Our Unit 871 Instructor, Isaac, describes how role-playing games are used in Unit 871 classrooms to enhance learning outcomes.
English language classrooms increasingly use role-playing games to transform student engagement with conversation. These interactive activities simulate real-life scenarios, enabling learners to practice vocabulary, grammar, and social cues in a safe, imaginative environment. Liu and Ding’s (2009) study highlights how role-play energizes classrooms and significantly boosts language retention and fluency.
Real Contexts, Real Conversations
Role-playing games succeed when they feel relevant. When students act out familiar situations—like bargaining in a store or helping a sick classmate catch up on studies—they connect emotionally and cognitively. Some of our most successful session topics included “visiting a fortune teller” and “police interrogation.” These dramatic contexts drew students in and sparked lively participation.
Feeding In Language to Support Spontaneity
One of the most effective strategies in role-playing games involves the “feed-in” approach. Teachers facilitate by offering vocabulary and phrases during preparation. This scaffolding empowers students to speak more confidently and creatively. The study suggests that displaying key language—on the board or in handouts—helps students feel “armed” and ready to perform.
Encouraging Accuracy Without Pressure
Thoughtful error correction enhances the learning experience. Instead of interrupting students mid-role-play, we encourage peer review and self-correction after the activity. After some sessions, we debriefed the conversations and explored alternate ways the dialogue could have unfolded, discussing how each person might have responded differently.
Taking on Multiple Roles as a Teacher
As a teacher, I shift between roles during role-playing games. Sometimes I guide from the sidelines; other times I join in to model language use. This flexibility allows me to maintain classroom control while promoting student autonomy. No sessions spiraled out of control, and students stayed engaged, often suggesting creative ideas for future activities.
A Fun, Flexible Future
Role-playing games offer more than just fun—they serve as powerful pedagogical tools. They foster fluency, build confidence, and prepare students for real-world communication. Liu and Ding advocate for making these activities a regular part of language instruction. With thoughtful planning and support, role-play can revolutionize how students learn to speak English.
References:
Liu, F., & Ding, Y. (2009). Role-play in English Language Teaching. Asian Social Science, 5(10), 140–143.
Wilkins, D. A. (1976). Notional Syllabuses. Oxford University Press.