Self-assessment of Roleplays to Improve Speaking

Abstract

This study describes the application of self-assessment through roleplays for the enhancing of speaking skills in English. It was applied to 10 volunteer students of a public high school in Guayaquil, who were interested in improving their abilities in oral communication using a L2. The most part of participants in this study demonstrated an A2 level according to the Common European Framework of Reference for Languages (CEFR) in the placement test, a hopeful result considering they were in 1st year Bachillerato and based on The English Language Learning Standards (ELLS) they must reach an A2 at the end of the year. To collect information about their perspective of this innovation, some instruments were applied online through specific apps (Whatsapp and Zoom). The pre and post-test evidenced participant’s improvement in oral production showing the difference in the scores: the pre (M=5.00; SD=1.18) and post-test (M=8.00; SD=0.47) when analyzing the sample. The p value= 0.00 showing that the results were significant because is less than .05. Students declared that self-assessment of roleplays helped them to develop their speaking skill using vocabulary according to the situation, correct grammar structure, proper pronunciation with the confidence and motivation necessary for learning English as a second language. This study is a great contribution for English teachers, especially those who work in public high schools and require a useful strategy for the development of students' speech in EFL.