The Effect of Role-playing Tasks on Improving Speaking Ability of Iranian Pre-intermediate ESP Learners

This study investigated the effect of role play on improving speaking ability of Iranian pre-intermediate ESP learners. To this aim, the researchers examined the students’ speaking ability in two groups: the experimental and the control groups.24 males and femaleESPlearners at pre-intermediate level were selected by taking a pre-test. Then the participants of the current study were randomlydivided into two groups. The result of the pre-test indicated the proficiency level of participants and their homogeneity. In the experimental group, role-playing technique was conducted in performing conversation through in-group activities. Simultaneously, the control group was exposed to the conventional method of teaching speaking. After eighteen sessions, a post-test was conducted for both groups to measure their speaking proficiency. Based on the inferential statistics, the participants in the experimental group was significantly different in their performance in the post-test. Finally, independent and paired t-tests were used to analyze the data. Since the p value was p = 0.026< p = .05, it could be concluded that the experimental group hadsignificantly performed different from the control group on the post-test. That is to say, the treatment provided for the experimental group was highly likely to have a positive effect on the learners’ speaking proficiency and theparticipants' perspectives regarding role-playing tasks, and their roles in language learning were positive. It is expected that ESP teachers and textbook writers, syllabus designers, and material producers will also benefit from the findings of this research.