Integrating role-playing activities into learning situations: a didactic proposal for improving oral communication in English as a foreign language

Abstract

[eng] The foundation and purpose of acquiring, learning or teaching any language lies in communication. Over the years, traditional language teaching methods have focused on memorizing vocabulary and grammar, resulting in limited communication skills among learners (Alabsi, 2016). This problem is particularly evident in English as a Foreign Language (EFL) classes, where, despite years of studying the language, most students struggle to master speaking (Rahmatillah, 2019). However, the implementation of the LOMLOE law in 2022 to the Spanish secondary education curriculum offers hope for integrating new methodologies that prioritise oral competence through engaging and relevant language activities. A prominent method advocating orality is the Communicative Approach, which promotes communicative activities such as role-plays, which promote using language in realistic scenarios (Rao, 2019). However, the integration of these activities into the classroom has been limited due to traditional educational approaches and curricular constraints (Alabsi, 2016). Nevertheless, with the recent legislative changes, role-play activities could finally find their place in the language classroom. Recognizing the potential benefits of role-playing activities beyond mere engagement, this dissertation seeks to present a didactic proposal that consistently integrates these activities into various learning situations. In the following, the proposed educational intervention aims to illustrate the adaptability of role-plays to different aspects of the foreign language curriculum. For this purpose, the thesis will choose two of the learning situations from a fictitious annual planning created from the current curriculum. It will then explain in detail how role-playing sessions would be developed in these specific learning scenarios, giving a practical example of the successful integration of these activities in language teaching. The final purpose of the proposal is to highlight how role-playing could be used to help students in the first year of compulsory secondary education to overcome limitations in the development of oral competence.