Using Role play technique to motivate second
year Accounting- Majored at Dainam University
to improve their speaking skill

Phạm Thị Hằng Nga

University of Languages and International Studies
M.A Thesis: English teaching methodolody, Code: 60 14 10
Supervisor : M.A. Hoang Thi Hong Hai
Year of graduation: 2012 Abstract: Motivating students to speak English during speaking lessons is one of
the greatest concerns of university teachers of English. This study has been
conducted for the purpose of investigating the effectiveness of role-play
techniques on students‟ level of motivation with a view to proposing an
instructional method to motivate students. This study was conducted at Dainam
university. It involved 20 teachers of English and 246 second year students (from
four groups) whose major is Accounting. The survey questionnaire and the
interview were used to investigate the level of frequency this technique is
employed in speaking classes, the students‟ preference for employing this
technique, difficulties that both teachers and students often encounter while
applying this technique and suggestions for the full exploitation of this technique
is also desired from this study. The present research results have empirically
established the validity of the use of role- play as an effective teaching tool to
motivate second year Accounting majored students at Dainam to participate in
speaking activities in their English classes.

Keywords: Ngôn ngữ; Tiếng Anh; Kỹ năng nói; Giờ học

Content

The study focuses specifically on using Role Play in teaching speaking to the second year
students at Accounting Department, Dainam University. So the study limits itself to the
teaching and learning Speaking only.
7. Significance of the study
- Theoretical significance of the study: The study supplies the English language teachers
with the understanding of Role Play techniques in terms of types, advantages when
employing them.
- Practical significance of the study: The research provides the language teachers and
learners recommendations or suggestions for the successful exploitation of this technique.
8. Major findings
This section presents the answers to the original research questions proposed at the
beginning of the thesis.

Research question 1: How often is role play applied in speaking lessons at Dainam
University?
From the data collected from the questionnaires, directs interview, and class observation
it was obvious that the role play techniques are employed frequently in English speaking
classes at Dainam University. All teachers at Dainam often use role play as an effective
teaching technique. And most of the students confirm that their teachers often introduce
role play activities in their speaking lessons. This proves the popularity as well as the
importance of role play technique in English teaching and learning at this University.
Research Question 2: Does using role play motivate students to participate more in
speaking class?
Through the data analyzed in the previous part, it is effective to use role play as a
motivator for students to speak. Most students have positive attitude towards role play.
They are more willing to take part in speaking activities once role play is given by
teachers. This proves that role play activities make speaking class more interesting and
more enjoyable. Role play can act as an inspirer to motivate students to speak because it
brings it brings boredom with the speaking classes can be avoided. In addition, role play
activities can reduce students‟ anxiety and shyness and makes them more confident to

9. Limitations and suggestions for further study
Although the study has accomplished the objectives set at the beginning, it still bears
some limitations. Due to the shortage of time, limit of knowledge and the scope of the
study, the study cannot cover all the uses of role play in four language skills. Therefore,
further research may include the use of role play in teaching other language skills such as
listening, reading and writing. A similar experimental study should be carried out to find
out the effectiveness of using role play to enhance students‟ motivation in gaining the
listening, reading and writing skill in English.
10. Implication
As shown is this study the use of role play can be effective in promoting students‟ interest
and motivation in speaking activities in English classes. In the section below, I would like
to give some suggestions for teachers to conduct a successful role play activity.

The success in teaching doesn‟t depend on the lesson program only, but more importantly
is how the teacher presents the lesson and uses various techniques to manage the class
more lively and enjoyable. Regarding to the teaching speaking by using role play, I
would love to give some suggestions for the teacher and students as follows:
For the teachers
- The teacher should choose the materials that are appropriate and not too difficult
for the students. As role plays represent real – world scenarios, materials should simulate
the materials that would be used in the real world. For example, in the „extraterrestrial‟
role play mentioned above, toothbrushes, watches, lightbulbs and keys can be examined
by the „aliens‟. Authentic materials certainly prepare the students for copying with the
language they hear and read in the real world outside the classroom. Thus, newspapers,
cuttings, advertisments, signs, maps, graphs, charts, hotel brochures, tickets, menus,
timetables and other authentic materials should be brought to the classroom.
- Before assigning the role play to the students, the teachers should make sure that
the students have fully understood and have the information they need.
- The teacher should keep control the students‟ activities. The teacher becomes the
controller, and controls the event in the same way as a traffic controller, helping the flow

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