Exploring EFL Students’ and Teachers’ Perspectives on the Contribution of Role Play to Oral Language Development

Abstract

This study explores EFL students’ and teachers’ perspectives on the contribution of role play to oral language development at the Department of English, Abbes Laghrour University. A mixed-methods approach was adopted, combining quantitative data from a questionnaire administered to 30 EFL students across first to third-year levels enrolled in the Oral Expression module, and qualitative data from semi-structured interviews with five teachers. The study aims to examine how role play is perceived as a pedagogical tool in enhancing speaking skills and fostering active participation in oral classes. Findings indicate that both students and teachers recognize role play as an effective strategy for improving fluency, confidence, and communicative competence. The study highlights the potential of role play activities to create interactive and authentic language learning experiences and provides recommendations for integrating role play more systematically into EFL oral curricula.