The effect of role-playing techniques on the speaking skills

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dc.contributor.advisorEscudero Orozco, Gloria Isabel
dc.contributor.authorCunalata Ramón, Jessica Gabriela
dc.date.accessioned2023-10-11T15:42:09Z
dc.date.available2023-10-11T15:42:09Z
dc.date.issued2023-10
dc.descriptionThe aim of this study was to investigate the impact of role-playing techniques on the speaking skills of seventh-grade students at Unidad Educativa Hermano Miguel in Latacunga. The research followed a structured approach that encompassed literature analysis, methodology design, and a rigorous evaluation of the effectiveness of these techniques. The study commenced with a comprehensive review of existing literature, exploring how role-playing techniques have been employed to enhance speaking skills among language learners. This foundational step helped shape the research direction and informed the subsequent phases. For the empirical investigation, a quasiexperimental design with a quantitative approach was employed, involving two distinct groups: a control group and an experimental group. The control group received traditional teaching methods, while the experimental group was exposed to four specific role-playing techniques, namely Character Role-Playing, Problem-Solving Role-Playing, Historical Role-Playing, and Future Role-Playing. To evaluate the impact of these techniques, a standardized Cambridge test was administered, featuring both pre-test and post-test assessments with a rubric for scoring. The results revealed a significant improvement in the speaking skills of the students in the experimental group, confirming the hypothesis that role-playing techniques contribute to thexiv development of speaking skills in seventh-grade students. In conclusion, this study provides compelling evidence of the positive effect of role-playing techniques on the speaking abilities of seventh-grade students. These findings hold substantial implications for language educators looking to enhance their teaching methods and foster improved language proficiency among their students. Furthermore, the research methodology utilized in this study not only sheds light on the positive impact of roleplaying techniques on seventh-grade students' speaking skills but also holds promise as a valuable blueprint for future investigations in the realm of language instruction. As educators continually seek innovative approaches to enhance language learning, the structured approach adopted in this study offers a reliable framework for assessing the effectiveness of role-playing techniques. By replicating and building upon this methodology, researchers can contribute to the ongoing advancement of language education, providing educators with evidence-based strategies to empower students in their language proficiency journey. This study marks a significant step forward in the pedagogical exploration of role-playing techniques, paving the way for more informed and impactful language teaching practiceses_ES
dc.identifier.urihttps://repositorio.uta.edu.ec/handle/123456789/40145
dc.language.isoenges_ES
dc.rightsopenAccesses_ES
dc.subjectCHARACTER ROLE-PLAYINGes_ES
dc.subjectPROBLEM-SOLVING ROLE-PLAYINGes_ES
dc.subjectFUTURE ROLE-PLAYINGes_ES
dc.subjectHISTORICAL ROLE-PLAYINGes_ES
dc.subjectROLEPLAYING TECHNIQUESes_ES
dc.subjectSPEAKING SKILLSes_ES
dc.titleThe effect of role-playing techniques on the speaking skillses_ES
dc.typemasterThesises_ES

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Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera