OVERCOMING CHALLENGES IN TEACHING SPEAKING TO YOUNG LEARNERS THROUGH ROLE-PLAY ACTIVITIES: AN ACTION RESEARCH STUDY
Authors
Ziyoda Saparbayeva Rustamboy qizi ()Files
Abstract
Developing speaking skills among young learners remains a major challenge in English as a Foreign Language (EFL) classrooms due to linguistic limitations, anxiety, lack of confidence, and insufficient opportunities for meaningful interaction. This action research study investigated the effectiveness of role-play activities in improving speaking performance among intermediate-level young learners. The study employed a mixed-methods approach involving classroom observations, student questionnaires, teacher interviews, and pre-test/post-test speaking assessments. Fifteen students and two English teachers participated in the research. Two communicative lesson interventions based on role-play activities were implemented over a short instructional period. The findings demonstrated noticeable improvement in students’ fluency, confidence, participation, and willingness to communicate in English. Students also reported reduced anxiety and increased motivation during speaking tasks. Furthermore, teachers emphasized that role-play created a more interactive and student-centered classroom environment. Despite these positive outcomes, several challenges remained, including vocabulary limitations, classroom management issues, and varying levels of learner confidence. The study concludes that role-play is an effective pedagogical strategy for overcoming speaking difficulties among young learners and recommends its integration into communicative language teaching practices.
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