Enhancing the Quality of Role Play Activities

Enhancing the Quality of Role Play Activities:
A Simple Step to Create a Lively Environment
in the Classroom

SUGIYAMA Yutaᛵǽ஖
近年 ESL/EFL の教室では，生徒のスピーキング能力を育成することを目的としたコミュニカティブ・ベース活動の一つとして，ロールプレイが広く実施されている。これらの活動は，日常生活で起こる状況をシミュレートすることに基づいて行われるものである。ロールプレイのようなコ
ミュニカティブ・アクティビティに生き生きとしたより現実的な雰囲気を作り出し，その質を向上させる要因のひとつとして「感情」がある。言語において感情は本質的な部分であり，言語から切り離すことはできないものであり，ロールプレイの実践において感情を取り入れることで，より生き生きとした現実的な雰囲気が加えられ学習が促進されると考えられる。
本研究では，ロールプレイ活動において EFL 学習者に感情表現を促すことが，語彙の習得及び英語学習において影響を与え得る心理言語学的な要素（Willingness to Communicate, self-confidence, self-efficacy）にどのような影響を与えるかをアンケート調査に基づいて調査1 する。

キーワード：ロールプレイアクティビティ，第二言語としての英語／外国語としての英語，英語教授法，心理言語学，自発的にコミュニ
ケーションを行う意思，自信，自己効力感，モチベーション

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No. 49Introduction
In these days, the role play activities are widely implemented in ESL/EFL classrooms

as a one of the communicative-based activities aiming to foster students’ speaking
abilities based on the simulation of situations that might occur in our daily lives.
According to Brown (2001), “role play minimally involves (a) giving a role to one ormore members of a group and (b) assigning an objective or purpose that participants must
accomplish” (p. 183).
The theoretical pros of this activity can be:Role play is very important in teaching English because it gives students an opportunity
to practice communicating in different social contexts and in different social roles. In
addition, it also allows students to be creative and to put themselves in another person’splace for a while (Dorathy and Mahalakshmi, 2011, p. 2).
Whereas these theoretical benefits of role play activities are considered to beeffective for improving learners’ speaking abilities in ESL/EFL classrooms, in reality,
when they are actually implemented in classroom, creating an ideal environment forhaving role plays can be challenging for both teachers and learners, especially for thosestudents who have lower self-confidence and self-esteem in their English proficiency.
In that case, teachers will be required to simplify the tasks for role plays. However, thequality of role plays would be limited by the simplification of the tasks and contents
to be taught to those learners, which might result in as less active attitudes and lower
motivation toward learning and lower degrees in self-efficacy rates of the students.
Besides, even for learners of intermediate level proficiency, there is a tendency thatstudents put too much concentration on simple memorization of the role play scripts
rather than on practicing communicating in different social contexts and in different
social roles with lively use of the language, which should be respected as one of thefundamental aspects of communicative approach. In order to avoid this, one factor
that can create a lively and more realistic atmosphere for communicative activities andimprove the quality of role plays might be emotion, since it is considered that emotion isan essential part of a language and cannot be detached from the language. It is assumed
that integrating emotion into role play would be able to create a lively atmosphere ascommunication practice simulating social context and different social roles connotates
the authentic use of language and therefore it would facilitate students creating a lively

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and more realistic atmosphere in their role play practices.

2 Literature Review for Factors Affecting Role Plays and the role ofemotion in ESL/EFL
As for the benefits of role play activities, there have been numbers of research
conducted to measure the effectiveness of the teaching approach in fostering students’
ESL/EFL language abilities. These researches have shown that role plays not only
enhance the general language abilities such as expanding vocabulary and grammaticalexpressions, but also promote an understanding of the customs and norms of Englishspeaking countries in addition to fostering students’ critical thinking skills and improving
their motivation. Among the factors influencing their language learning experience,
willingness to communicate, self-confidence, and self-efficacy play pivotal roles. This
literature review explores the existing research on these key factors and their interaction
with role play as a pedagogical tool in ESL/EFL contexts as well as clarifying how
emotions can affect language learning in terms of enhancing learners’ motivation.

2.1 Willingness to Communicate (WTC)
Willingness to Communicate (WTC) is a crucial factor affecting language acquisition.
Research by MacIntyre and Charos (1996) highlights that “Willingness to Communicate
is strongly associated with language use in a second language context” (p. 542). Learners
who are more willing to engage in communication activities, such as role play scenarios,
are likely to develop their language skills more effectively. According to Yashima(2002), “Willingness to Communicate is a key predictor of language achievement. Whenlearners are motivated and willing to engage in communication, they are more likely to
overcome language barriers and make progress in their language skills” (Yashima, 2002,
p. 268). Besides, Yashima (2002) explains the effectiveness of role play activities and its
relationship with willingness to communicate as “Role-play activities can be particularly
effective in increasing learners’ willingness to communicate. These activities offer astructured and supportive platform for learners to engage in interactive language use,which can reduce anxiety and promote a positive attitude towards communication.”(Yashima, 2002, p. 271). As Yashima (2002) mentions, role play activities can promote a
positive attitude toward communication.

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No. 49As for the relationships between role plays and willingness to communicate,
Dörnyei, & Kormos (2000) clarifies how individual factors (like personality, anxiety, andmotivation) and social variables (like group dynamics) influence oral task performance.
It claims that in relation to willingness to communicate (WTC), if learners feel confident
and supported during role plays (a favorable social variable), their WTC might increase.
On the other hand, if a learner feels anxiety or lacks motivation (individual variables),their performance in a role play might decline, potentially affecting their WTC. Therefore,
it is feasible that WTC is one of the variables that measures the effectiveness of role play
activities.

2.2 Self-confidence
Engaging in role plays allows ESL/EFL students to practice speaking in a lowstakes environment, which can help increase their confidence in using the language.
This is because they are not being judged solely on linguistic accuracy but also on theirability to perform and interact in a given context. Salies (1995) shows how role plays
can boost learners’ self-confidence. “It boosts self-confidence because it gives students
an instant evidence of success, fosters retention, and stimulates involvement in a riskfree environment” (Salies, 1995, p. 12). It can be considered that through the successful
experience to use English in role plays, learners would be able to elaborate their selfconfidence with regard to their language ability. It is also remarkable that learners
can practice their target language in a risk-free environment where they can simulate
conversations based on authentic scenarios. When students practice these situations in aclassroom, they often feel more prepared and confident to face similar situations outside
the classroom. However, not every student might feel the same boost in confidence fromrole plays. Individual differences like personality, prior experiences, and anxiety levels
can play a significant role in how effective role plays are in enhancing self-confidence.

2.3 Self-efficacy
Self-efficacy beliefs impact learners’ willingness to engage in challenging languagetasks, such as role play. Self-efficacy refers to an individual’s confidence in their ability
to successfully accomplish a particular task, based on their own evaluation of their skills(Bandura, 2006). Pajares (1996) argued that “Self-efficacy beliefs influence the choices
learners make, their effort expenditure, and their persistence in the face of difficulties”

72Enhancing the Quality of Role Play Activities(p. 82). In the context of ESL/EFL role play, learners with higher self-efficacy may
approach these activities with greater determination and effectiveness.
As for the relationship between role plays and self-efficacy, it can be considered thatrole plays offer learners the opportunity to simulate real-life scenarios in a controlledenvironment. As learners successfully navigate these scenarios, their confidence intheir English-speaking abilities can increase. This is because they’ve witnessed tangible
evidence of their own competence. This direct experience can bolster self-efficacy.
Besides, engaging in role plays can diminish the fear of making mistakes. As learners
practice speaking English without severe repercussions for errors, they may become
more willing to take risks in their language use. This environment can reduce language
anxiety and in turn, can further enhance self-efficacy.
Whereas role plays may enhance learners’ self-efficacy if the scenarios of role plays
are well-designed in order to simulate the authentic use of language with supportive
environment by teachers, there is also an aspect that teachers should consider as Alamand Nirma (2021) suggests that “teachers have to help students experience success such asencourage students in delivering a speech and give them daily problem-solving successes,
provide feedback on their effort, peer modeling, and support students affirmations” (p.
160).
In overall, role play activities are widely used in ESL/EFL classrooms to enhance
language proficiency and role plays can be a platform for learners to exhibit their selfefficacy, self-confidence, and willingness to communicate in a safe and structured
environment. In other words, these elements (WTC, self-confidence, and self-efficacy)
can serve as parameters to measure how effective the content of the role play activities
would be.

2.4 The role of emotion in ESL/EFL
In general, given the deeply intertwined nature of emotion and language learning,understanding and addressing the emotional aspects of ESL/EFL can lead to more
effective teaching strategies and better learning outcomes. One factor regarding emotion
in ESL/EFL that cannot be ignored is “Affective filter” by Krashen. Accoring to Krashen(1981), “If the affective filter is ‘up’, no matter how beautifully the input is sequenced,
no matter how meaningful and communicative the exercise is intended to be, little or no
acquisition will take place” (p. 110). As for emotions that can be positive in ESL/EFL

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No. 49acquisition, Fredrickson (1998) specifies four positive emotions, namely joy, interest,
contentment, and love. These emotions are considered to create more lively atmospherewhen integrated in role play practices.
In addition, another fact related to emotion and language is provided by Dewaele
and Pavlenko (2001). They explored the relationship between emotion and language in
L1 and L2 and found out that regardless of their level of language proficiency, manybilingual individuals choose to use their first language when conveying intense emotions.
However, regarding the relationship between emotion and role plays, Boudreault (2010)
explains how play acting can enable students to practice showing emotions in a safe
environment. It claims “Drama gives an excellent method for studying human nature
and working in harmony. The play acting provides the opportunity for a healthy releaseof emotion in a safe setting which can work to relieve the tension of learning in a second
language” (p. 49).
Finally, it is evident that emotion is intricately linked with language acquisition.
From Krashen’s insights on affective barriers to the natural tendency of bilinguals to
express deep emotions in their first language, it’s evident that emotions play a significant
role in learning English. Using drama and role play, as Boudreault suggests, helps
students practice emotions in a supportive setting. As educators and researchers, it isimperative to integrate emotional understanding into pedagogical approaches.

3 Research Design
As shown in the previous section, emotions are pivotal in the language learning.
When students engage in role play activities, it is assumed that by practicing English
through role plays that emphasize showing emotions, students are provided a safe
environment to explore the affective dimensions of language and such practices would
amplify their “willingness to communicate,” bolster their self-confidence and enhancetheir self-efficacy as the fusion of linguistic content with emotional expression. This
research explores the relationship between role play activities, emotions, and the resultant
psychological impacts in the context of ESL/EFL classrooms and aim to offer a more
understanding of the benefits and potential challenges of integrating emotion-rich roleplays into teaching methodologies.

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3.1 Research question
In English as a Foreign Language (EFL) teaching, role play activities are widely
recognized as effective methods for enhancing language skills. Integrating emotional
elements into these activities has become an area of interest. The key question is: How
does practicing emotional role plays affect EFL students’ willingness to communicate,
their self-confidence, and their belief in their own language abilities (self-efficacy)? The
hypothesis is that by engaging students in role plays with emotional themes, we might
not only improve their language skills but also boost their confidence and desire tocommunicate in English. This research aims to explore this relationship and understandthe potential benefits of emotional role plays in the EFL context.

3.2 Participants and methodology
The study involved a total of 51 university students ranging from sophomore tosenior years2. Of these participants, the gender distribution was 29 males and 22 females.
In terms of English proficiency, most participants fell within the intermediate range, withTOEIC scores ranging from 285 to 540. It should be noted that two students either did notremember their scores or had not taken the TOEIC.
For the methodology, the primary focus was on Role-play Presentation. Students
were explicitly instructed to incorporate emotions into their role play presentations. To
ensure emphasis on the emotional aspect, the teacher consistently encouraged students
to express emotions during their presentations. Initially, students were provided withvocabulary and expressions input derived from their course textbook 3. To accentuate
the significance of emotional delivery, specific instructions were given to emphasize theemotions tied to certain expressions. It was crucial for students to not just comprehend
these expressions but to internalize and express the emotions associated with them, as thiswas the core of the study. After this foundational phase, students were granted a period
to prepare for their role play presentations. This time was essential for them to assimilate
the vocabulary, practice the specified emotional expressions, and collaboratively refine
their role play scenarios with peers. With ample preparation and a clear understandingof the expectations, students then delivered their role play presentations, incorporating
the emotional aspects they had been trained on. Afterwards, to gather insights into
the students’ experiences and perceptions of this approach, questionnaires wereadministered4.

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No. 493.3 Results
A significant portion of the students demonstrated a positive inclination towards theapplication of expressions learned via role plays. Specifically, 98% of the participants
indicated their eagerness to use these expressions, highlighting a strong willingness tocommunicate as shown in Figure 1. In terms of self-confidence, a substantial 80% of thestudents reported feeling confident in employing the expressions they learned throughthe role play activities as shown in Figure 2. Beyond confidence, the concept of selfefficacy—the belief in one’s ability to execute tasks in specific situations—also showedpromising results. Remarkably, Figure 3 shows that 80% of the participants believe
they can use the learned expressions correctly when the situation calls for it. This data
underscores the effectiveness of role plays not only in fostering linguistic knowledge
but also in bolstering students’ confidence and ensuring they feel competent in practicalapplications. However, these results do not provide any statistical significance that theseresults are sorely attributed from emotion-rich role plays and it is considerable that
other variables are concerned. Therefore, future research should conduct a comparative
analysis of role plays with and without instructions for students to emphasize emotions.
Do you want to use the expressions that you learned through role plays?

1, 2%
0, 0%

18, 35%32, 63%

I don’t want to use the expressions at all
I don’t I want to use the expressions so much
I want to use the expressions somewhat
I want to use the expresions
Figure 1: Ratio of the answers for “Willingness to Communicate”

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Do you have a confidence for using the expressions learned through role plays?
No1, 2%Partly no9, 18%

Yes
13, 25%Partly yes
28, 55%No

Partly no

Partly yes

Yes

Figure 2: Ratio of the answers for “Self-confidence”

Do you feel that you can use the expressions learned through role plays
correctly in the situation?
No
0, 0%

Partly no10, 20%Yes
12, 23%

Partly yes
29, 57%

No

Partly no

Partly yes

Yes

Figure 3: Ratio of the answers for “Self-efficacy”

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No. 49Beside the results mentioned above, whether or not the students were able to fully
show emotions during the role plays was asked in the questionnaire and the resultshows that only 18% of students fully exhibited emotions in role plays, suggesting thatmerely instructing them to express emotions might be insufficient as shown in Figure 4.
Considering the combined rate of responses for “No” and “Partly no,” and the fact that
one-third of the students represents a significant portion, it is evident that teachers should
offer more encouragement for improvements.
Whether or not participants exhibited emotions in role plays

No
8%

Yes
18%

Partly no27%

Partly yes
47%

No

Partly no

Partly yes

Yes

Figure 4: Whether or not students exhibited emotions in role plays

4 Conclusion
This study sought to explore the effects of integrating emotions into role play
activities in an EFL context, particularly in terms of influencing students’ willingness tocommunicate, their self-confidence, and their self-efficacy5. The findings were largely
positive, with the majority of students indicating a strong desire to utilize the expressions
learned via role plays, showing elevated self-confidence and a robust sense of selfefficacy6. These results highlight the possible merits of incorporating emotional nuances
into role play activities, suggesting they can amplify not just linguistic competencies but
also bolster psychological facets pivotal to language learning.

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However, one key observation warrants attention: despite explicit instructions, asignificant percentage of students didn’t fully imbue their role plays with emotional
undertones. This points towards the need for teachers to adopt more persuasive methods
or pedagogical adjustments to ensure the affective dimension is genuinely woven intorole play performances7.
Furthermore, it is critical to interpret these findings within their limitations. The
study does not conclusively assert that the observed outcomes are solely due to theemotional components of role plays. Multiple factors might have influenced these results,emphasizing the importance of further research. Comparative analyses, especiallybetween role plays with and without emotional emphases, would offer sharper insights
into the exact impact of emotions in this context. In overall, while emotions seem to bea potent element in the EFL role play matrix, a balanced and more nuanced approach,coupled with continued research, will be essential to measure the significance of the roleof emotions in role plays.
Notes
1

2

3
4
5

6
7

This research serves as a pilot study, exploring the relationship between emotions and role plays.
Its primary aim is to provide preliminary insights that might inform subsequent, more detailed
studies. Therefore, this study does not delve into advanced statistical analyses such as multiple
regressions or Analysis of Variance (ANOVA).
This study is based on a relatively small sample size (51 students) which might not be representativeof a broader population. Besides, gender balance should be distributed in terms of gender
perspectives.
For the textbook used in this class, refer to Michael P. Critchley (2007), Encounters Abroad,
Nan’undo Co., Ltd.
The questionnaire was conducted anonymously utilizing the online platform for the class.
The study does not definitively state the observed benefits are strictly due to the emotional
components of role plays and possibility exists that other external or internal factors influenced
the positive outcomes.
While findings are positive, they suggest the need for a more detailed methodology. Continued
and deeper research is recommended to fully measure the significance of emotions in role plays.
Regarding the teacher’s instruction to encourage students to emphasize emotions during the roleplays, the teacher solely provided verbal encouragement to emphasize the expressions learned
from the textbook.

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No. 49References
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