The Effectiveness of Role Play Strategy in Teaching Vocabulary

Related Studies 
This section is allocated to review the literature related to vocabulary learning strategies, and role-play as an effective 
strategy for learning vocabulary. 
English has become an international and communicative language, with the increase in communication technology in 
the world generally. Vocabulary is considered the key element for communication and plays a vital role in English 
language learning. In learning vocabulary, it is necessary not only to know the meaning of a particular word, but to 
know all the aspects of the word. This calls attention to process in which information is obtained, stored, retrieved, and 
used. 
The use of role-play activities develops communication skills and students are encouraged to master and enrich 
vocabulary learning through conversational activities. Students find difficulty in learning English language vocabulary 
because of vocabulary limitations, misuse of words, use of wrong words, inappropriate terms, or poor pronunciation 
(Afdillah, 2015). Using role-play can enhance students’ exposure to language, which is considered as the key factor to 
speed up the language learning process. Students via producing speech in role-play activities can enhance their 
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communicative competence (ibid). Moreover, conduct of role-play activities can provide a stress free learning 
environment where students enjoy using the language. 
The learning of vocabulary is important because of the relationship between vocabulary and overall learning 
development. A number of studies have shown that vocabulary size in bilinguals is a strong predictor for success in the 
future because they have access to and participate in communication events in two language communities (Fernandez et 
al. 1992, Umbel, 1992 and Allman, 2005). 
Sadeghi & Sharifi (2013) investigate the effect of four post-teaching activities, namely games, narrative writing, role-
play, and speaking tasks on vocabulary gain of 111 elementary Iranian EFL learners across gender. The results show 
statistically significant main effects for vocabulary learning across different activity types, with role-play leading to the 
highest vocabulary compared to other strategies. Moreover, the impact was more significant for female than male 
learners. 
Nair, Yusof, & Arumugam (2014) studied the effects of using the role-play method and the conventional method to 
teach the Malay Language to preschool children. The sample was 100 pupils from government preschools. The 
experimental group was taught using the play method and the control group was taught using the conventional method 
for a period of six weeks. The findings indicate that the utilization of the role-play method significantly enhances the 
mastery of vocabulary and interest in learning the Malay Language among the pupils. 
Toumpaniari, Loyens, Mavilidi, & Paas (2015) investigated whether incorporating physical activities and gestures 
could improve foreign language vocabulary learning in preschool children. The results after a 4-week intervention 
programme showed that learning by embodying words through task-relevant gestures and physical activities holds great 
promise as an enhancer of children’s learning. 
Altun (2015) conducted a case study on the implementation of role-play activities to explore the benefits of such 
activities in developing language. It was found that conduct of role-play activities can provide a stress free learning 
environment where students enjoy using the language. Findings show that role-play activities enable students to gain 
self-confidence enhance, motivation and promote the speaking skills of foreign language learners. 
Reasons for choosing role-play strategy 
There are several broad reasons for using role play as a teaching strategy for learning vocabulary. It is a major 
strategy in the communicative approach and has many advantages, as it can encourage forms of social interaction that 
provide an important stimulus to use the language in real life and challenge learners' existing beliefs. Also it is 
suggested by many researchers that effective learning takes place when teachers challenge students with problems and 
facilitate the process of finding the solution (Vincent & Shepherd, 1998; Piaget. 1972). Most importantly, role play 
engages learners in activities that bring realism to their learning and help them to apply it in real situations. Vocabulary 
should be learned in such a way that learners will be able to communicate effectively, successfully and appropriately. 
Students should capable to recall vocabulary easily, recognizing how to use and when to use the appropriate words. Al-
Jabri (2005) indicates that "learners of English have often faced communication barriers in various situations which 
require control over a large variety of vocabulary items rather than a narrow range of syntactic structures" (p.1) 
Role play can be used as a means of achieving a wide variety of outcomes, such as the acquisition of knowledge, 
application of knowledge to develop further understanding and skills, and attitudinal change. It is a particularly useful 
strategy in learning vocabulary, where learners are required to increase their knowledge of vocabulary and 
understanding by reading, researching, selecting and organizing relevant materials, analysing and synthesizing 
information, and discussing/arguing/debating different issues. 
Learning in a relaxed and playful environment lets learners know it is safe to play around with what they are learning, 
and use their vocabulary in a real situation and in new creative ways. Afdillah (2015) indicates, "Many students will be 
more creative and active to play their role because the teacher gives opportunities to students to explore their actions" 
(p.20). Also, according to Ladousse, “Perhaps the most important reason for using Role Play is that it is fun” (2004, 
p.29). Role-play gives students the chance to practise the language in real life situations in an interesting and fun way 
and at the same time stimulates unmotivated students to share and use the language when they play their roles in front 
of the class. 
Advantages of using role-play 
Role-play strategies have proven their effectiveness in teaching English to learners, as role-play can increase 
students' enthusiasm, self-confidence, and empathy, and encourage critical thinking. Role-play is a teaching strategy 
that models vocabulary learning in a cost-effective, controlled, and fun way for both students and teachers (Kuipers & 
Clemens, 1998; Huang and Shan, 2008; Altun, 2015). 
Aliakbari and Jamalvandi (2010) indicate that by using role play, L2 learners can experience many kinds of real 
situations in which they will use the language and words; and as they develop a sense of mastery in them, they should 
be able to apply the language more easily to new situations. Acting out a situation encourages the students to use the 
natural expressions and intonations of native speakers as well as gestures. Teaching of social skills increases motivation, 
develops creativity, promotes interaction, encourages peer learning and helps learners to communicate more freely. 
According to Sasaki (1998), role plays are regarded as simulating more authentic situations. Incorporating role-play into 
the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun. 
Procedures of using role-play 
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Liu & Ding (2009) explain the procedures of role-play as an effective technique for teaching and learning a language. 
They focus on how to apply role-play successfully, what are the procedures, what teachers will do if the situation is "out 
of control", and how the teacher should respond to the errors made by students. They identify four vital factors for role-
play success: the topic chosen should be real and relevant; the teachers need to 'feed-in' the appropriate language; they 
should correct errors in a proper way; and teachers' roles are as facilitator, spectator or participant. Afdillah (2015) 
indicates some steps for good use of role play: first, arrange or prepare scenarios to be performed by the students, 
choose some students to learn about the scenario several days before, classify students into groups of five, explain 
competence to be achieved, request a group to play the prepared scenario, while students in other groups observe, end 
performance, each student is given work sheet for discussion of the performance, every group gives a conclusion about 
scenario performed, the teacher gives a general conclusion, evaluation, and closing (p. 25). 
For the current study the instructor used the following Steps and Procedures 
The experimental group was taught vocabulary by using the following: