The Effect of Using Role Play as a Drama-Based PedagogicalStrategy on Turkish Adult Learners' Speaking Quality

Abstract

This study examined the effect of role-play as a drama-based pedagogical strategy on the speaking proficiency of Turkish adult learners enrolled in the preparatory program at Biruni University. The participants in this study were 64 EFL learners aged 18 to 22. The current study investigated how role play influences learners' fluency and confidence during speaking tasks and compared the effectiveness of drama-based strategies with traditional pedagogical approaches, such as the teacher-centred model. A mixed-methods quasi-experimental design was employed, with two groups: an experimental group that participated in drama-based role-play activities and a control group that received conventional speaking exercises. To evaluate speaking quality, both pre- and post-tests were assessed using an adapted version of the IELTS Speaking Band Descriptors, focusing on four key criteria: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Data collection tools included pre-test and post-test, semi-structured interviews, and an observation checklist. Quantitative data were analyzed using paired and independent t-tests to measure developments in speaking performance. Qualitative data from classroom observations and interviews were subjected to thematic analysis to gain insights into learners' confidence, engagement, and attitudes toward the role-play method.