Exploring the effectiveness of role-play in enhancing English-speaking skills of seventh-grade students: A pre-experimental research study at Khanuwittaya school, Kamphaengphet

This study aims to1) compare the students' English-speaking ability before and after the hypothetical role-playing activity test, 2) assess their English-speaking ability after the hypothetical role-playing activity test using the CEFR standard language competency level of A2, and 3) evaluate the student's satisfaction of the learning management process using hypothetical role-playing activities. For the sample group, 42 seventh-grade students (second semester, academic year 2022) from Khanuwittaya School, Kamphaeng Phet Province, were selected through random sampling. This pre-experimental research design study utilized the One-Group-Pretest-Posttest Design model. Data collection instruments included five role-play lessons, pre-post-tests to assess English speaking ability, and questionnaires to assess students' satisfaction with the role-playing activities. The study was conducted for five weeks. Data were analyzed using independent t-tests, mean, and standard deviation (S.D.). Research results showed that the English-speaking skills of the experimental group significantly improved after the hypothetical role-play activities designed for this study, with a 0.05 significant level. The English-speaking ability of the students after the CEFR posttest in all aspects was B1+, which was higher than the required CEFR level for junior high school, A2. The students rated the role-playing activities with a high satisfaction level, with a mean score of 4.01 and a standard deviation (S.D.) of 0.71. This study found that hypothetical role-playing activity effectively enhanced the participants' English-speaking ability, helped the students achieve the expected English language proficiency level following the CEFR standard, and was well-received by the students.