Role-playing as an instructional technique in English as a foreign language and English as a second language settings: a systematic review

Kaygısız S., AKAR H.

Cambridge Journal of Education, cilt.55, sa.3, ss.441-467, 2025 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 55 Sayı: 3
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1080/0305764x.2025.2480579
  • Dergi Adı: Cambridge Journal of Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Periodicals Index Online, ATLA Religion Database, Communication & Mass Media Index, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, PAIS International, Psycinfo, Public Affairs Index
  • Sayfa Sayıları: ss.441-467
  • Anahtar Kelimeler: English, experiential learning, instruction, Role-playing, state-of-the-art reviews
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

This state-of-the-art paper reviews studies employing role-playing as an instructional technique in English as a Foreign Language and English as a Second Language contexts. Through a systematic review of 32 peer-reviewed studies published between 2000–2023, the paper highlights the potential of role-playing to facilitate experiential learning and promote cognitive, affective and self-regulative learning outcomes. The paper identifies key components of role-playing and explores their connection with learning outcomes. The review demonstrates that role-playing consistently enhances linguistic skills like fluency, pronunciation, and vocabulary mastery and affective outcomes. However, the effectiveness of role-playing can be influenced by components such as structure and agency. Longer role-playing sessions and well-structured activities, especially when embedded within the curriculum, yield enhanced cognitive and affective gains. Teacher roles and the level of student engagement also play a critical part. The review underscores the importance of intentional design, preparation and reflective debriefing to enhance the pedagogical impacts.