Integrating Cultural and Religious Narratives through Role-Play: Elevating English Speaking Proficiency in a Post-Pandemic Islamic Secondary School in Yala, Thailand
Keywords:
Role-play in English instruction, English Conversation Skills, Local and religious content integration, Post-pandemic ; pedagogical shifts.Abstract
This study investigates the enhancement of English speaking skills among basic education students in Thailand, emphasizing role-playing as an alternative to traditional grammar-focused teaching methods. The study was conducted with secondary school students from an Islamic school in Yala province. Due to the COVID-19 pandemic's impact and the challenges of online teaching, these students faced increased learning obstacles. From our cohort, we selected 30 students, primarily those with previously low academic performances, as participants. Their English conversational abilities were evaluated before and after participating in 10 hours of intensive role-playing activities. Additionally, post-intervention student satisfaction was surveyed. Data analysis included means, standard deviations, and a sample t-test. Two key findings emerged: 1) role-playing significantly improved students' English speaking ability at a significance level of 0.05, and 2) there was a marked increase in student satisfaction with the role-playing teaching approach. The results underscore the potential of role-playing in fostering English conversational skills, suggesting a shift from traditional grammar-centric teaching. The research also advocates for integrating cultural, religious, and local narratives to enrich English learning experiences.
Keywords: Role-play in English instruction, English Conversation Skills, Local and religious content integration, Post-pandemic ; pedagogical shifts.
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Copyright (c) 2024 Mahsoom Sateemae, Rusnat Noipom, Muhamatsakree Manyunu, Bilkis Akhter, Pratya Binmadnee, Apirak Tohtayong, Mayuti Duerama, Wuthisak Pitsuwan, Ilham Chenu, Adul Paichamnan
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