English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Pro

Presents the zaia usage as premium feature

ZAIA

Presents AI Discovery search usage as a premium feature

AI Discovery

Presents AI Discovery explain and summary usage as a premium feature

Content Analysis

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Presents the pdf analysis as premium feature

PDF Analysis

1500 Top-up

3000 Top-up

Zendy Basic

2500 Top-up

Zendy Unlimited

Presents the access of premium content as premium feature

Premium Content

This study examines the effect of role-play strategy on the Jordanian tenth grade English as a foreign language (EFL) students' speaking skill. It is an attempt to answer if there is a statistical significance difference between the experimental and control groups' scores on the speaking test due to the teaching method (role-play strategy vs. the Teacher's Book instructions). A total of 86 homogeneous participants were selected through a random sampling technique from two sections at Lameece Secondary School for Girls in Amman, Jordan during the second semester of the academic year 2016-2017. The experimental group was 42 students while the control group was 44 students. For data collection, a role-play instructional program based on the speaking activities in Action Pack 10, a speaking test and a rating scale were used. The collected data were analyzed using proper statistical measures such as ANCOVA and MANCOVA. The results revealed that the role-play strategy had a significant effect on the five components of the speaking skill with the students of the experimental group. Further empirical studies on the effect of role-play strategy on developing other language skills are needed.

The Effect of Role Play Strategy on Jordanian EFL Tenth Grade Students' Speaking Skill