As it has long been known in the psychological development of children, a child experiences the world with all their senses, learns and acquires knowledge using speech, rhythm, movement, image, and play. The connection between play and learning is completely natural and part of a child’s earliest experiences. Playing has a very important role in the development of a child’s personality, and therefore, as a tool in the school learning process, it gains even greater significance.

In the teaching of any subject, games should have their role and contribute to achieving the planned goals. It is very important that students understand what the aim of the games is, what its structure is, and what the rules are. The role of the teacher is to prepare and guide the game, ensuring that the learning occurring through it is spontaneous. According to Piaget’s theory of cognitive development, in the concrete operations stage (7 to 11 years old), a child is able, among other things, to distinguish between their own and others’ positions, to accept rules and to cooperate, which also facilitates participation in role play.

 

Modern Trends in Language Learning

 

The constructivist approach to lifelong language learning is based on the idea that students are active participants in the learning process. This is an innovative method, where students learn through role play, constructing their knowledge through interaction with others based on previous experiences (Pandia, 2018 as cited in Senda, 2023).

On the other hand, the communicative approach to language teaching (CLT) promotes the active use of language through interactive games where students communicate with one another. Practicing speech through interaction boosts students’ confidence and equips them with skills applicable in real-life situations (Darmawan et al., 2020 as cited in Senda, 2023).

 

Role Play in the Classroom

 

Role play is a very effective way to learn a foreign language, enabling learners of all ages – especially children-to apply language skills in the context of real-life situations (Senda, 2023). Role play helps children learn how to speak, listen, and understand everyday life situations in an engaging way.

When playing the roles of doctors, shopkeepers, teachers, tour guides, etc., children can practice speaking, learn new words and phrases, and learn how to express themselves clearly and politely. Through role play, children learn to collaborate with others and solve problems that arise in interactive situations (e.g., in the classroom, a store, a museum visit, at the doctor’s office, etc.). This activity also stimulates children to think and use their imagination, as well as to reflect on their own emotions and the emotions of others during the enactment of various real-life scenarios. In any case, when using role play in the classroom, we enter the Zone of Proximal Development as defined by Lev Vygotsky (Grossen et al., 2020). According to his theory, the Zone of Proximal Development represents the difference between a child’s current abilities and what the child can learn with appropriate support. Social interaction during play contributes to the development of higher mental functions—cognitive, emotional, and social.

Role play in foreign language learning can be implemented in various ways. In the Task-Based Approach, there are three phases of role play (Aliakbari & Jamalvandi, 2010). In the first phase (pre-task stage), students are prepared and supported. New vocabulary, grammar rules, or language functions are introduced. In the second phase (during-task), the focus is on task performance. In the third phase (post-task), the teacher and students analyze task execution.

For successful application of role play in the classroom when learning English as a foreign language, studies concluded that several factors must be met: the topic must be relevant (to the students’ age and prior experience), appropriate language material must be introduced (written on the board, on flashcards, etc.), and error correction should be done appropriately (ideally at the end of the activity). Importantly, the teacher plays a key role – not only as an observer but also as a participant and facilitator during the activity (Liu & Ding, 2009).

Role play can include different types of dialogue: scripted, semi-scripted, and improvised (Li, 2024).

Through role play activities, students develop dialogue skills, active listening, and respectful responses to peers in interaction. In second language learning, role play enhances communication and student motivation to participate and engage in dialogue (Daif-Allah & Al-Sultan, 2023). Dialogue, in this way, can develop into a lifelong skill that contributes to successfully handling social situations.

In a review study that included 20 research papers on role play methods in learning English as a foreign language (Ishak & Aziz, 2022), it was concluded that role playing significantly improved students’ speaking abilities – particularly their fluency, comprehension, and interaction. This method also helps students build confidence in their communication skills and motivates them to speak English in the classroom.