Developing Speaking Skills Through Role-Playing Activities in Language for Communication for Teachers of Undergraduate Students at Angthong College of Dramatic Arts

Abstract

The objectives of this research were 1) to develop teaching using role-playing activities in order to have an efficiency according to the criteria set at E₁/E₂ = 80/80, 2) to compare speaking skills after practice with the 70% criterion, and 3) to study students’ satisfaction with communicative language learning for teachers using role-playing activities. The sample consisted of 35 first-year students from the Department of Dramatic Arts, Angthong College of Dramatic Arts. The research instruments included a lesson plan to develop speaking skills in the language for communication for teachers of first-year students using role-playing activities, a speaking skills test, and a satisfaction questionnaire. The data were analyzed using percentage, mean, standard deviation, and t-test for one sample. The research findings revealed that 1) the learning management for developing speaking skills had a process efficiency (E₁) of 81.05 and an outcome efficiency (E₂) of 85.60, exceeding the set criteria of 80/80; 2) the speaking skill scores on the post-instruction were higher than the pre-instruction; and 3) the students were highly satisfied with the teaching or development of speaking skills using role-playing activities. Hypothesis testing revealed that after the first-year students of Angthong College of Dramatic Arts received training in communication skills for teachers through role-playing activities developed by the researcher, their speaking skills exceeded the 70% criterion with statistical significance at the 0.01 level, aligning with the hypothesis set.