An Experimental Study of the Effectiveness of Role-play in Improving Fluency in Jordanian EFL Students' Speaking Skills
Bibliographic record
Abstract
This research examined whether role-play exercises improved Jordanian EFL students' speaking fluency. Fifty intermediate EFL students were studied for six weeks. The experimental and control groups were randomly assigned. Both groups got classroom instruction and speaking practice; however, the experimental group also participated in role-plays. Pre- and post-tests assessed participants' speaking fluency. The research compares the fluency levels of a role-play group with a typical classroom teaching group. The experimental and control groups differed significantly in speaking fluency development. Role-playing improved speaking fluency more than the control group. These findings imply that role-playing may improve Jordanian EFL students' speaking fluency. Role-play games help students to utilize the target language spontaneously and naturally, improving speaking fluency and confidence. Thus, EFL teachers should use role-play to develop students' speaking abilities.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".