Exploring perceptions of role play activities in english as a second language (ESL) classrooms

Abstract

Role play has long entered the ESL classroom. Many students (and teachers) enjoyed the activities that encouraged interaction in the class. Role play activities do more than just enhance social interaction (Kouvava et al. 2011)[1] among students; they can be the base for reinforcing grammar skills (Salaberry & Scholes, 2011)[2] and presented in a context that the students are comfortable with. This study looks into the role of role-play in the ESL classroom. Students’ reaction towards the use of role play is conceptualized into the classic theories of behaviourism, social constructivism and pragmatism. Quantitative data will be analysed and the results of this study will reveal interesting implications on the use of role play in the ESL classroom.