Open AccessExploring Perceptions of Role Play Activities in English as a Second Language (ESL) Classrooms
Author(s) -
Nursyuhada Zakaria,
Dr Noor Hanim Rahmat,
Norhartini Aripin,
Nurul Hijah Jasman,
Nursuhaila Ibrahim
Publication year - 2019
Publication title -
international journal of engineering and advanced technology
Language(s) - English
Resource type - Journals
ISSN - 2249-8958
DOI - 10.35940/ijeat.e1122.0585c19
Subject(s) - grammar , perception , class (philosophy) , psychology , mathematics education , social constructivism , pragmatism , constructivism (international relations) , context (archaeology) , pedagogy , linguistics , computer science , epistemology , paleontology , philosophy , international relations , neuroscience , politics , political science , law , biology , artificial intelligence
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.