A Role-Play-Based Pedagogical Model for Improving EFL Students' Speaking Readiness in Professional Contexts

Agatha Lisa; Nadia Gitya Yulianita; Rahma Fitriana

doi:10.25299/jshmic.2025.vol12(2).23981

Authors

Agatha Lisa
[email protected]
Universitas Negeri Yogyakarta
Nadia Gitya Yulianita Universitas Jenderal Soedirman
Rahma Fitriana University of Melbourne

Keywords:

EFL Speaking Readiness, experimental learning, pedagogical model , professional context , role-play

Abstract

Speaking in professional contexts has been incorporated into teachers preparation programs to equip students with practical communication skills for professional settings. However, previous studies exploring how role-play-based pedagogical model can address the needs of English as a Foreign Language (EFL) students in this context remain limited. To fill the gap, this study presented teaching experiences involving EFL students using role-play-based pedagogical model. Over the course of a semester, students completed three big projects, namely mock interviews, talk shows, and professional meetings. These classroom activities were proposed and conducted individually, in pairs, or groups. Adopting a qualitative case study design, data were collected from multiple sources, including video-recorded classroom observations and supporting documents such as students' projects and reflective writing. The participants comprised 58 EFL students enrolled in the 2023/2024 academic year in Speaking in Professional Contexts (ENG6207) course offered by English Language Education Study Program (ELESP), Universitas Negeri Yogyakarta. The results showed two key aspects, namely (1) learning-teaching activities in role-play-based pedagogical model and (2) EFL students’ experiences, including perceived benefits and challenges encountered. The results offered insights for experts and teachers interested in replicating or adapting similar role-play-based learning activities. Therefore, detailed implications and recommendations were presented and discussed concisely to offer valuable insights for institutions, educators, curriculum designers, and policy makers.

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