Using Role Play As A Means Of English Spoken Skills Evaluation At Tertiary Level By University Lecturer In Karachi, Pakistan

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Tahira Adeel Zaman , Nadira Hyder Zaidi , Syed Qaiser Hussain , Nida Shabbir


This study aim is to use role play as a means evaluation of speaking skills for Managerial Communication for graduates of a local Technical University in Karachi, Pakistan. English is the medium of instruction for Managerial Communication; however, many students do not have a solid linguistic spoken background, and English is their third or fourth language. The effectiveness of teaching spoken skills pedagogy was measured in two phases with (n=30) mixed-gender university of communication students. In phase I, students’ basic skills, and proficiency, fluency and confidence were evaluated using a standardized rubric, scores were recorded. Feedback was given to the students and for next assignment the rules of role play were explained. In phase II role play was used as a means of measuring proficiency, fluency and confidence, along with problem solving skills in a task driven role play. A simple marks comparison projected the effectiveness of the method. Written responses from students were also counted and the responses showed positive feedback for role play and from the teacher as an evaluative tool. The findings of this study indicate a favorable response of university graduate students for the use of role play as a means of evaluation. This study adds to the literature on speaking skills in second language evaluation and its effectiveness. Future studies on a large scale can increase the generality of the results. It is recommended to explore particular methods and classroom practices of using role plays as a means of speaking skills, cognitive flexibility, and evaluations in second language classroom.

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