expectations?
T: Where are you from?
T: Do you feel more confident to speak in
T: How do you feel about being part of this English now?
project?
T: Do you consider self-assessment a good
T: What are your expectations? way to know your weaknesses and
strengths?
T: Have you ever performed a roleplay in
your English class before? Can you share T: Have you learned useful vocabulary for
your experience? your daily life?
T: How did you feel? Do you feel more T: Do you recommend this innovation to
confident when you perform a roleplay with your friends? Why?
a partner? Why?
T: Do you believe roleplays improve

speaking skills? In which ways?
Appendix D
SELF-ASSESSMENT OF ROLE PLAY
Name: _________________________ Date: ____________________

Activity:_________________________ Role played: ____________________
Criteria EXCELLENT GOOD SATISFACTORY POOR

Insufficient
Plenty vocabulary Enough vocabulary Some vocabulary
Vocabulary vocabulary
knowledge. knowledge. knowledge.
knowledge.
Proper
Few errors are Some errors are
management of Poor use of the
Control of shown in the shown in the
grammatical grammar
grammar use of grammatical use of grammatical
structures. structure.
structures. structures.
I am entirely Although at Several times

self-confident times, I I demonstrate
of what I’m saying. demonstrate some fear to speak. I demonstrate
Confidence
fear to speak, fear to speak.
I can communicate
reasonably well.
I am I try to be There is some I am

enthusiastic motivated evidence that not motivated
about the activity. I regardless of I am motivated. by the activity
am sufficiently the difficult Once in a while, since I do not
creative, task. I use I am creative, show any
innovative, and use some creativity, innovative and use creativity,
Motivation
dynamic body innovation, and some dominant body innovation, and
language. dominant body language. dynamic body
language while language while
participating in participating.
the conversational
activity.
Words are Most of the Some words Unclear

intelligibly words are are intelligibly Pronunciation of
Pronunciation
pronounced. intelligibly pronounced. words.
pronounced.
I will make the following changes next time:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Appendix E
CATEGORY QUESTIONS SS ANSWERS

SELF- Do you consider self- Ss1: Yes, because I could identify
ASSESSMENT assessment a good way to know which aspects I did right or wrong
your weaknesses and strengths? and according to that I could
improve for the next time.
Ss 2: Yes, I think that rubrics
reached the objective, because they

let me to analyze my strengths and
weaknesses.
Ss 3: Yes, It helped me.
Ss 4: Yes, I think self-assessment let
me know to identify when I was
wrong or right in order to improve.
Ss 5: Yes, because in each
conversation I could realize the
aspects that I did right and wrong.
Ss 6: Yes.
Ss 7: Yes, but it is necessary to be
honest with ourselves.
Ss 8: Yes, because it is necessary to
be aware of our mistakes to improve.
Ss 9: Of course miss, because when I
filled out the rubric it was like I was
identifying the mistakes from
another person’s perspective and
that let me know to recognize my
mistakes honestly.
Ss 10: Yes, because at the same
time I’m being honest with myself
and accepting the aspects that I have
difficulties and what I can improve.
ROLEPLAYS Do you believe roleplays Ss 1: Yes! Because I can practice
improve speaking skills? In Pronunciation and feel more
which ways? comfortable to speak and also I can
develop listening skill.
Ss 2: Yes, because there is
interaction and it is necessary to
understand and be able to answer.
Ss 3: Yes, because I am able to
express my emotions or thoughts in
English.
Ss 4: Yes, I think so. It helps to
speak fluently and feel more
confident.
Ss 5: Yes, because it improves
Pronunciation and practicing
dialogues let us to identify our
mistakes.
Ss 6: Yes, because it involves
reading and understanding and also it
helps to improve the Pronunciation.
Ss 7: Yes, because to practice a
language constantly helps to improve
it. Also, I believe listening skill is
important to interact.
Ss8: Yes, I think so. Because
repetition or listen to a new language

it is necessary to learn.
Ss9: Of course, because a dialogue
let us to connect with another person
and it is necessary to find vocabulary
to express in English.
Ss10: Yes, because though a
dialogue I can interact with another
person and doing this I can learn and
feel more confident to speak in
English.
Ss 1: Well, a little bit, because I need
more practice.
Ss 2: Yes, but a little bit, because
sometimes I feel embarrassed, and it
is complicated because most of the
time I think in Spanish and then I
translate to English, but when I just
let the language flows, it is better and
easier, I can express myself better.
Ss 3: Yes, I feel more confident.
Ss 4: Yes, I feel more confident to
Do you feel more confident to speak in English now than before.
SPEAKING speak in English now? Ss 5: Yes.
Ss 6: Yes.
Ss 7: Yes, I feel a litte more
confident.
Ss 8: Yes, I feel more confident to
speak in English.
Ss 9: Yes, miss. I think I feel a little
bit more confident but I believe I still
need more practice to learn English.
Ss 10: Yes, because I could acquire
new vocabulary and its
Pronunciation and that let me feel
more confident.

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Running head: ROLEPLAYS FOR SPEAKING SKILL

Self-assessment of roleplays to improve speaking

Lady Liliana Quito Parra

Guide: PhD. Carlos Chancay Cedeño

Nacionales y Extranjeros con Mención en la Enseñanza de Inglés. CES: RPC-SO-25-N˚. 416-

2016. Cohort 2019 - 2021. Author’s email: lady.quito@casagrande.edu.ec, Guayaquil,

September 06th, 2021.

enhancing of speaking skills in English. It was applied to 10 volunteer students of a public

communication using an L2. Most of participants in this study demonstrated an A2 level

according to the Common European Framework of Reference for Languages (CEFR) in

schools and require a helpful strategy to develop students' speech in EFL.

Keywords: Self-assessment, roleplay, speaking, EFL

Este studio describe la aplicación de la autoevaluación a través de juegos de rol para

la mejora de las habilidades orales en inglés. Se aplicó a 10 estudiantes voluntarios de una

unidad educativa pública de la ciudad de Guayaquil, quienes estaban interesados en

mejorar sus habilidades comunicativas usando un segundo idioma. La mayoría de los

participantes en este estudio demostraron un nivel A2 de acuerdo con el Marco Común

Europeo de Referecia para las Lenguas (MCER) en el test de ubicación, un resultado

alentador considerando que cursaban el Primer Año de Bachillerato y en base a los

de esta innovación se aplicaron algunos instrumentos en línea a través de aplicaciones

vocabulario acorde a la situación, estructura gramatical de manera correcta, pronunciación

adecuada con la confianza y motivación necesaria para el aprendizaje de un segundo

Self-assessment of Roleplays to Improve Speaking

undoubtedly, the necessity of doing something different to improve English education in

Ecuador. The current Ecuadorian English curriculum emphasizes developing communicative

are integrated to have effective communication. Cetinkaya (2005) manifested that it is

structures of a second language.

The present research study focused on the application of roleplays to enhance

2020) implemented roleplays as a strategy to enhance speaking skills. Other researchers

communication improvement through peer feedback and self-assessment focused on

WhatsApp and podcasts recordings.

A common factor in the studies mentioned previously is students who hesitate to

proposes using roleplays to enhance oral communication skills through self-assessment

roleplays. This study explores the following research question:

2. What are students’ perspectives about the innovation?

and studies are introduced in this section.

Speaking skills is considered one of the main skills to be developed in education. Ur

cited in Al Hosni, 2014).

Therefore, making students develop speaking skills is necessary to provide students

language without too much complexity.

According to some teaching theorists, students' fluency and accuracy can be

be an excellent technique to improve students' speaking difficulties, including this productive

Oxford English Dictionary defines roleplay as “the changing of one's behaviour to

that can be handled in real-life situations.

learners, relevant information to support this study:

improve learner motivation and therefore promote learning.

3. Learning difficulty can be negotiated and fine-tuned for particular pedagogical

purposes (as cited in Aliakbari & Jamalvandi, 2010, p.19).

in Krebt, 2017, p.865).

disadvantages of self-assessment. One advantage is that “it encourages students to reflect on

(as cited in Ashraf & Mahdinezhad, 2015, p.112)

he also recommend self-assessment as an assessment procedure to involve students in

creativity and body language about any topic.

rehearsing for the recording” (p. 32).

addition, students created, performed, and recorded roleplays oriented to a real-life

the 24 hours of classes will be completed according to the planning.

compare and contrast their improvement in oral production skills.

quantitative instruments to explore how roleplaying self-assessment (independent variable)

improves speaking skills (dependent variable).

platforms to interact and foster active participation in this study.

Participants shared the English level from A1 to A2 according to the Common

from an English Language School accredited by Califronia’s Bureau for Private

Postsecondary Education (BPPE); Language Schoslastic (LASC).