Technology and Role Play Situations: Promoting English Speaking Skills for Communication for Junior High School Students

Abstract

This article aimed to: (1) evaluate the effectiveness of a lesson plan using technology and role play to enhance English-speaking skills for communication among junior secondary students, ensuring it meets the 75/75 efficiency criterion; (2) promote English-speaking skills for communication using technology and role play by comparing students’ learning achievement before and after the intervention; and (3) examine students’ satisfaction using technology and role play in enhancing the junior secondary students English-speaking skills for communication. The sample consisted of 40 students from Mathayom 2/9 at Kamphaengphet Pittayakom School in the second semester of the 2024 academic year, selected using cluster sampling. The research instruments included the lesson plans, learning achievement tests (pre-test and post-test), and a student satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, E1/E2 efficiency index, and T-test. The results revealed that: 1. The lesson plan using technology and role play achieved an efficiency of 87.48 (E1) and 72.56 (E2), meeting the established criteria. 2. The students’ post-test scores were significantly higher than their pre-test scores at the .05 significance level. 3. The students’ overall satisfaction with the learning experience was at the highest level. The findings of this study indicate that integration of technology and role play significantly improved students’ English-speaking skills for communication. This approach promotes students’ fluency and accuracy in pronunciation, sentence structure, gestures and real-life communication. Students were able to apply their acquired skills in daily lives and leading develop their English proficiency for academic and professional contexts in the future.