{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1721"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1721","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"ESL students' perceptions of role-play activities","abstract":"There has been significant discussion on the use of role-play activities. Proponents of role-play believe that the activity provides learners with opportunities to communicate freely and spontaneously in different situations. However, researchers have also identified issues that may jeopardize the effectiveness of role-plays. Despite the debate, few studies have focused on the students' point of view. The current qualitative study investigated ESL students' perceptions of role-play activities drawing on observations, questionnaires, and interviews. The results showed that the participants recognized several benefits (e.g., improving oral proficiency, acquiring vocabulary, and rehearsing for real-life communication) while also acknowledging some limitations such as artificiality and lack of vocabulary and ideas.","abstract_html":"There has been significant discussion on the use of role-play activities. Proponents of role-play believe that the activity provides learners with opportunities to communicate freely and spontaneously in different situations. However, researchers have also identified issues that may jeopardize the effectiveness of role-plays. Despite the debate, few studies have focused on the students' point of view. The current qualitative study investigated ESL students' perceptions of role-play activities drawing on observations, questionnaires, and interviews. 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Shaw"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-12-01T08:00:00Z","date_published":"2002-12-01T08:00:00Z","updated_at":"2026-07-24T06:14:53Z","subjects":["Language arts","Teacher education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/718"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/718","href":"https://researchrepository.wvu.edu/etd/718","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.718","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Susan M. Braidi.","Frank W. Medley","Dara G. 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Proponents of role-play believe that the activity provides learners with opportunities to communicate freely and spontaneously in different situations. However, researchers have also identified issues that may jeopardize the effectiveness of role-plays. Despite the debate, few studies have focused on the students' point of view. The current qualitative study investigated ESL students' perceptions of role-play activities drawing on observations, questionnaires, and interviews. The results showed that the participants recognized several benefits (e.g., improving oral proficiency, acquiring vocabulary, and rehearsing for real-life communication) while also acknowledging some limitations such as artificiality and lack of vocabulary and ideas."]},{"key":"dc:title","label":"Title","values":["ESL students' perceptions of role-play activities"]}]}],"canonical_facts":{"dc:contributor":["Susan M. Braidi.","Frank W. Medley","Dara G. 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