“Bridging Classroom and Communication: The Impact of Role-Playing on EFL Speaking Proficiency in

Abstract

This study investigates the impact of role-playing activities on the development of English-speaking proficiency among tenth-grade students in the southern district of Israel. Utilizing a quasi-experimental research design, the study involved 40 students who were evenly divided into an experimental group and a control group. The experimental group engaged in a series of structured role-play sessions integrated into their regular English curriculum, while the control group continued with standard, teacher-centered instructional methods. Both groups were assessed through pre- and post-tests designed to measure key aspects of speaking proficiency, including fluency, vocabulary usage, grammatical accuracy, and overall communicative competence. Statistical analysis using paired-samples and independent-samples t-tests indicated a statistically significant improvement in the performance of the experimental group in the post-test (M = 24.75, p < 0.001), compared to the control group (M = 19.1, p = 0.169), which showed no significant progress. These findings support the effectiveness of role-play as a dynamic and interactive instructional strategy in English as a Foreign Language (EFL) contexts. The study contributes to the growing body of research on communicative language teaching, particularly in underrepresented and multilingual educational environments. It also offers practical implications for EFL educators seeking to enhance oral language instruction and learner engagement through performative pedagogy