Developing Oral Skills Through Games and Role Plays in Fourth Grade Students of Liceo Femenino Mercedes Nariño School

Developing Oral Skills through Games and Role Play in fourth grade students
of Liceo Femenino Mercedes Nario School.
Camila Alexandra Corts Jaimes
Universidad Pedaggica Nacional

Facultad de Humanidades
Licenciatura en Educacin Bsica con nfasis en Humanidades Espaol-ingls
Bogot, Colombia
2015
Note of acceptance
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Signature of the President
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Signature
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Bogot D.C. April 2015
Acknowledgments
This research project would not have been possible without the unconditional love,
encouragement and support I received from my parents and sisters. I do not know how to
express the gratitude that I feel for all their effort and dedication. I am very grateful for the
guidance support, valuable comments, and suggestions received from my adviser Nathalia
Lamprea, who shared her knowledge in order to help me and guide me in all this process.
Finally, I am grateful to the teacher Luz Dary Arias for her support and words of
encouragement since the beginning of this project.
RESUMEN ANALTICO EN EDUCACIN-RAE
Tipo de documento
Acceso al documento
1. Informacin General
Trabajo de grado
Universidad Pedaggica Nacional. Biblioteca Central
Autor(es)
Developing Oral Skills through Games and Role Play in fourth grade
students of Liceo Femenino Mercedes Nario School.
(Desarrollo de la habilidad oral a travs de juegos y role plays en
estudiantes de cuarto grado del Liceo Femenino Mercedes Nario)
Corts Jaimes, Camila Alexandra
Director
Lamprea Abril, Nathalia
Publicacin
Bogot. Universidad Pedaggica Nacional. 2015, 123 p.
Unidad Patrocinante
Universidad Pedaggica Nacional
Palabras Claves
Habilidad oral, vocabulario, role plays, juegos, pronunciacin.
Ttulo del documento
2. Descripcin
La presente investigacin da cuenta de los procedimientos y fundamentos de un estudio orientado al
desarrollo de las habilidades comunicativas de las estudiantes de cuarto grado del Liceo Femenino
Mercedes Nario, implementando actividades como role plays y juegos.
Teniendo en cuenta lo anterior, esta intervencin pedaggica contempla las necesidades e intereses de las
estudiantes y la falta de motivacin y oportunidades la hora de expresarse en ingls. Role plays y juegos
fueron empleados como recursos para desarrollar la habilidad de habla en los estudiantes y brindarles la
oportunidad de aprender de manera divertida.
Despus de la implementacin de role plays y juegos en las clases de ingls, las estudiantes pudieron
desarrollar su habilidad oral y adquirieron consciencia sobre la importancia de hablar en ingls en el
contexto en el que se encuentran.
3. Fuentes
Bryman, A. (1988). Quantity and Quality in Social Research. London: Routledge.
Brown, G & Yule, G. (1983). Teaching the Spoken Language. Cambridge: Cambridge University Press.
Brown, H.D. (2001). Teaching by Principles: An interactive approach to language pedagogy, New York:
Pearson Longman.
Byrne, D. (1976). Teaching Oral English. UK: Longman group.
Gairns, R & Redman, S. (1989). Working with Words. A guide to Teaching and Learning Vocabulary.
Cambridge: C.U.P.
Hadfield, J. (1998). Elementary Vocabulary Games: A collection of grammar games and activities for
elementary stydents of English. Pearson Longman.
Mack, N. Woodsong, C. & McQueen, K. M. (2005). Qualitative Research Methods: A data collectors field
guide. North Caroline, USA. Family Health International.
Nunan, D. (1989). Designing Task for the Communicative Classroom. New York: Cambridge University
Press.
Richards, J. (2006). Communicative Language Teaching Today. New York: Cambridge University Press.
Wallace, M. (1998). Action Research for Language Teachers, Cambridge, Cambridge University Press.
4. Contenidos
El presente trabajo de grado se encuentra compuesto por siete captulos distribuidos de la siguiente
manera:
El primer captulo da cuenta de la identificacin del problema, formulacin de la pregunta, objetivos y la
justificacin.
El segundo captulo expone el estado del arte y marco terico, en los cuales se presentan investigaciones
previas que se relacionan con el proyecto la actual, y de igual manera los constructos de la propuesta
pedaggica.
Por otro lado, el tercer captulo presenta la metodologa de la investigacin. El tipo y mtodo de paradigma
de la investigacin, los instrumentos para la recoleccin de datos (video, entrevista y cuestionario), la
descripcin de la poblacin y el diagnostico.
Respecto al cuarto captulo, este da cuenta de la intervencin pedaggica, los objetivos de la intervencin,
las fases y el cronograma.
El quinto captulo el anlisis de los datos recolectados, teniendo en cuenta las unidades de anlisis.
El captulo sexto expone los resultados obtenidos.
Finalmente, el sptimo captulo presenta las conclusiones de la investigacin, las limitaciones,
implicaciones y recomendaciones para su futura aplicacin.
5. Metodologa
El presente estudio fue cualitativo e igualmente investigacin accin. Para la recoleccin de datos se
emplearon videos, entrevistas y cuestionarios que en conjunto permitieron demostrar la credibilidad de la
informacin obtenida.
Por otro lado, la investigacin se dividi en las siguientes etapas: Identificacin del problema y diagnstico,
en el que se caracteriz la poblacin y se realiz un proceso de observacin. A continuacin, se realiz la
intervencin e implementacin de los recursos (role plays y juegos) con el fin de desarrollar la habilidad de
habla en los estudiantes en sus clases de Ingls. Seguido a esto se recolect informacin haciendo uso de
los instrumentos mencionados anteriormente, se interpretaron los datos y finalmente se presentaron los
resultados obtenidos.
6. Conclusiones
A travs de la implementacin de role plays y juegos cooperativos y competitivos, las estudiantes de cuarto
grado del Liceo Femenino Mercedes Nario desarrollaron su habilidad oral. De igual manera, las
educandas incrementaron su vocabulario a travs del uso de role plays y juegos en las clases de ingls.
Asimismo, los juegos y role plays contribuyeron a mejorar la produccin oral y la participacin de las
estudiantes en sus clases de ingls. Sin dejar de lado que hubo una mejora en la pronunciacin y el
reconocimiento de este idioma en la comunicacin oral.
Finalmente, las estudiantes reconocieron la importancia de hablar en ingls fuera del aula de clase, en
contextos y situaciones reales.
Elaborado por:
Revisado por:
Corts Jaimes, Camila Alexandra

Lamprea Abril, Nathalia
Fecha de elaboracin del

Resumen:
25
05
2015
Table of Content
Abstract...10
Chapter 1 ...................................................................................................................... 11
Statement of the Problem, Research Question, Justification and Objectives. .................... 11
Statement of the Problem ........................................................................................... 11
Research Question ..................................................................................................... 12
Justification ............................................................................................................... 12
Research Objectives ................................................................................................... 15
Overall Objective ................................................................................................... 15
Specific objectives .................................................................................................. 15
Chapter 2 ...................................................................................................................... 16
Theoretical Framework and State of Art ......................................................................... 16
Communicative Language Teaching ........................................................................... 16
Speaking skill ............................................................................................................ 18
Vocabulary ................................................................................................................ 21
Pronunciation ............................................................................................................ 23
Role Plays ................................................................................................................. 24
Games ....................................................................................................................... 28
Chapter 3 ...................................................................................................................... 31
Research Design ............................................................................................................ 31
Qualitative research ................................................................................................... 31
Action research .......................................................................................................... 32
Units of analysis ........................................................................................................ 36
Hypothesis................................................................................................................. 37
Instruments to collect data .......................................................................................... 37
Population ................................................................................................................. 40
Diagnosis .................................................................................................................. 41
Chapter 4 ...................................................................................................................... 43
Pedagogical Intervention ............................................................................................ 43
7
Communicative language teaching ............................................................................. 43

Cooperative learning .................................................................................................. 44
Pedagogical intervention Objectives ........................................................................... 45
Phases ....................................................................................................................... 45
Chronogram .............................................................................................................. 48
Chapter 5 ................................................................................................................... 53
Analysis of Data ........................................................................................................ 53
Role plays and games to foster vocabulary .............................................................. 54
Role plays and games to improve pronunciation in English ...................................... 60
Games and role plays to improve the participation in English classes ....................... 64
Role plays and games to improve cooperative work ................................................. 69
Chapter 6 ...................................................................................................................... 74
Results .......................................................................................................................... 74
Chapter 7 ...................................................................................................................... 78
Conclusions, limitations, implications and recommendations .......................................... 78
Conclusions ............................................................................................................... 78
Limitations ................................................................................................................ 79
Implications ............................................................................................................... 80
Recommendations...................................................................................................... 81
References .................................................................................................................... 83
Appendixes ................................................................................................................... 88
Table of figures
Figure 1..33
Figure 2..34
Figure 3..55
Figure 4..57
Figure 5..55
Figure 6..59
Figure 7..59
Figure 8..59
Figure 9 .63
Figure 10....63
Figure 11....63
Figure 12.....64
Figure 13.....65
Figure 14.....67
Figure 15.....68
Figure 16.....70
Figure 17.....70
Figure 18.....70
Figure 19....75
Figure 20.....77
Abstract
This action research project presents the procedures and fundamentals of a study
that was carried out with the purpose of motivating students to speak English. Also, it was
developed due to a concern about the students difficulties when attempting to speak
English and the lack of opportunities to work on speaking skill in English classes. The
project was implemented in a group of 38 fourth grader students of a public school located
in the Rafael Uribe Uribe district in Bogot, called Liceo Femenino Mercedes Nario. Role
plays and games were used as main resources to develop speaking skills, giving the
students the opportunity to learn in an enjoyable way. Videos, questionnaires and
interviews were used to collect the data that allowed to identify the changes in the students
after the implementation of role plays and games in their English Classes. Likewise,
different theoretical constructs were taken into account to understand the problem presented
by the population and also to analyze the information obtained through the use of the
instruments mentioned. After the implementation of role plays and games, the students
could develop their speaking skill and acquire a consciousness of the importance of
speaking English in the context that they are living in.
Keywords: Speaking skill, vocabulary, role plays, and games.
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Chapter 1
This chapter presents the statement of the problem identified after a diagnosis
applied to fourth grade students at the beginning of this study. Likewise, the reader will
find the research question that guides the development of the research, the justification and
the objectives that lead this project.
Statement of the Problem
This research project aimed to develop the speaking skill of the students, taking into
account the lack of motivation and opportunities students had to speak in the language
during their English classes. This fact affected the oral production of the students and their
learning process in this subject.
The previous problem was identified during an observation process in which the
researcher applied three questionnaires (appendix 1): one for the parents and two for the
students. The responses to these questionnaires allowed the researcher to be able to
recognize some concerns related to the academic aspects of learning English. The students
said that they did not like English because they did not understand what the teacher wanted
to say; the vocabulary and the activities were too difficult. Besides, the girls mentioned that
they would like to speak in English in order to travel abroad and know other countries.
Also, some field notes (appendix 2) were collected as evidence of the lack of
practice of the speaking skill in the English classes and the students insecurity when they
participated in the few class activities that included speaking in English. In these field notes
it is prominent that English classes were focused on the development of writing and reading
11
skills. In the majority of the classes, the students had to write a story taking into account the
simple present structure, some vocabulary and linking words. They did not have
opportunities to speak in English because they had to finish writing their stories and they
had to check the grammar carefully.
Hence, the problem presented above in the English classes of the fourth graders
demonstrated that it was necessary to look for some tools that could motivated and
developed the speaking skill among the girls and promoted the use of the language not only
in the academy, but also in different environments and moments of their lives.
Research Question
What is the impact of employing role play and games as resources in the
development of speaking skills in students of 402 at Liceo Femenino Mercedes Nario
School?
Justification
As it is known, English has a significant role in the process of globalization since it
is used as a tool for exchanging information, ideas, research projects, and it also permits to
increase and facilitate intercultural communication. As a result, this language is essential
for the development of the students and nowadays it is considered as a need.
The students of grade 402 were affected by the lack of opportunities to develop their
speaking skills in their English classes. Thus, their English classes were too short (one hour
per week) and the teacher was focused on doing only writing and reading activities;
students did not speak in English but they were interested in oral communication.
Due to the fact that students were not working on their speaking skills, they could
not be able to achieve the standards that the Ministry of Education proposes, which are
12
focused on monologues and conversations. Also, if students did not develop their
communicative competence soon, it could be difficult for them to express their ideas and
their feelings and even to have a simple conversation in English. It is known that for having
better opportunities in the academy, society and economy is necessary to have a good level
in all English skills but for communication the most remarkable of these skills is speaking.
Moreover, if students did not speak in English in the classroom, particularly in their
English classes, they could lose the opportunity to develop this skill as in their homes and
in the external environment, there are few or none opportunities to practice or have
conversations in English.
With this problem solved, the fourth graders could increase their opportunities to
have intercultural competences and possibilities to have access to scientific and
technological advances which are necessary nowadays for studying and working.
In terms of their social development, the interaction with others is essential for
communication. In the same way, role play and games include working in pairs and groups,
so hopefully, they could learn how to work with others and help each other to correct their
mistakes in a positive way, not judging or making jokes. As it is known, it is important to
learn how to work in group because out of the school, in almost all the jobs and
occupational environments, the interaction with others is an indispensable factor to have a
kind atmosphere and good relationships.
This project was developed in English classes, as was mentioned before, in the
fourth grade of the Liceo Femenino Mercedes Nario School. To achieve the objectives it
was necessary the implementation of an observation process in which the problem was
detected and also some questionnaires were applied during the first phase of the project
(Appendix 1). It was important to solve the problem due to the fact that students needed to
13
lose the fear of making mistakes. Moreover, they needed to increase their oral and
communicative skills in order to express themselves in different fields.
The contribution of this project to the knowledge of education and pedagogy of
English as a foreign language is evident, for instance, taking into account the projects that
are in the data base of the Universidad Pedaggica Nacional, the majority of research
projects related to the learning of English as a foreign language are focused on writing and
reading skills and strategies to develop or improve those abilities; but there is a lack of
research regarding speaking skill and oral communication, specially employing games and
role plays as resources. This project can also help teachers to find a better way of teaching
or developing their students speaking skills in their classes, changing the traditional
methodology of classes focused on writing and reading, which let aside the importance of
working on communicative abilities. The project could be a basis to obtain the quality of
the educational system especially in the area of English, taking into account the needs of
the country in terms of science, technology and social aspects.
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Research Objectives
Overall Objective
Identify the impact of employing role plays and games on the development of
speaking skills in fourth graders students of Liceo Femenino Mercedes Nario.
Specific objectives
To provide children with specific vocabulary to develop communicative skills.
To employ games in classes as a tool to improve speaking skills in the students.
To use role play as a tool to internalize the concepts of English classes.
To identify changes (if any) in the speaking skills of students after implementing
role play and games.
15
Chapter 2
Theoretical Framework and State of Art
For the development of this project, it was essential to study some important aspects
that were useful to better understand the idea of the research. In order to do this, different
theories related to the principal topics of the objectives were explored, these theories were:
communicative language teaching, reading skill, vocabulary, role plays, games, and
pronunciation. Also, there were previously published pieces of research closely related to
the topic of this study and therefore contributed in a significant way since they were useful
as guides and could give some ideas of the application of role plays and games in the
English classes. For that reason, it was necessary to take them into consideration.
Communicative Language Teaching
The first concept that was important to understand was Communicative Language
Teaching, whose principal idea according to Nunan (1989) is to employ the language as a
dynamic and active tool for creating and internalizing meaning.
Communicative Language Teaching is an approach of teaching English as a foreign
language, in which the teacher is a guide for the students, who gives them the opportunities
and motivations to speak and express their ideas. Nunan (1989) expresses that this approach
promotes interaction among the students which is the main purpose of this project: to create
an environment in which students feel confident and motivated while they interact in
English with their classmates when they perform a role play or play a game. This
16
interaction through the use of role plays and games permit that students learn to
communicate with their peers while developing their speaking skill.
According to the concept explained above, it is important to recognize some
characteristics of the Communicative Language Teaching (CLT) approach in order to
understand the goals and the process students undertake during the project implementation.
This approach is focused on communication and it is based on the needs of the students. In
addition, Quinn (1984) establishes that this approach uses a genuine everyday language and
its principal goal is that students communicate their ideas effectively by taking into account
their context. The student is the center of the approach and the content is more important
than the form.
In contrast to the traditional methods of teaching and learning, in the CLT the
students are the focus of attention during the development of the classes and the activities.
This permits that the learners can better develop their communicative competence as
Savignon (1972) mentions is the ability to function in a real communicative setting that
means, that it is a dynamic exchange in which linguistic competence must adapt itself to the
informational input.
Moreover, according to Legutke and Thomas (1991) the employment of this
approach in the classroom allows a unique social environment where the students are able
to construct a particular cultural reality, which will imply a communicative potential that
students will take advantage of while they learn. The classroom can become a comfortable
place for motivated real communication.
Taking into account the good results that can be presented if we apply the CLT in
the English classes, the researchers Adnan and Abdullah (2011) developed in their foreign
study, the importance of the employment of the communicative approach in relation to role
17
play for developing oral skills. They used role play as a tried and tested method to develop
the speaking skill in Malaysia. They began with a general definition of role play as a
resource that is connected to Communicative Language Teaching and embodies the
principles of the Communicative Approach by focusing on the act of communication and
meaningful spoken language. They looked at the uses of this technique to improve the
speaking skills of students in upper secondary classes in Malaysia. They found that role
play activities are directed to engage students in class discussion and exchange ideas,
providing the students with the opportunity to practice their language skills during
communication. Also, they mentioned that around the notion of the Communicative
Language teaching combined with the employment of Role plays and other communicative
activities the students become more active and encouraged to learn the language and
cultural aspects on their own.
Speaking skill
The Communicative Language Teaching approach is closely related to the speaking
skill, which is the second concept that is necessary to point out. According to Brown and
Yule (1983) spoken language is related to short and sometimes incomplete statements or
utterances in terms of pronunciation, there are often a lot of repetitions.
This does not mean that in the speaking skill grammar has no place and the
sentences spoken make no sense or are not coherent. This means that the main goal during
a speaking activity is the communication of ideas and expressions, which are not affected if
the students make some grammatical errors.
It is important to note that there are other points of views related to the speaking
skill. For example, Brown (2001) states that: when someone can speak a language it
18
means that he can carry on a conversation reasonably competently (p.267). In addition, he

states: The benchmark of successful acquisition of language is almost always the
demonstration of an ability to accomplish pragmatic goals through an interactive discourse
with other language speakers (p.267). Those pragmatic goals are what the students
achieved in the English class by implementing activities such as games and role plays
which helped them to have short conversations full of meaning while taking into account
their context, their mind set, and group work.
In turn, Byrne (1976) asserts that the main goal to develop the speaking skill is the
ability to communicate ones own ideas with security and intelligibility. To achieve this
goal the students have to follow a model or the stimuli that they receive from their teachers
until they can use the language to express their thoughts and feelings. Through the use of
games and role plays the students felt more secure and confident when they spoke in
English, due to the fact that they participated actively and they felt motivated breaking with
a traditional class in which the main activity was related to developing the writing skill.
On the other hand, during the application of this project the idea was to develop the
oral communication between the students; this oral communication is a two-way process
between speaker and listener (or listeners), involving the productive skill of speaking and
the receptive skill of understanding (or listening with understanding) (Byrne, 1976, p.8).
Although the main objective was to develop the speaking skill, the listening skill was not
left out or aside. If there was a student or a group of students who were going to speak or
perform in front of their classmates, it is obvious that there were some students who assume
the role of listeners. This role is as important as the role of the speaker and both (listener
and speaker) can have positive results transmitting and understanding the message. For that
19
reason, it is important to clarify that although the main skill here was speaking, the listening
ability was vital to achieve the goals of this project and develop the oral communication.
To recognize the importance of the speaking skills, Duarte, Tinjac and Carrero
(2012) propose some procedures in their research that can help to motivate students to
speak in English. In fact, they observed the lack of confidence of the students at the
moment of talking and their little motivation towards learning English. They employed
songs as a main resource with other activities that gave the students the opportunity to learn
in a fun way during their first years as foreign language learners. They carried out the
project with 84 students from 11 to 13 years old who were sixth graders at the lvaro
Gmez Hurtado School in Bogot. The results of the research show that the learners could
pronounce many words freely in a non-threatening environment and they acquired
vocabulary and learn by the use of songs in the classes. Also, they highlight the important
role of the songs in the daily teaching activities, allowing students to improve
pronunciation and modulation, and to understand the usage of grammar items in a real
context.
On the other hand, Gutierrez (2005) shows in her research project an analysis about
the lack of practice regarding speaking skills in ninth grade students at the Institucin
Educativa Distrital Britalia, in Bogot. Forty students participated in the project: twentythree girls and seventeen boys, whose ages ranged from 14 to 17 years. Three interactive
tasks were designed and implemented, a free conversational activity and two basic oral
defenses. She employed direct observation, videos, and audiotapes in order to obtain
evidence of the improvement of students oral communication. The changes in the
pedagogical practice, in the role of the teacher, in the syllabus design, and in learners
attitudes towards their learning process were notorious. As a result, the learners improved
20
their communicative skill by developing interactive and communicative tasks, which let
them interact in different situations employing the foreign language in a fruitful way. The
students were capable of expressing their ideas and arguing them.
Reading these projects, it was evident that there were some problems associated
with the speaking skill in the schools and the idea was to recognize them and seek strategies
and solutions that permitted an improvement of the failures presented by the students in
regard to this ability. If there is awareness in the schools about this aspect, the students will
be better prepared in English and they will have cognitive, professional, and cultural
benefits.
Vocabulary
As Swan and Walter (1984) mentioned, the acquisition of vocabulary is one of the
most important tasks in the foreign language learning process. For this reason, during the
implementation of the project the use of the vocabulary learned was one of the main
categories of analysis. If the students could develop their speaking skill they should
improve their vocabulary in order to express some ideas or answer some questions.
Vocabulary is defined by the American Heritage Dictionary (2006) as the sum of
words used by, understood by, or at the command of a particular person or group. And this
sum of words and expression is what the students express when they try to communicate
their ideas. In the diagnosis, the majority of the students said that they did not know how to
say many words in English and for that reason they did not speak in English in the classes.
If the main idea of the project was to develop the speaking skill and an oral competence in
the students, it was necessary to give the students enough vocabulary, with these new
words the students could be able to participate in class.
21
As it was mentioned before, in the current project, the approach used was the
Communicative Language Teaching. In this approach the principal aspect is the
communication and if the students want to communicate themselves they need to learn
more words than grammatical aspects or specific rules: If you spend most of your time
studying grammar, your English will not improve very much. You will see most
improvement if you learn more words and expressions. You can say very little with
grammar, but you can say almost anything with words! (Thornbury 2002, p. 13).
Therefore, if the students know a lot of rules related to the pronunciation or grammar but
they do not know the necessary words, it could be impossible for them to establish
communication with their classmates and the teacher.
According to Gairns and Redman (1989), there are some possible groups in which
the vocabulary can be better organized in semantic fields. This is necessary in order to
facilitate the acquisition of the new words. Some of the possible groupings are:
1. Items related by topic, e.g. types of fruit, articles of clothing, etc.
2. Items grouped as an activity or process, e.g. steps involved in taking a
photograph, opening an account.
3. Items similar in meaning, e.g. ways of walking, ways of looking, etc.
4. Items which form pairs, as synonyms or antonyms.
5. Items along a scale or cline, which illustrate differences or degree, e.g.
temperatures, ages, etc.
6. Derivatives, e.g. psychology, psychologist, etc.
7. Items grouped by grammatical aspects
8. Items forming a set of idioms or multi-word verbs, e.g. ring up, get through, ring
back, etc.
22
In relation to this research project, during the role plays and the games the students
had the opportunity to learn and practice vocabulary related by topic, such as numbers,
colors, fruits, months of the year, sports, food, etc.; items which form pairs such as qualities
and defects and some vocabulary related to grammatical aspects such as personal and
possessive pronouns. In role plays for example, the students employed this vocabulary
when they performed some role plays based on real situations, and for that reason all the
new words acquired meaning for them, because they knew how to use them in real life.
Pronunciation
Pronunciation is another important concept that is closely related to the
development of the speaking skill. Orion (1997) expresses that There are those necessary
movements the speaker has to make for the production of any given sound, and there are
also certain notes the speaker must combine in order to give meaning to his or her words
(p.1). All those sounds and movements can affect the understanding or the meaning of the
words that the students say. For that reason, it is essential to pay attention to the production
of the sounds students make and the possible mistakes that they can commit while they
communicate ideas.
Within the pronunciation we can find two main concepts that took an important
place in the project. These two concepts are stress and intonation. Stress refers to the
degree of force or loudness you give to a syllable in a word or to a word or words in a
phrase or a sentence. Stressing a syllable indicates the importance of that syllable (Orion,
1997, p.17) and intonation refers to the various tones of the voice. By using different tones
the speaker gives meaning and expression to the words he or she says. (Orion, 1997, p.17)
23
Both, stress and intonation can improve the way in which the students make use of
the language. As it was mentioned above, it is important that students communicate their
ideas or experiences employing the English language, but as soon as they take into account
some rules related to the intonation and the stress these ideas can be better understood and
can be meaningful.
During the classes there were not specific moments in which the teacher explained
the rules, but when the students presented the role plays or when they played the games, the
teacher paid attention to the pronunciation of the words, the question and exclamation
marks in order to guide the conversation.
Role Plays
In order to understand the idea of the development of the English classes and the
project itself and to foster the communicative competence in the students, there are two
essential concepts which have to be mentioned. One of them is the role play. Related to this
term, Ladousse (1987) affirms that:
When students assume a role they play a part (either their own or somebody elses) in a
specific situation. Play means that the role is taken on in a safe environment in which
students are as inventive and playful as possible. A group of children carrying out a
successful role play in a classroom has much in common with a group of children playing
school, doctors and nurses, or Stars Wars. Both are consciously creating their own reality
and, by doing so, are experimenting with their knowledge of the real world and developing
their ability to interact with other people (p. 5)
For that reason, a role play can be assumed as a tool to develop language skills, especially
speaking, because learners have the chance to express their feelings in their own context
24
and culture, surrounded by things that they can recognize and can help them to feel
comfortable.
Ladousse (1987) suggests some reasons for using role plays in English classes.
Among the most important reasons we can find:
1. The students will be capable of expressing themselves in any situation.
2. Role play helps the students to build up social skills, avoiding the idea that
language is only to transfer specific information.
3. Practicing role play helps the students to learn how to interact with people in
different contexts and in specific roles in their lives.
4. It is fun and develops the imagination of the students. They will enjoy the idea of
acting as someone else while they practice the language.
Therefore, the use of role play was good technique to improve the speaking skill in
the fourth graders. As the students had had little contact with English speaking activities,
employing role plays allowed an approach to English and develop oral proficiency. The
girls felt motivated and the interaction in the classroom increased.
The role play activities were worked in pairs because it is very easy to talk to one
person in front or behind without disturbing the whole class if people are in direct oneto-one communication with no one looking on, they will get on with the task better
(Ladousse, 1987, p.12). The students were more comfortable working with a friend or a
classmate who was close to them, because they were not ashamed of making mistakes
while they were practicing the dialogue.
On the other hand, Harmer (1998), states that students on several occasions imagine
that they are in different social contexts and that they have diverse roles in the society. In
role play activities, the teacher gives the students some parameters and information to
25
perform such as, who are they? What are their feelings? Or what experiences are they living
when they assume that these situations can be possible in real life? At this point, it is
important to emphasize that the role plays that the students performed were directly related
to real situations in real context; with the purpose of students recognizing the importance of
communication in a foreign language and that the activity had a true meaning for them.
According to Byrne (1976) there are two main choices that teachers can offer the
learners when they are performing a role play. One of them is that students can play
themselves in an imaginary situation and the other refers to students playing imaginary
people in an imaginary situation. In this case, both choices were taken into account. There
were classes in which the girls acted as themselves in imaginary situations such as a
meeting with their friends, a trip, a party, etc. But also, there were role plays in which the
students acted as someone else in an imaginary situation, for example a job interview, a
shopping in a supermarket or a meeting with foreign or famous people. It does not mean
that the imaginary situations was not based on real life or on the real context of the
students, because the idea was to create a meaningful environment for them. It means that
even though the students had to assume the role of adults or famous people, the situations
were real and related to their context.
As an example of this, Aliakbari and Jamalvandi (2010) propose in their work about
the effectiveness of task-based language teaching (TBLT) the importance of the satisfaction
of the communicative needs of learners employing role plays. They relied on the theoretical
background of this paradigm and focused their study on role-play as a praised technique in
task based language teaching (TBLT) to investigate and display their effect on boosting
EFL learners' speaking skill. The project was carried out with EFL sophomores who were
studying in different universities in the city of Liam-Iran. Out of this population, 60
26
learners were selected at random. The selected subjects were 40 female and 20 male and
their ages ranged from 18 to 30. The conclusions of this work show role plays as an
underlined and recommended activity that helps students to improve their oral ability and
express their feelings and ideas, taking into account that the group that was intervened
presented better results in speaking performances.
Furthermore, Oradee (2012) proposes in the research Developing Speaking Skills
Using Three Communicative Activities (Discussion, Problem-Solving, and Role Playing)
the study and comparison of speaking skills of grade 11 students using three
communicative activities and the students attitude towards teaching English speaking
skills employing the activities proposed. The sample group consisted of 49 students of a
secondary school in Udon Thani, Thailand classified according to their abilities in English
speaking proficiency level. The research findings show that the students abilities speaking
English after implementing the three activities were considerably higher than before and the
students attitudes were positive and had further improvement.
These two examples show that by employing role play, students will have the
chance to work in real situations by avoiding those feelings of fear and insecurity that can
be presented when they are in an oral presentation or answer a direct question from the
teacher. Also, it is a dynamic activity that breaks with the traditional class where the
students usually learn isolated vocabulary without contextualizing it and as a result,
children only develop writing and reading skills.
If students practice English using role plays they could have the opportunity to deal
with real life situations, to develop communicative skills, and to learn how to solve
different problems.
27
Games
Lastly, another important concept is Games, which plays an essential role in the
development of the project due to the fact that it is the other tool that will be used for
developing speaking skills in the students. Hadfield (1998) affirms that:
A game is an activity with rules, a goal and an element of fun. There are two kinds of
games: competitive games, in which players or teams race to be the first to reach the goal,
and cooperative games, in which players or teams work together towards a common goal.
(p.4)
In this project, the games employed were more cooperative than competitive,
because the idea was not to create environments of discussion and rivalry. Also there were
some competitive games but to avoid disputes among the students some rules were
established since the beginning.
Additionally, according to Krashen & Terrel (1995) games are employed as
mechanisms for stimulating interest(s) in learners; that offers an important experience in the
acquisition process as games are designed to be used for giving a comprehensible input.
That was the goal of employing this tool; the purpose was to create in the students the habit
of speaking in a non-structured way. This means avoiding the use of examples out of their
context or avoiding giving more importance to syntactic aspects than the real and
significant content of what the students say.
By employing games, the teacher can create different contexts in which students
have to use the language to communicate, exchange information and express their own
opinions and ideas as Wright, Betteridge and Buckby (2006) state. Taking this information
into account it is important to recognize the role of games not only in the common life of
the students but also in the teaching and learning process. Hadfield (1998) refers that games
28
are designed to be enjoyed, but when games are played in the classroom they are not just
for fun or for changing routines in the classes. They must help to develop the language
proficiency in the students using the language while they are immersed in the game. During
the application of the project the students had to play some games but the main objective of
them was to promote the speaking in the class. The students had to speak if they wanted to
win; the games included a lot of questions that had to be answered employing vocabulary,
sounds, expressions, grammatical aspects, etc.
Moreover, as Hadfield (1998) mentioned,
The inclusion of games as an integral part of any language syllabus provides an opportunity
for intensive language practice, offers a context in which language is used meaningfully and
as means to an end, and acts as a diagnostic tool for teachers (p.5).
With games the teachers have the opportunity to show the students the importance
of using the language for expressing ideas, feelings and opinions. While the students play,
they are internalizing meaningful words or expressions that they will use in a real context
when they have the opportunity to interact not only with foreign people but also with
Colombians who speak English.
As an example, Urrutia and Vega (2010) implemented games in their project with
tenth grade students of a public school called Federico Garcia Lorca, in Bogot. The
population was composed of 20 girls and 20 boys from 14 to 18 years old. They decided to
develop the study because of the concern about their students difficulties when they tried
to speak in English. They talked about the fears that some students could feel when they
were involved in an oral interaction. The idea was to implement games in the English
classes in order to explore the possibility of solving a problematic aspect related to the low
level of students speaking participation. The results show that students felt better, free and
29
confident when they participated in oral tasks, particularly during games. They saw
collaboration, solidarity and interaction among the students. Also the conclusions present
the importance of games in learning a second or foreign language as a motivational tool.
Finally, considering the concepts explained above and the studies which
demonstrate the importance of English, especially the development of the oral skill in the
learning process, this project will be better understood.
30
Chapter 3
Research Design
As it was mentioned previously, the specific objective of this project was to identify
the changes in the speaking skills of fourth grade students in Liceo Femenino Mercedes
Nario after implementing role plays and games. To develop this project, it was necessary
to employ a methodology which helped to guide the process in order to achieve the
objectives. In this chapter the reader will find the needed methodological aspects for the
design and execution of the current research. These aspects correspond to: the style and
paradigm of the research, the instruments and methods for collecting data, the units of
analysis that permitted to better examine the result and the ethical and moral
responsibilities taken into account in the data processing .
Qualitative research
According to Bryman (1988) the qualitative research aims to observe and analyze
the way people act in their daily life taking into account their context and how they see and
interpret their world and their reality. Being a qualitative research project, the study starts
with a process of observation in order to identify the aspects that can be improved and
consequently, propose possible solutions to those problems.
Creswell (2007) states that the main idea of working with a qualitative research
method is to understand and explore an individual or a group of people who present a social
or human problem. To provide solutions to these problems, it is necessary to follow a
31
process which involves data collected in the participants environment, data analysis and
interpretation of the information collected.
In addition, the idea of employing a qualitative research methodology is to collect
data to develop some concepts, constructs and theories that permit the understanding of the
social world as Hancock (1998) says. With the data collected through this research process,
pedagogical and educative practices can be improved and positive changes can be done.
On the other hand, according to Mack & Woodsong (2005) this method of research
offers some advantages especially at the moment of collecting and analyzing information.
The qualitative method permits the use of open-ended questions in instruments such as
questionnaires and interviews, giving the participants the opportunity to express their ideas
employing their own words instead of selecting one of the provided responses. Hence, the
participants have more flexibility, freedom and confidence when responding.
Action research
The style of research implemented was action research. Burns (2010) defines this as
the process in which the researcher takes part by exploring his teaching as well as some
problems that affect the teaching and learning process to obtain understanding and supply
meaningful improvements in their practice. Also, action research gives solutions to a
problem that, in this case, was the lack of opportunities the students had in relation to the
development of the speaking skill. The goal was not only to solve this problem and finish
the research, but also to help other teachers to achieve the goals and the standards
established by the Ministry of Education. As an action research project, it was a reflective
process and the main idea was to have an educative and pedagogical impact, according to
Burns (2010).
32
Additionally, there are some other authors that have different points of view in
relation to the action research. One of them is OLeary (2004) who sees action research as
an experiential learning approach, to change, where the goal is to continually refine the
methods, data, and interpretation in light of the understanding developed in each earlier
cycle. This can be better understood if we take into account the graphic model that
OLeary proposes.
Figure 1: OLearys cycles of research.
On the other side, Kemmis and McTaggart (2000) present this research as
participatory. They say that this is a spiral of self-reflective cycles composed of planning a
change, acting and observing the process and the consequences of the change, reflecting on
these processes, acting and observing, etc.
33
Figure 2: The action research spiral.
Although the graphics and some of the ideas presented are not the same, the main
objective of these two authors is to show that the action research is a process of reflection
that seeks to create a proposal and a change in order to solve a social problem.
Moreover, there are some principal steps or phases that are important during the
development of an action research. Ferrance (2000) proposes the following: identification
of problem area, collection and organization of data, interpretation of data, and action based
on data and reflection.
1. Identification of problem area: In this step, the teacher identifies and delimitates
the question of the problem that he/she wants to work on. In the case of this research
34
project, the problem was related to the lack of practice and development of the speaking
skill during the English classes in fourth grade students.
2. Collection and organization of data: In this phase, the researcher or teacher has to
take into account the variety of resources for data collection that exists and choose the most
appropriate for the problem. Also, it is necessary to use at least three sources that
complement each other, the use and the articulation of the information obtained through
these three sources is called Triangulation. The triangulation consists of taking different
sources of information and in that way proves through different perspectives the reliability
of the information get as Guion, Diehl & McDonald (2011) state. For collecting data in the
current study, the researcher used videos, interviews, and questionnaires.
3. Interpret data: this step consists of analyzing the data obtained through the
instruments mentioned before. The information is organized taking into consideration the
main goal of the project which was to develop the oral skill in the students through the use
of role plays and games.
4. Act on evidence: Regarding the information obtained through the collection of
data and the theoretical framework, the researcher designs a plan of action. This plan of
action consists of making a change or studying the implementation of a new technique to
improve research.
5. Evaluate results: finally, the teacher evaluates the effects of the intervention in
order to identify changes (if any). The researcher establishes some conclusions after a
process of reflection.
35
Units of analysis
The representative units that were utilized for the analysis of the data were: use of
vocabulary, pronunciation, participation and cooperative work. These units of analysis
permitted a better orientation of the project and focused the attention on important aspects,
responding to the research question without rambling on unnecessary issues. This graphic
better shows each of the units of analysis and a relation with the different stages and
instruments employed in this project.
Categories of analysis
Sub-categories
Conversation
Videos
activities
Interview
Daily expressions
Questionnaires
Stress
Videos
Intonation
Interviews
Questionnaires
Role plays and games to

foster vocabulary
Instruments
improve pronunciation in
English
Games and role plays to
Answer questions
Videos
improve the participation
Ask questions.
Interviews
Questionnaires
in English classes
Pair work
Videos
improve cooperative
Group work
Interviews
work
36
Hypothesis
The fourth grade students from Liceo Femenino Mercedes Nario will develop their
speaking skill after the implementation of role plays and games in the English classes,
recognizing the importance of English language in their life and improving vocabulary,
pronunciation, participation, and cooperative work.
Instruments to collect data
As was mentioned before, in this stage of the project it is essential that the
researcher documents what is observed during the implementation of role plays and games
in the English classes through the use of instruments of data collection. In this sense, some
instruments that contribute to the project requirements were used. One instrument that was
useful for collecting data was the interview (Appendix 3). An interview is a exible tool
for data collection, enabling multi-sensory channels to be used: verbal, non-verbal, spoken
and heard. (Cohen, Manion & Morrison, 2007, p.49). The interviews can be structured,
semi-structured or unstructured. In the current project, structured interviews were used.
According to Wallace (1998) In this kind of interview, the questions are cautiously
prepared and read in a specific order, similar to a questionnaire but the difference is that the
questions in an interview are presented orally
This tool was useful because it allows direct contact with the population and the
understanding of the ideas that the interviewer wants to express, avoiding
misinterpretations. Also, because sometimes the students prefered to express their opinions
using an oral discourse instead of a written one.
Another instrument implemented were questionnaires (Appendix 4). Siniscalco &
Auriat (2005) express that the questionnaire functions as a tool to collect data from the
37
population, especially about their environment such as the school, family, and the society.
For this project, closed questions were used in which the students had the opportunity to
choose the closest response to their point of view among a number of possible answers.
Additionally, open-ended questions that do not have options to choose were used to
provoke free responses as Siniscalco & Auriat (2005) state. These instruments were applied
in order to identify and recognize the impact (if any) of games and role plays as well as the
ideas that the students have related to the process that they accomplish.
The use of technological resources was necessary for collecting the required data.
Video recording became useful in this project since it avoided the loss of relevant facts.
Derry (2007) exposes that videos are information sources in which important data can be
identified; it facilitates a comprehension and re-analysis of the process. The analysis of the
data collected through the videos was carried out taking into account the following
Checklist for evaluation:
This checklist was taken from Authentic Assessment for English Language Learners
by J. Michael O'Malley and Lorraine Valdez Pierce, Addison-Wesley Publishing Company
(1996).
38
Videos were chosen because the project was focused on speaking skill and the use
of these resources can help to directly prove whether or not the students improve their
communicative abilities.
Data collection was developed not only at the end of the project, but also during the
implementation or performance of the role plays and games. Therefore, monitoring videos
were used too in order to analyze and demonstrate the changes, as well as the process and
the responses that the students presented and experienced, specifically in terms of speaking
skills. Also, to analyze appropriately the data collected and ensure or increase the validity
of the information, data triangulation was employed. Guion, Diehl & McDonald (2011)
39
express that the triangulation consists of taking different sources of information and in that
way prove through different perspectives the reliability of the information
Finally, since the beginning of the project, the parents of the students signed a
consent form (Appendix 6), in order to avoid some ethical issues that could be presented.
This consent form protects and respects the right of self-determination, and places some of
the situations and the effects that the participants will receive during and after the research
in order to achieve the goals as Cohen, Manion & Morrison (2007) state. Also, the
confidentiality of the data was respected therefore the students names were changed or
omitted in order to protect their privacy. It is important to clarify that the information
collected through the implementation of interviews, questionnaires and videos was used for
academic purposes only.
Population
This project was developed with a group of 38 students who studied in the afternoon
shift. They were in fourth grade of the Institucin Educativa Distrital Liceo Femenino
Mercedes Nario. They range from 8 to 10 years old. The majority of the students live near
the school and they belong to 1, 2 and 3 social stratification levels according to Bogot
planning.
The students liked to participate in class and to use technological resources. They
had some problems with discipline because sometimes they disrespected their classmates,
interrupting when they were speaking. Also, they enjoyed working in group and in pairs.
They liked to go to the school and spend time with their friends. The students recognized
the importance of learning in their personal and academic life.
40
They took subjects like English, Mathematics, Sports, Computer science, Spanish,
Philosophy, Music, Biology, Social sciences, French, Ethics and Religion. They liked
English but only if they could understand what the teacher say due to the fact that for them
this language was too difficult to comprehend. In addition, their favorite subject was
mathematics since they enjoyed doing activities such as adding, subtracting, multiplying
and dividing.
When school was dismissed, they spent their free time studying at home, helping
with chores and going out with friends. They also were connected with social networks like
Facebook and Twitter and they spent part of their time using technological tools.
Diagnosis
Taking into consideration the previous diagnosis, it is important to mention that the
fourth grade students should be in level A2 according to the standards proposed by the
Ministry of Education, but they had a weak background in English, especially in their
speaking skill.
The students were able to write short sentences about topics that they like and
describe situations related to images. Regarding the reading skill, the students could
associate pictures with their written description and they could understand short
descriptions of people, actions and places, using dictionaries for those activities.
Moreover, English was only taught to the students once a week for a period of 45
minutes or less. They could only work individually because of the way in which the
classroom was organized.
During the English classes the students did not have the opportunity to express their
ideas or their feelings in English in an oral way because they were mainly focused on
41
writing and reading skills. They were afraid of the English class since they consider that
this language is difficult to understand and speak.
Finally, for them it was important to learn English due to the fact that it is helpful
for their lives in terms of success. Also, there were two main facts that affected the girls
learning process: the loss of time at the beginning of the class and the lack of meaningful
homework for the students.
42
Chapter 4
Pedagogical Intervention
This pedagogical intervention aimed at providing solutions to the problem that the
students presented related to the speaking skill. First, it is important to remember that in
order to develop speaking skills in students of fourth grade, the approach used was
Communicative Language Teaching (CLT).
Communicative language teaching
According to Richards (2006) this approach sets the teaching of communicative
competence as its most important objective and includes aspects such as knowing how to
use language in different situations taking into account its functions, how to vary the use of
language according to the context or environment, how to produce and understand the
diverse types of texts that exist and how to keep a communicative situation without
allowing external factors to affect this process.
This approach was selected since it is directly related to the main purpose of this
project, in which the students developed their abilities in terms of speaking skills by the
implementation of games and role plays that permitted them to acquire and learn the
language. That means, students not only memorized structures and rules, but also they
internalized some expressions in English and some vocabulary.
43
Cooperative learning
Also, the development of this speaking skill was carried out working in groups or in
pairs. This was a process of cooperative learning which allowed the students to help each
other and overcome their difficulties when they tried to establish an oral communication.
For that reason, it was necessary to know what involves this cooperative work or
cooperative learning.
According to the Johnson & Johnson (1998), cooperative learning is a way of
learning that involves students working in teams in order to reach a common goal or
objective, this cooperative learning involves some elements such as:
1. Positive interdependence. The members of the team have to rely on one another
to achieve the goal.
2. Individual accountability. All the members in a group have to work.
3. Face-to-face promote interaction. Although some of the group work can be done
individually, some must be done interactively, for that reason the members of
the team should encourage one another and share their ideas, engaging good
communication.
4. Appropriate use of collaborative skills. The students are encouraged and helped
to develop and practice trust-building, leadership, decision-making,
communication, and conflict management skills.
5. Group processing. Team members set group goals and they assess what they are
doing, identifying some problems that can affect their process.
During all the pedagogical intervention the students had the opportunity to share
with their classmates and work in groups, in the case of games and in pairs in the role plays.
The goal of this was to increase the confidence in the students when they spoke in public.
44
Pedagogical intervention Objectives

In order to achieve the research aim proposed and to apply this theory presented
above, there are some objectives that guided this pedagogical intervention. The students
will be able:
To express short personal ideas or opinions of any topic of daily life according to
their English level.
To improve the identification and knowledge of vocabulary by means of the

contextualization of situations.
To improve the English learning process by means of cooperative work.

All of the aspects were related to the development of the activities in which the
students had an important role because they were exposed to the presentation and
dramatization of role plays based on real situations and games. With these activities they
could learn new vocabulary, expressions and improve their cooperative work and
participation.
Phases
In order to have a clearer idea of the development of the intervention, it is essential
to present some phases of the research that are based on the steps proposed by Ferrance
(2002):
Identification of the problem area:
In the project there was a phase of observation in which the researcher chose a
population. During a period of one semester the researcher observed the English classes of
the students and the issues that the girls had. In this part the main problem detected was the
45
lack of practice in the speaking skill, due to the fact that the English teacher was focused
only on the writing and reading skills.
Diagnosis
In this step, some questionnaires were applied in order to recognize the problem and
to limit it. Also, these questionnaires helped to characterize the population.
Understanding of rules and adaptation
In this part, the researcher started explaining the rules of the classes and the way in
which the classes were carried out. They started playing a few games and preforming some
short role plays to better understand the idea of the classes. This time was a kind of
adaptation to the new way of learning English because the students were used to only doing
writing and reading activities.
Implementation
This step was developed over a period almost one year. In all the classes, the
students acted a role play or participate in a game. In the case of role plays, the teacher
organized the students into groups and then, she assigned each group a dialogue related to
the topic that they were going to work on, and they had to perform it in front of the rest of
the class. The students could make some changes in the role plays in order to improve their
performance taking into account real situations that they had experienced and also to foster
their abilities of creation (Appendix 7).
With regard to the games, they prompted an internalization of the concepts or the
topics of the classes. While the students played the games they practiced the concepts
learned in the explanation, answering questions or establishing relationships between
images and words. The games were implemented with all the students but in some cases in
groups (Appendix 8).
46
The classes started with an opening activity or a warm up activity that gave the
students the input (this opening activities were videos, songs, images, etc.), then the
students started a pre-activity taking into account the opening activity (answering questions
or talking about the topic presented). After that, in the while activities the students started
either to create the dialogues for the role plays or to play the games (the teacher guided the
students in this part by helping them with vocabulary or unknown expressions). The games
used were cooperative games which included some songs, guessing games, lotteries,
memory games, among others.
When they finished the while activities in the case of role plays, they performed
the dialogues and in the case of games they applied the knowledge in a short activity. This,
in order to prove the understanding or the acquisition of the topic. It is important to know
that the teacher followed and oriented the process of the students while they were preparing
the role plays.
The resources employed for the development of role plays and games were: videos,
workshops, readings, posters, etc. Also, some technological resources were used such as a
computer, projectors or the smart board that is located in the language classroom. The
videos, workshops, and readings were selected taking into account the topics of the classes
and the needs of the students; all of them were contextualized. The time used for the
implementation of this pedagogical proposal was 45 minutes per week during an academic
year.
Final Production:
This last part consists of a presentation by the students in which they performed
some role plays that they had prepared in pairs, in order to show their classmates what they
47
learned during this entire process. At the end of the academic period, they had two classes
to write the script and one to practice the role plays and finally one for the final
presentation.
Chronogram
In order to better understand the process of the pedagogical intervention, it is
necessary to take into account the following chronogram:
General topic
W
e
e
k
Objectives
Communicative
Activity
Presentation
of the project
Personal
information
To talk about myself

in a real context
(meetings,
interviews)
To identify the
use of expressions
such as:
My name is
I am ___years
old.
I am from
To be able to express
the place where they
were born.
To identify some
nationalities and
countries
To be able to talk
about nationalities
and countries in a real
conversation.
the place where they
were born.
To use of where
are you from? and
I am from
3
Nationalities
Nationalities
To be able to talk
about nationalities
time
Language
To understand the
concepts of role play
and games in order to
comprehend better
the idea of the
projects.
Materials
To recognize
some nationalities
and countries
To use of where
Present the
students the
important
aspects of the
project,
explaining that
the main idea
is to develop
their oral skills
employing
role plays and
games.
Present the
students a role
play which
they are going
to perform
employing
expressions
related to
personal
information.
Present the
students some
nationalities,
employing
some images
and flags.
45
minutes
Role play
photocopies
45
minutes
Pictures and
flags of the
countries.
45
Minutes
To perform a
role play in
which the
students are
going to
employ
Role play
model
Flags of the
countries.
45
minutes
48
5
The alphabet
The months of
the year
7
The months of
the year
The numbers
from 1 to 100
9
Exam
10
Exam
and countries in a real

conversation.
are you from? and

I am from
To be able to spell
some words in a real
conversation if it is
necessary
To identify the
letters of the
alphabet and the
correct
pronunciation.
To be able to talk
about dates and
important
celebrations in their
own context.
To identify the
months of the
year.
To be able to talk
about dates and
important
celebrations in their
own context.
To identify the
months of the
year.
To be able to
recognize and use the
numbers in a real
conversation and for
giving personal
information (phone
number, age, address)
To identify the
numbers from 1
to 100
To check the
students progress in
terms of learning and
acquisition of the
topics presented
To correct the exam
in order to identify
the problems with
expressions
such as I AM
FROM and
WHERE
ARE YOU
FROM
Present the
students the
letters of the
alphabet, sing
a song of the
alphabet and
play a spelling
game.
Present the
students the
Months of the
year until
June, sing a
song and draw
some pictures
related to the
celebrations.
Present the
students the
Months of the
years until
December,
play a memory
game related
to the months
and some
important
dates of our
country.
Play a game in
which the
students have
to add some
numbers and
say the correct
answer
employing
what they
learned.
Poster with
the letters of
the alphabet.
45
minutes.
Bag with
words for
the spelling
game.
Pictures of
the months
Poster with
the months
of the year.
45
minutes
Memory
game
Pictures of
the months.
45
minutes
Bag with
numbers
from 1 to
100.
Poster with
the numbers
from 1 to
100
45
minutes
Photocopies
of the
numbers.
Photocopies
45
minutes
exams
45
minutes
49
correction
11
Personal
pronouns
12
Personal
pronouns
13
Possessive
pronouns
14
some topics and also

for solving doubts.
To replace the names
of people employing
personal pronouns for
avoiding repetitions
in a real conversation.
To replace the names
of people employing
personal pronouns for
avoiding repetitions
in a real conversation.
To identify the
personal
pronouns.
Play a game
related to the
personal
pronouns
Poster of
personal
pronouns
To identify the
personal pronouns
Role play
taking into
account the
personal
pronouns
Photocopies
of the role
plays
ideas about
someones (family or
friends )
possessions
To identify
possessive
pronouns.
To be able to describe
the weather and its
changes.
To identify the
vocabulary
related to the
weather.
Weather
15
the weather and its
changes.
To identify the
vocabulary
related to the
weather.
16
what is their favorite
sport and talk about
it.
To identify the
vocabulary
related to the
sports
17
food and the food that
people eat in different
places of Colombia.
To identify the
vocabulary
related to food
and the use of I
like and I dont
like
To identify the
Weather
Sports
Food
18
Role play in
which the
students are
going to
employ the
personal and
possessive
pronouns.
Play a game in
which the
students have
to follow some
instructions
and go to the
places where
the teacher
says.
Act a role play
about
vacations
taking into
account the
vocabulary
learned.
Play a game in
which the
students have
to guess what
is the sport,
taking into
account its
description.
Play a game in
which the
students have
to draw their
favorite food
and the rest
guess what is
the food
(Pictionary)
Perform a role
45
minutes
45
minutes
Poster of
personal
pronouns
Role play
photocopies.
Poster of
possessive
pronouns
Pictures of
the weather
and some
places.
45
minutes
45
minutes
Decoration
Golden stars
Photocopies
of role plays
45
minutes
Pictures of
sports. Bag
and papers.
45
minutes
Pictures of
food,
markets, bag
and papers.
45
minutes
Photocopies
45
50

sport or food.
vocabulary
related to food
and sports.
Like and dislike
19
To be able to
recognize and express
their qualities and the
qualities of their
classmates
To identify the
vocabulary
related to
qualities
20
To be able to
recognize the defects
that can affect their
academic and
personal life.
To identify the
vocabulary
related to defects.
21
and recognize their
qualities and defects.
22
a person taking into
account their physical
characteristics.
To recognize the
vocabulary
related to
qualities and
defects.
What are you
like?
To recognize the
vocabulary
related to physical
characteristics.
23
a person taking into
account their physical
characteristics.
To recognize the
vocabulary
related to physical
characteristics.
Use of has got
and have got
24
To be able to use the

Present simple for
expressing daily
routines
To identify the
use of present
simple tense and
main verbs
related to daily
routines
Food and
sports
Qualities
Defects
Qualities and
defects
Physical
description
Physical
description
Daily routines
play in which
the students
have to
express their
likes and
dislikes
Play a game in
which the
students have
to identify the
main quality
of a famous
character
Play a game in
which the
students have
to identify
what is the
word that their
classmates are
acting
Perform a role
play in which
the students
talk about
their qualities
and defects.
Play a game in
which the
students have
to describe
their partners
and their
teachers and
the rest of the
students have
to guess the
person
described.
The students
have to
perform a role
play in which
they describe
themselves
and their
couple.
The students
have to play a
game in which
they recognize
the main
vocabulary
related to daily
routines (wake
of role plays
minutes
Pictures
45 min
Bag with
papers.
45
minutes
Photocopies
of role plays
45
minutes
45
minutes
Photocopies
of role plays
45
minutes
Pictures
45
minutes
51
25
To be able to use the

Present simple for
expressing daily
routines
To identify the
use of present
simple tense and
main verbs
related to daily
routines
26
To be able to use all

the vocabulary
learned in class in
order to present a role
play in which they
expose what they
have learned during
the implementation of
the project.
the vocabulary
learned in class in
play in which they
expose what they
have learned during
the project.
the vocabulary
learned in class in
play in which they
expose what they
have learned during
the project.
the vocabulary
learned in class in
play in which they
expose what they
have learned during
the project.
To recognize and
employ the
vocabulary and
expressions
learned for
writing and
presenting a role
play
Daily routines
Writing of the
role plays
(final
presentation)
27
Writing of the
role plays
(final
presentation)
Practice of
role plays
28
29
Final
presentation
up, take a
shower, go to
bed)
The students
have to
perform a role
play in which
they talk about
their daily
routines
employing the
present
perfect.
The students
have to write a
role play in
which the
employ all the
aspects
learned,
Photocopies
of role plays
45
minutes
45
minutes
To recognize and
employ the
vocabulary and
expressions
learned for
writing and
presenting a role
play
The students
have to write a
role play in
which the
employ all the
aspects
learned.
45
minutes
To recognize and
employ the
vocabulary and
expressions
learned for
writing and
presenting a role
play
The students
have to
practice the
role play
written by
them
45
minutes
To recognize and
employ the
vocabulary and
expressions
learned for
writing and
presenting a role
play
The students
have to
present their
role plays.
45
minutes
52
Chapter 5
Data Analysis
After the process of implementation of role plays and games in the English classes
and collecting the necessary data, it was necessary to carefully analyze the information
obtained in order to know the changes presented and the impact that the research project
had in the fourth grade students of Liceo Femenino Mercedes Nario. This analysis of data
was divided taking into account the units of analysis presented in chapter 3 and the
triangulation of the three instruments: videos, interviews and questionnaires.
Videos were taken not only at the end of the implementation of the project, but also
throughout the whole process in order to check the progress of the students and the changes
that they had with regard to their speaking skill. The analysis of the videos was carried out
taking into consideration the checklist (appendix 5) proposed since the beginning of the
project.
On the other hand, questionnaires and interviews were carried out at the end of the
project, with the purpose of obtaining information about the influence of role plays and
games in English classes and the changes that the students had in relation to the speaking
skill.
Moreover, there were some categories that permitted a better analysis of the data
gathered, these categories were: role plays and games to foster vocabulary, role plays and
games to improve pronunciation, role play and games to improve participation in English
classes and role plays and games to improve cooperative work.
53
Role plays and games to foster vocabulary

Vocabulary was one of the aspects in which the students presented better results and
changes. The girls used the vocabulary learned a lot of times during the explanations to
participate in class. They could recognize the majority of the vocabulary related to the
topics such as numbers, months of the year, expressions related to personal information,
colors, sports, food, etc. Also, they employed this vocabulary when they had to answer
some questions during the games or when they had to perform a role play with their
classmates. For example in video 1 first scene (Appendix 9), after the explanation of the
game related with numbers, the teacher asks how much is 24 plus 23? Most of them said
the correct answer in English, which is forty-seven. Although there were some students
that answer wrong saying that the correct number was fifty-seven, they used the English
as a tool for expressing their opinion and they took the vocabulary presented previously by
the teacher to answer the mathematic problem proposed.
Also, in video 1, second scene (Appendix 9), there was a student who used the
vocabulary related to fruits to obtain a point for her group. She answered the question
mentioning five fruits that she knew: Student 1:grape, mango, blackberry, apple and
peach. Here, Communicative language teaching takes an important place, because as
Nunan (1989) mentioned, the idea of this approach is to use the language as a dynamic and
active tool for creating and internalizing meaning. During this activity the students were not
only recognizing the numbers from 1 to 100, but also giving a meaning to the fact of
knowing this vocabulary.
Another example related to the use and internalization of the vocabulary is in the
questionnaires applied to the students. Some of the girls explained that they like English
54
because they can use the vocabulary learned when they travel abroad to visit their family.
As one of the students mentioned:
Un da me llevaron a Estados Unidos a ver a mi prima y ella tena dos hijos,
entonces yo siempre hablaba espaol y entonces me hicieron llorar y por eso yo
quiero aprender ingls y nuevas palabras. (Student 2)
Figure 3. Questionnaire, March 12th, 2015.

Moreover, in the interviews some of the students expressed that they like to play
games in English and perform role plays because they can practice and learn new
expressions for traveling to other countries and speaking with foreign people, as Student 3
said me gusta aprender ms palabras porque cuando viaje afuera puedo hablar con los
dems. (Appendix 12) It is evident that the use of the Communicative Language Teaching
and the implementation of role plays and games as tools for developing the speaking skill
gave the students the opportunities and motivation to speak and interact not only with
foreign people but also with their family and friends as Nunan (1989) mentions.
During the conversation activities the students used the vocabulary learned, as the
video 3 (Appendix 11) presents. The girls performed a role play practicing expressions
related to their personal information such as their names, their cellphone numbers, their
age, etc. For example, in Video 3, Scene 4 (appendix 11) the Student A and Student B had
the following conversation:
55
Student A: Good afternoon my name is Valentina.

Student B: Good afternoon I am Maria Jos.
Student A: Nice to meet you.
Student B: Nice to meet you too.
Student A: Please take a seat.
Student B: Thank you.
Student A: How old are you?
Student B: I am 9.
In this video, if we take into account the checklist (Appendix 5), the students are in
the level 4 of rating, they use a variety of vocabulary and expressions, use the structures
well with only occasional grammatical errors, they speak smoothly with little hesitation that
does not interfere with communication; they also communicate effectively and their
pronunciation is almost always very clear. It is a good example of the students using the
expressions that they learned related to their personal information and meeting a new
person. These expressions include I am, my name is, nice to meet you, thank
you, how old are you? Although there were some problems related to pronunciation, the
students felt motivated and they knew what they were talking about. The students had
enough time to practice the use of those expressions and they assume and internalize the
role that the teacher gave them in order to do a good performance.
Also, in some questionnaires and interviews the students expressed that while their
classmates were performing they learned from them some new words and expressions that
they could use later in other classes or situations. As one of the students mentions:
56
Porque me parece muy divertido, porque cuando mis compaeras hablan en ingls
uno aprende palabras que uno no sabe. (Student 4)

Ladousse (1987) suggests as one of the reasons for using role plays in English
classes that the students will be capable of expressing themselves in different situations,
and that is what the students want to do with the vocabulary practiced and learned in the
performance. They want to use it in class and outside the school with their friends, their
family, or foreign people. This fact is important because the students recognize the
importance of speaking in English and the importance of communicating ideas employing
another language.
In relation to daily expressions, the students considered that they could learn some
of them in the English classes. Expressions such as good morning, good afternoon,
Hello, how are you, good bye I have a question, etc. were internalized by the
fourth graders and now they can use them in a real context.
The games helped to considerably motivate the students to put into practice all the
vocabulary that they learned in each session. In some of the games the students had to
answer specific questions related to vocabulary, such as Can you tell me the name of 5
fruits?, Can you tell me five or six colors?, or How do we call a person who lives in
57
USA? and the students answered the questions correctly working in groups and
determined to win the game. (Appendix 9).
The students said in some of the questionnaires that they learned more playing
games than in a normal or traditional class in which they have to write all the time and
read books that they do not understand. For example some of the students mentioned:
porque es sencillo y no es solo con un cuaderno, podemos expresar palabras, en
ocasiones es ms fcil en juegos que en cuadernos. Es ms fcil un juego que el
cuaderno. (Student 5)

The students preferred the classes in which they played an active role instead of
being sitting all the class copying things that they did not understand as one of them
mentioned:
He aprendido ms jugando y actuando en mis clases de ingls porque es divertido,
es algo como que ms divertido en vez de estar escribiendo palabras que uno ni
siquiera sabe. (Student 6)
58
Figure 6.Questionnaire, March 12th, 2015.

Porque jugando y diciendo palabras en ingls puedo aprender arto en clase ingls
(Student 7)

As podemos recordar muchas palabras (Student 8)

In the interviews they mentioned that when they play a game in English they can
better understand the ideas that the teacher wants to communicate and also, that they can
answer orally with more confidence because it is only a game and they are not going to fail
the subject if they make a mistake. That was one of the main goals of this project, to
59
develop the speaking skills of the students employing games. As Krashen & Terrel, (1995)
mentioned, playing games can offer the students an important experience in the acquisition
process giving a comprehensive input. The games played during the classes could permit
that the students get motivated to speak in English and use the vocabulary presented in the
explanations as a way of communication. The games could be used as a tool to encourage
the students to express some ideas taking advantage of the words studied.
Finally, according to Gairns and Redman (1989), there are some possible groups in
which the vocabulary can be better organized in semantic fields, through the practice of
role plays and games the students could learn vocabulary that is in the field of topics such
as fruits, colors, sports, food, weather etc.; items which form pairs such as qualities and
defects, and physical descriptions; items along a scale or cline such as numbers from one to
one-hundred or the weather; and items grouped by grammatical aspects such as vocabulary
related to daily routines (simple present), personal and possessive pronouns.
Role plays and games to improve pronunciation in English
Pronunciation is another aspect that has an important place in the development of
the speaking skills of the students. In the current project the girls had the chance to improve
this aspect while they were playing games and performing role plays. The teacher did not
explain rules or specific sounds, but she paid attention to the pronunciation of the words.
At the beginning of the implementation it was difficult for the students to pronounce
some words well and they felt embarrassed of that. But after a time, they started to feel
comfortable and to correct themselves or accept the teachers suggestions. As Student 9
mentioned in the interview (Appendix 12): me gustan los role plays porque se repiten
palabras, aprendo de mis compaeras y mejoro pronunciacin. The students let go of the
60
fear of making mistakes in pronunciation, started to accept the corrections, and worked on
that in order to have a better oral expression.
Throughout the implementation of the project, the students started to correct
themselves and their classmates in terms of pronunciation as seen in Video 3 scene 2 and
scene 3 (Appendix 11). In the first scene, there are two students performing a role play
related to their personal information, Student 10 said good afternoon my name is . In
this part the student did not pronounce well the expressions my name is and nice to
meet you the rest of the students helped her to correct the mistakes communicating
together the correct way of pronouncing this expression. After that, her partner Student 11
continued with the role play saying without the correct pronunciation I am and the
teacher helped her to say the expression correctly. After that, the teacher gave the students
the opportunity to do the exercise again taking into consideration the corrections made for
her and the rest of the class regard pronunciation. In the second scene, student 10 and
student 11 presented the exercise without repeating the previous mistakes that the teacher
and their classmates helped to correct. Considering the checklist (appendix 5) the first time
that the students presented the role play they were in level 2 almost 3 of the rating because
they made some mistakes related to pronunciation that sometimes made it difficult for the
other students to understand, but after the corrections, the students could obtain a level 4 in
the rating. It is evident that the students started not only to speak in English avoiding the
fear that they felt at the beginning of the intervention, but also the fact that they could
realize the importance of saying a word correctly to avoid misinterpretations. It was not
necessary to correct all the words that the students pronounced wrong because after they
observed the mistakes and corrections of their partners they could realize in which aspects
they were failing. Moreover, it is important to notice that although the teacher and the rest
61
of the class paid attention to pronunciation, the students always attempted to speak in
English and they never used the Spanish as a resource.
As Orion (1997) expresses There are those necessary movements the speaker has
to make for the production of any given sound, and there are also certain notes the
speaker must combine in order to give meaning to his or her words. That is what the
students learned: if they did not pronounce a word well this word could lose its meaning
but if they combined the sounds and the notes well they could express the idea that they
wanted.
Furthermore, stress and intonation are essential to correct pronunciation, and the
students could internalize the importance of these two concepts during the games and role
plays. After a period of time in the role plays, the students started to reinforce aspects like
the intonation using different tones that gives meaning and expression to the words they say
(Orion, 1997). For example when they were asking for something (address, name, phone
numbers) or when they were exclaiming as video 3 scene 3 and 4 presents (appendix 11).
Especially in role plays the students were careful with the pronunciation of some
words. They gave a degree of force or loudness to a syllable in a word, in a phrase or a
sentence (Orion, 1997). However in games, when they were answering questions they knew
that if the word they said did not have the correct pronunciation in terms of stress they
would probably lose because their classmates and the teacher could not understand the
answer.
Also, in the questionnaires there were students that recognized that now they like to
speak in English because they know how to pronounce some words in this language. For
example, some students expressed:
62
Me gusta hablar en ingls porque puedo aprender a pronunciarlo mejor

(Student 12)
Figure 9. Questionnaire, March 12th, 2015

Porque vamos jugando y vamos aprendiendo en carrera, pronunciando
palabras es ms fcil aprender (Student 13)
Porque puedo pronunciarlo ms (Student 14)

These examples show that for the students both English and its correct
pronunciation acquired a great importance and that now they feel more confident when they
63
speak in English because they know how to pronounce the words due to the practice they
had during their implementation of the project.
It is necessary to mention that although pronunciation was not the focus of this
project, the students could realize the importance of this aspect in the speaking skill when
they wanted to communicate something.
Games and role plays to improve the participation in English classes
Since the beginning of the project there was an evident problem related to the lack
of participation of the students in the English class. In the diagnosis they mentioned that
they were afraid of participating in class because they could not understand what the
teacher said and they did not know how to say some words.
Taking into account the information gathered, the students like the English class and
now they like to speak in English. As these two graphics and samples obtained from the
questionnaires shows:
1 TE GUSTA LA CLASE DE INGLS?

NO
RESPONDE
13%
0%
NO
0%
SI
87%
Figure 12. Analysis of questionnaire, March 12th, 2015.
64
4. TE GUSTA HABLAR EN INGLES?

0%
NO
RESPONDE
13%
NO
0%
SI
87%
Figure 13. Analysis of questionnaire, March 12th, 2015

The graphics in contrast to the diagnosis applied at the beginning of the
implementation, show that the majority of the students like the English class and they like
to speak in English. Before the use of role plays and games in the classes, the students said
that they preferred other subjects like math and that they found English classes difficult to
understand. Now, the students expressed that they like to speak in English because it is
funny and they learn how to say new things such as daily expressions or vocabulary. The
majority of them said that they like to speak in English in class due to the fact that now they
know how to do it and how to answer questions in this language. They like to participate in
class because they had enough tools for speaking and they are sure of their knowledge and
capacities. For that reason, the participation increased and the students could express during
the whole class what they wanted.
As Ladousse (1987) suggests, one of the reasons for using role plays in English
classes is that it is fun and develops the imagination of the students. They will enjoy the
idea of acting as someone else while they practice the language. The students in the
65
interviews said that the way in which they participated was answering questions of the
games and performing role plays.
Interviewer: participaste en tus clases de ingls?
Student 9: Si
Interviewer: De qu manera?
Student 9: ehhh pues, en los juegos cuando queramos ganar y era nuestro
turnoentre todas decamos las respuestas y tambin en las presentaciones cuando
nos tocaba actuar de a parejas y lo que habamos practicado.
Interview Student 9, March 19th, 2015(Appendix 12)
Interviewer: participaste en tus clases de ingls?
Student 3: Si
Student 3: cuando no entenda algo, preguntaba. Y cuando jugbamos
participamos mucho, como por ejemplo en el de las banderitas y en las actuaciones
y en los ensayos de las actuaciones si no sabamos cmo se deca una palabra le
preguntbamos a la profe para presentarnos sin cometer errores y hacerlo bien.
Student 15: participbamos en los role plays cuando actubamos como otra
persona por ejemplo el de los entrevistadores de trabajo y los que buscaban
trabajo. Era chvere porque uno no tena miedo de equivocarse y si pasaba todos
nos corregamos.
66
The students participated all the time because they liked the idea of showing to their
partners they could speak in English and that they could express what they wanted in order
to win the game or do a good presentation. Especially, over time the students felt
comfortable in the role plays and they could participate actively without feeling fear or
insecurity at the moment of speaking; in fact, for them the idea of acting as someone else
was funny and different from a traditional activity.
As Krashen & Terrel (1995) mention, games can be employed as mechanisms for
stimulating interest(s) in learners; that offers an important experience in the acquisition
process as games are designed to give a comprehensible input. During the implementation
of the current project, games allowed the students to feel that English classes were not only
related to writing and reading skills but also to oral expression.
Moreover, the students realized that English can be a fun experience in which they
can share their knowledge with their classmates when they participate, as some of them
mentioned in the questionnaires. For example two students mentioned:
Porque es divertido porque es divertido y aprendo ms y porque no es a la
fuerza. (Student 16)
67
Porque me gusta participar (Student 17)

When the student said porque no es a la fuerza she expressed that in the English
class she did not feel that she had to answer the questions or that she had to participate in
order to win some points for a grade. The students raised their hands and answered the
questions on their own. Also, they had the opportunity to ask their classmates for help and
it allowed them to feel support and confidence when responding.
As Legutke and Thomas (1991) mention in relation to the CLT, the classroom can
become a comfortable place to encourage real communication and that was one of the main
results of the implementation of the project. Before the use of role plays and games in the
classes, most of the students did not like to participate because of the lack of understanding.
In the diagnosis they mentioned that when the last teacher spoke in English they did not
understand anything and for that reason they did not like the class. However, since the
beginning of the classes in which the students had to play games or perform some role
plays, the students were motivated to participate due to the fact that they felt the class was
not only a traditional class in which they had to write and read things they did not
understand, but also an opportunity to have fun and share with their partners while they
learn.
As an example of this, Video 1 first scene (appendix 9) and video 2 (appendix 10)
first and second scene present the way in which the English laboratory become an
68
appropriate environment to speak in English without barriers such as fear, shame, lack of
respect, lack of vocabulary, or lack of understanding. The students, instead of assuming a
passive attitude in the class, were participating all the time, asking for information, giving
ideas and sharing with their partners.
Role plays and games to improve cooperative work
Throughout the project the students always worked together. The competitive and
cooperative games were carried out in groups according to the location of the students.
Since the beginning of the classes, the girls had the possibility to group as they wanted or
preferred as long as the rules of the class were respected. Likewise, in the role plays, the
students had the possibility to choose the person with whom they wanted to work. Because
of this, the work of the students was successful and their learning process improved. The
students were free to share with the people that they wanted and that permitted more
understanding and cooperation between the students while they were speaking in English in
the games or role plays.
According to Johnson & Johnson (1998), the cooperative learning is a way of
learning that involves students working in teams in order to reach a common goal or
objective. In this research project, the main goal was to develop the speaking skill through
the use of games and role plays and each game or role play had a specific objective aiming
at practicing vocabulary, expressions, pronunciation, etc. All these specific objectives
aimed at the development of speaking. In order to achieve this main goal, it was necessary
to work in groups or in pairs to facilitate the process of learning English.
Taking into account the information collected through the questionnaires, it is
evident that the students feel they could improve their speaking skill and the use of role
69
plays and games permitted them to get in touch with English, specifically in terms of the
communicative ability. They could discover the importance of speaking in English and
working in group. They could learn from their classmates as one of the students mentioned.
porque me parece muy divertido, porque cuando mis compaeras hablan en ingls
uno aprender palabras que uno no sabe (Student 18)

Porque es divertido, es algo como que ms divertido en vez de estar escribiendo
palabras que uno ni siquiera sabe (Student 19)

Si porque uno aprende de las compaeras (Student 20)
70
The students liked to learn together and although there were some problems
concerning discipline, after some time they learned to respect their classmates and their
opinions. The students were able to recognize their mistakes and correct not only
themselves but also their friends when they said something wrong during the role plays or
games. All the students worked as a unit and the activities fulfilled their objectives.
The role play activities were done in pairs because as Ladousse (1987) expresses, it
is easy for the students to talk to one person in front or behind without the possibility of
disturbing the entire group of students, and also if people are in direct one-to-one
communication with no one looking on, they will feel more confident and secure about
what they are doing, that is what the video 3 (appendix 11) presents. The students practiced
the role plays in English and they asked the teacher whenever they had doubts regarding
pronunciation or if they did not understand words. After that, the students were able to be in
front of their classmates and the teacher and performed some role plays. Even though there
were some mistakes, the students never gave up and they continued practicing until they
felt that they were prepared. In this part, cooperative work was really important because the
support of all the students avoided the girls lost their confidence at the moment of speaking
in English. This demonstrates that through the use of role plays, the students could establish
good relationships with their partners and acquire more security and confidence when they
speak in English in front of a lot of people.
The games contributed to the cooperation among the students and also to the
enjoyment of the classes, but as Hancock (1998) refers, games are designed to be enjoyed,
but when games are played in the classroom they are not just for fun or for changing
routines in the classes; they must help to develop the language proficiency in the students
using the language while they are immersed in the game. And that is what the video 2
71
(appendix 10) presents, the students were not only having fun, they were working in groups
and helping each other in order to internalize the topics presented by the teacher. They were
also using the language learned, during the explanation and previous classes, to
communicate and share with their partners the correct answer.
On the other hand, the interviews applied at the end of the intervention present that
through the use of cooperative and competitive games the students could learn a lot of new
words more easily, as Student 9 mentioned:
Interviewer: Qu es lo que ms te gusta de las clases de ingls?
Student 9: Que aprendemos muchas cosas y no nos aburrimos, no la pasamos
jugando mientras aprendemos palabras en ingls.
Interviewer: Te gust trabajar en grupo o en parejas a la hora de realizar las
actividades?
Student 9: Si, todas estbamos pendientes de ayudar a la que tena que responder
para ganar ms puntos. No nos daba miedo pasar adelante porque sabamos que se
poda pedir ayuda y nos ayudbamos si a una se le olvidaba algo
Interview Student 9 March 19th, 2015(Appendix 12)
Likewise, in the interview Student 15 expressed that she liked the class because she
could share with her friends and they have the possibility to be in the group they wanted,
for that reason they could win a lot of points and have fun while they learned.
Interviewer: Te gust trabajar en grupo o en parejas a la hora de realizar las
actividades?
Student 21: Si porque la profe nos dej hacernos como queramos en los grupos,
siempre nos tocaba con un compaero que queramos y as no pelebamos. Nos
sentamos mejor.
72
Interviewer: Te gustaron las actividades realizadas por la profesora en la clase de

ingls relacionadas con juegos y con juegos de rol? Por qu?
Student 21: si porque jugbamos mucho y hacamos dramatizaciones, en los grupos
aprendamos mucho porque nos ayudbamos, si uno no saba le preguntaba al
grupo y as no se perdan puntos. En los juegos como el del concntrese nos
ponamos de acuerdo para ir memorizando cada pareja y nos repartimos, por eso el
grupo 4 gan.
Interview Student 21 March 19th, 2015(Appendix 12)
Finally, as the students mentioned, the cooperative work during the games allowed
them to internalize new words and expressions. They enjoyed the classes and the possibility
to share with their classmates while they were in class. They learned that it was important
to work in groups if they wanted to learn and win. They set aside their differences and
competed together in order to achieve the same goal: learn English and specifically, speak
in English.
Moreover, there was another important aspect that was developed for the students
after the implementation of role plays and games. This aspect is the recognition of the
importance of English in the personal, academic and professional life of the students. They
know that English is not only a language that they have to learn to obtain a grade, but also
that learning English is an opportunity to travel, to have a better future and to communicate
with different kinds of people without thinking about the distance between them. As some
of the students mentioned in the questionnaires (Appendix 13)
73
Chapter 6
Results
The main objective of this study was to identify the impact of employing role plays
and games on the development of speaking skills in fourth graders students of Liceo
Femenino Mercedes Nario. Data from this project was obtained through the
implementations of videos, interviews, and questionnaires answered by the students.
Students English speaking skill was developed after a process in which the children
had opportunities to express themselves and their ideas through the use of games and role
plays. In the videos, it is evident that the students started to use the English as a mean to
communicate what they wanted to say, they participated a lot during all the classes and they
were motivated all the time.
The students took advantage of the vocabulary learned during the explanation to
participate, answering the questions of the games and using it in the performance of role
plays. Regarding participation, when students played games they were participating all the
time and they felt motivated to express their ideas in order to win some points. Moreover,
when the teacher asked for something, they showed motivation to share the answer with
their friends. The researcher did not have to ask them many times to speak in English, they
chose to participate because they wanted to demonstrate they knew the answers.
Further, the videos presented the way in which students improved their
pronunciation through the orientation of the teacher and their partners. Games and Role
plays permitted them to frequently practice aspects such as the intonation and the stress of
74
the words. They corrected themselves and practiced constantly since they wanted to do a
good presentation and win the games.
The cooperative work was another aspect presented in the videos, the students
worked together to find the correct answer. Also, they helped correcting the others when
they incorrectly pronounced a word in English or when they made mistakes using the
vocabulary studied.
On the other hand, questionnaires and interviews presented the majority of the
students like English because for them this language is fun and enjoyable. They recognized
the importance of this language for the future especially in their personal and professional
lives. Moreover, they said that they like English because they can learn a lot of things about
other countries.
Students liked to learn English while they were playing, as this graphic
demonstrates:
CREES QUE CON LOS JUEGOS APRENDES

MEJOR INGLS?
NO
0%
NO RESPONDE
0%
13%
SI
87%
75
With the use of games, it was easier for them to understand the concepts and to
internalize the vocabulary studied. They learned English while they were acting because
they could practice the vocabulary the teacher had explained. Additionally, games made
learning English a fun process, they could learn more instead of being just writing during
the entire class. The students were able to answer questions in English and express some
ideas.
Moreover, playing games was a creative way to learn another language and that
motivated the students to participate, the majority of the students liked to perform role
plays since they felt like actresses. Also, with the use of games the participation of the
students increased. The idea of winning the games motivated the students to pay attention
and answer the questions. For them, speaking in English is easier than writing unknown
words and reading texts that they do not understand. As well, these kinds of activities
avoided that they could feel fear at the moment of answer.
Besides, when students were performing a role play or playing a game their
classmates could learn new vocabulary and expressions they did not know. The girls
worked together all the time and they improved their cooperative work. They recognized
the role play as a tool for improving the learning of English, especially the speaking skill.
Through role plays they had the opportunity to show what they had learned and these kinds
of activities helped them to feel more comfortable in front of a lot of people.
Furthermore, through the questionnaires and interviews applied, the fourth graders
expressed they like to speak in English as the following graphic presents:
76
4. TE GUSTA HABLAR EN INGLES?

0%
NO RESPONDE
13%
NO
0%
SI
87%

Most of the students like to speak in English considering they had learned how to
say new things such as the weather, the greetings, the months of the year, the numbers and
so on. Some of the students felt ashamed when they were with foreign people, because they
could not speak with them in English, but in the course of the English classes they learned a
lot of things (vocabulary, expressions, correct pronunciation or words) and now they feel
more confident with their speaking skill. The majority of them liked to speak in English
since now they know how to do it.
Finally, while the students played games and performed role plays they could
learned from the teacher and their classmates. They could correct some pronunciation
mistakes they made during their presentations. Now, they pay attention to aspects such as
the intonation and the stress because they know that if they pronounce well, the idea they
want to transmit can be better understood.
77
Chapter 7
Conclusions, limitations, implications and recommendations
The following chapter presents the conclusions of this project after the
implementation of role plays and games in the English classes. In addition, the limitations,
implications and recommendations of the current research are stated.
Conclusions
After the implementation of this project in the fourth grade students of Liceo
Femenino Mercedes Nario, the following conclusions were established:
Through the implementation of role plays and cooperative and competitive games,
the fourth grade students of Liceo Femenino Mercedes Nario developed their speaking
skill in a fun and interesting way, due to the fact that these strategies permitted students to
use the language in real and communicative situations according to their English level such
as saying the weather, describing physically a person, expressing qualities and defects of
people, using daily expressions, greetings, etc.
The fourth grade students increased their vocabulary through the use of role plays
and games in their classes. In this way, the vocabulary provided by the teacher during the
intervention of the current project was internalized. This vocabulary was related to topics
such as the weather, the months of the year, personal and possessive pronouns, personal
information, nationalities, numbers, sports, food, etc. The games, specifically, motivated
the students to put into practice the vocabulary explained by the teacher and used it in order
to communicate with their classmates and answer questions.
78
In contrast to the oral production of the students before the pedagogical proposal
was carried out, during all the process of implementation of role plays and games, there
was a notorious progress in the speaking skill of the students. Now, they have the ability to
answer questions and express aspects such as their likes and dislikes, their qualities, their
defects and also, talk about their personal information and help their partners in a
performance or game.
Role plays and games contribute as activities to the stimulation of the oral
participation of the students in the English class. These activities were enjoyable for the
girls and permitted them to know they can communicate ideas employing another language
which in this case is English. Role plays and games were effective activities that helped the
students to develop the speaking skill, creating an appropriate environment in which the
girls could feel confidence and security when they speak in English, avoiding problems
related to fear and anxiety that can affect the oral expression.
Finally, through role plays and games there were a lot of changes in the speaking of
the students. The girls started to participate in the classes speaking in English, they were
able to put in practice the vocabulary that the teacher gave them after playing a game or
performing a role play; they improved their pronunciation and they were able to recognize
the importance of speaking in English not only in their academic life, but also in a future
when they can use English as a tool for having a better lifestyle.
Limitations
On the other hand, although this was a process which contributed a lot to the
development of students, there were some limitations that affected the process of the
implementation of the pedagogical proposal.
79
One of the limitations was the lack of time for the classes. Since the beginning of
the implementation there was a problem related to the schedules of the students and for that
reason the English classes started late. Besides this, the time set for each of the classes was
less than 45 minutes because the teacher and the students spent at least 15 minutes
organizing the chairs and tables of the English laboratory. For that reason, in each class the
time was enough only to do an activity and in some cases the teacher had to divide the
session into two in order to finish the activities and explain the topics well.
Another limitation was the cancellation of classes. At least 7 classes were missed
because of pedagogical meetings, hoisted flags, or presentations related to other subjects.
Although the teacher had a schedule it was not possible to fulfill all the topics and
activities.
In spite of these inconveniences related to the lack and loss of time it was still
possible to achieve the goals proposed at the beginning of the project. However, it is
necessary to take into account some recommendations or suggestions in order to improve
the use of role plays and games as tools in English classes.
Implications
This research project presents some practical implications that will contribute
positively to other studies.
In light of what was said, it is necessary to recognize that the theory employed for
the development of this study will contribute to future researchers to better understand
concepts such as role play, games, speaking skill, pronunciation, and the Communicative
Language Teaching approach. The future researchers who will be interested in topics
related to this project can go back to the theoretical background and take advantage of
them.
80
On the other hand, this study will help teachers to understand the importance of
developing the speaking skill in children and the relevance of using other kinds of activities
such as role plays and games to motivate the students to speak in English. Moreover,
teachers can find this research project interesting since they can consider the possibility to
break with the routine of a traditional class in which the students have to focus their
attention mainly on grammatical aspects. They can motivate the students by demonstrating
to them that learning English can be fun and enjoyable.
Recommendations
One of the most important aspects that the teacher has to take into account is his or
her attitude in front of the students. If the students feel the teacher has a positive attitude
and if the teacher offers a good input, they will feel motivated to play the games and
perform the role plays and they will participate actively in all the activities the teacher
proposes.
Also, from the beginning of the implementation it was necessary to establish some
rules in order to avoid bad behavior such as disrespect, lack of discipline, or disorder that
can affect the students' confidence when speaking English. It is important to emphasize that
a game is just a game and there is not a problem if they answer wrong. It is essential to
motivate the students when they are performing, if they feel that their effort is appreciated
they will participate more and trust themselves.
It is necessary to offer the students an environment in which they can learn English,
this means give the students different resources, expressions, and vocabulary that they can
use for their benefit.
81
Finally, if there is an opportunity to continue working with this project, it could be

good if the researcher includes the development of the listening skill. As was mentioned in
the theoretical framework of this study, listening and speaking abilities are connected in
many ways and with the development of one of them the other one can be improved.
Regarding the activities that this project proposed, teachers could include some others that
can be closely related to the listening skill, not only role plays and games, but also songs
and some short films that can increase the participation and motivation of the students.
With the implementation of role plays and games, the students realized that English is not
boring or difficult, so if teachers offer students different kinds of activities they will find
that learning English is interesting and exciting.
82
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87
Appendixes
Appendix 1: Questionnaires
UNIVERSIDAD PEDAGGICA NACIONAL

FACULTAD DE HUMANIDADES
ENCUESTA A PADRES DE FAMILIA
Apreciado acudiente, la siguiente es una encuesta de reconocimiento en el marco del
Proyecto de investigacin en el Aula que adelanta la estudiante de la Universidad
Pedaggica Nacional, Camila Alexandra Corts, en el curso 402 como parte de su prctica
pedaggica en el rea de ingls.
La siguiente encuesta tiene como objetivo la caracterizacin del contexto social y
acadmico en el que se encuentran los estudiantes con el fin de proponer un proyecto que
ayude a mejorar algunos inconvenientes relacionados con el aprendizaje de la lengua
inglesa. Agradecemos de antemano su colaboracin y honestidad al responder la encuesta.
ENTORNO FAMILIAR
1. Personas que viven en casa
Padre
Madre
Hermanos
Abuelos
Otras personas. Quines?

2. Estudios de la madre. Marque con una X los estudios acadmicos ya
finalizados.
Primaria
Bachillerato
Estudios superiores
3. Estudios del padre. Marque con una X los estudios acadmicos ya finalizados.
Primaria
Bachillerato
Estudios superiores
4. Mantiene dilogo con sus hijos respecto a problemas escolares, personales, etc.?
Siempre
A veces
Cuando tengo tiempo
Nunca
88
5. Tiene normas de convivencia establecidas en casa?
Si.
Cules?___________________________________________________________
No
6. Qu temas les preocupan ms respecto a la educacin de su hija?
(Seale alguno/s)____________________________________________________
7. Qu valores se viven o se fomentan en casa?
Respeto
Libertad
Igualdad
Tolerancia
Cooperacin
Solidaridad
8. Su lugar de residencia se encuentra cerca de la institucin educativa de su hija?
Si
No
9. Cul o cules de los siguientes servicios tiene el nio en casa?
Telfono
Luz
Agua
Internet
Gas natural
Televisin por cable.

AMBIENTE CULTURAL
1 Tiene libros en su casa?
Si
No
2 .La mayora de libros que tienen en casa son de
Consulta
Entretenimiento
Otros
Cules? ________________________________________________
89
3. Asisten a actividades culturales?
SI
No
Si la respuesta es afirmativa a qu actividades culturales asisten?
Cine
Teatro
Conciertos
Otros:
_____________________________________________________________
4. Conoce las actividades culturales ofrecidas en su localidad?
Si
No
Cules?_____________________________________________________________
AMBIENTE ESCOLAR
1. En casa Cunto tiempo estudia al da su hija? _______ Horas.
2. Le ayudan a estudiar en casa?
Siempre
Casi siempre
Algunas veces
Casi nunca
Nunca
3. Si usted no ayuda a su hija, o slo lo hace en algunas ocasiones. Cul es la
causa?
Falta de tiempo
Falta de conocimiento
Le ayuda alguien ajeno al hogar
No necesita la colaboracin
4. Cul es la persona que comparte ms tiempo con su hija?
Padre
Madre
Hermanos mayores
Abuelos
Otros
Quines?________________________________________________________
90
5. Est interesado en que su hija aprenda ingls?
Si
No
Por qu? __________________________________________________________
6. Cul o cules de las siguientes habilidades considera usted que su hija debera
mejorar en el rea de Ingls?
Lectura
Escritura
Habla en ingls
Ejercicios de escucha en ingls
Todas
91

ENTREVISTA A ESTUDIANTES DEL GRADO 402
La siguiente encuesta tiene como fin recolectar informacin sobre tu clase de ingls
con el fin de mejorar tu proceso de aprendizaje en esta materia. Agradezco la respondas de
la manera ms completa y clara posible.
1. Te gusta el ingls?
Si
No
Por qu?_________________________________________________
2. Te gusta tu clase de ingls?
Si
No
Por qu? __________________________________________________
3. Qu actividades realizas en tus clases de ingls?
Escribir
Leer
Hablar en ingls

4. Te gusta participar en tus clases de ingls? Si la respuesta es SI responde la
pregunta 5
Si
No
Por qu? ___________________________________________________________
5. Si participas en tus clases de ingls lo haces:
Siempre
Muchas veces
Pocas veces
Nunca
Por qu? ___________________________________________________________
6. Qu actividades te gustara hacer en tus clases de ingls?
Leer
Escribir
Hablar en ingls
92
7. Te gustara hablar en ingls?
Si
No
Por qu? _______________________________________________________
8. Qu actividades para hablar en ingls te gustara desarrollar?
Lecturas de fbulas y cuentos
Dilogos
Obras de teatro
Otra, Cul?
_____________________________________________________________
93

ENTREVISTA A ESTUDIANTES DEL GRADO 402
La siguiente encuesta tiene como fin recolectar informacin sobre el ambiente social
y acadmico en el que te encuentras, para poder realizar un proyecto que permita mejorar
tus procesos de aprendizaje en el rea de ingls. Agradezco la respondas de la manera ms
completa y clara posible.
1.
Cuntos aos tienes? _________
2.
Quines viven en casa contigo?
Mam
Pap
Hermanos o hermanas
Otro adulto Quin?

_________________________________________________
3.
En casa, Quin te ayuda con tus tareas?
Nadie
Mam
Pap
Hermanos
Otro adulto
4.
Generalmente Cmo vas de tu casa a la escuela?
Caminando
Bicicleta
Autobs o Transmilenio
Carro
Te gusta ir al colegio?
Si
No
5.
Por qu?____________________________________________________
94
6.
Cul es tu materia favorita? Marca solo una de las opciones.

Matemticas
Espaol
Educacin fsica
Ciencias sociales
Ciencias naturales
Religin
Ingls
Artes
Por qu? __________________________________________________
7.
Cul es la materia que menos te gusta?

Matemticas
Espaol
Educacin fsica
Ciencias sociales
Ciencias naturales
Religin
Ingls
Artes
Por qu? _________________________________________________
8.
Qu haces en tu tiempo libre?
_____________________________________________________________
_____________________________________________________________
______________________________
95
Appendix 2
Field Notes
DATE: 17/02/2014
OBSERVATION
REFLECTION AND IMPORTANT
NOTES
-The organization in groups is good but
-The teacher and the students arrive to the
many times the students who are in the
classroom; the teacher starts to organize the
back part of the classroom feel unheard
students in group of 5 people. She spends the
and for that reason they scream when
first 10 minutes of the class doing that.
the teacher ask. The teacher is always
- While the teacher is organizing the groups the
on the front side instead of changing
students are talking and playing.
the place.
- When the majority of the students are organized - Students do not observe to much the
the teacher asks them to bring out the English
material that teacher employs, maybe
notebook.
because it is not very flashy.
- The students bring out the notebook and they
- Many times when teacher is
start talking about what they did last class
explaining, some students get close to
(creation of a character for writing a story).
her in order to ask for something, and
- The teacher who is always located on the front the teacher stops the explanation and at
of classroom asks the students if they remember
the same time the rest of the classroom
the homework that she left last class.
start disorganized.
- The students answer that they did the
- The students could be interested in
homework. One of them who is in the first group reading because in the moment they
(on the front) answers that the homework was
receive the reading they start to read
about searching the name of the fruits and some
without regardless if they dont
pictures about the same topic.
understand some words.
- At the same time some students who were in
- Teacher does not give them enough
the back part of the classroom start to scream
time to answer and that could be an
answering the same.
obstacle or impediment for
- Next, the teacher asks for the silence and writes participation in class.
on the blackboard the date and the topic of the
- Because of the organization some
session likes and dislikes.
students are not looking at the teacher
- While the teacher is writing on the blackboard,
and they become absentminded.
the students talk in the groups, some of them talk
about the homework and show their pictures to
the others and some groups just talk about other
things that are not related in English.
-Teacher asks them if they remember the topic
that they worked last class and she without
waiting says we saw the description of the
characters that we are going use in the story that
we are going to create.
- Then the teacher starts to paste so images on the
96
blackboard (images= heart/ like/children), then

she writes some words (he-she) in front of the
childrens pictures and then she scolds students
for making noise.
- The students are quiet; some of them are
distracted looking to other places of the
classroom.
- Teacher says that they are going to see likes
and dislikes.
- Teacher uses images and asks the students if
they recognize the images. Some students answer
screaming loves like, a boy and a girl.
- The teacher says that they are right and explains
the topic. She asks for example in they like to
help in their homes and majority answer yes.
- After the explanation teacher gives the students
a short reading composed by 7 lines about likes
and dislikes.
- The students start reading, but the teacher says
that they are going to read together and when
they hear words that are in the blackboard they
have to say stop. She starts reading and the
majority of the students are participating. Some
students are not paying attention to the reading;
they were talking about other things.
-Then when the reading ends, the teacher asks
them to write a sentence taking into account the
topic that they saw.
-Students stars to do the activity, some of them
go where the teacher is and ask some questions;
the teacher screams and says that she only wants
a short sentence and gives an example.
- Some students start to work, the rest start
talking and playing.
- Some students compare their sentences with a
partner or ask for an explanation.
- Finally, the teacher gathers the notebook and
students go out.
97
DATE: 18/02/2014
OBSERVATION
REFLECTION AND IMPORTANT
NOTES
-Maybe the teacher is not aware of the
-The teacher arrives, she says hello to the
needs of guidance that students have
students and then asks me if I could take care of when they are reading because
the students while she goes out and talk with the sometimes, students ask me for some
principal.
unknown words while the teacher was
- Some students are sitting and others are
out.
talking about the last class.
- The students are interested in the
- When the teacher arrives she says that students reading because they do the reading
have to read some reading el caballo mgico
activity in a good way. They read
de Han Gan by Chen Jian Hong.
aloud and share some ideas with their
- Then the teacher gives the students some
partners.
papers with the story and tells me that she has to - The esthetic of the paper was not
go out again and asks me to help her care of the good, it was difficult to read.
students.
- Some students like to reread in order
- When the teacher lefts the classroom the
to understand better the idea of the
majority of the students start the activity of
text.
reading. Some of them where doing other
- The time was not enough because the
things such as talking and organizing their
reading was long and some students
personal belongings.
did not finish- The majority of the students read by pairs as
- The work in pairs is good because
the teacher said in the instruction, but there is
the students can solve their doubts
one student who is alone.
with help from their classmates.
- Then the teacher writes on the blackboard
- Students prefer to read aloud that
some questions related to the reading and the
mentally, maybe they consider that
students start to write the questions on the
they can understand better the reading.
notebook.
- The teacher says that the girls need to answer
those questions in order to prove if they
understand the Reading. The students work,
some walk around the classroom and 10
minutes later the teacher says that as homework
they need to complete the activity.
98
Appendix 3
Interview
1. Te gusta la clase de ingls? Por qu?
2. Has notado algn cambio en las clases de ingls? Qu cambio?
3. Sientes que has aprendido en clase de ingls?
4. Qu has aprendido en las clases de ingls?
5. Qu expresiones o palabras aprendiste en la clase de ingls?
6. Sientes que has mejorado alguna o algunas habilidades en ingls?
7.
En cul?:Escucha, habla, escritura o lectura
8. Qu es lo que ms te gusta de las clases de ingls?

9. Qu te gustara cambiarle a las clases de ingls?
10. Te gustaron las actividades realizadas por la profesora en la clase de ingls
relacionadas con juegos y con juegos de rol? Por qu?
11. Crees que a travs de los juegos y los Role Plays pudiste mejorar tu habilidad de
habla? Por qu?
12. Crees que puedes expresar tus ideas y sentimientos utilizando el ingls?
13. te gust trabajar en grupo o en parejas a la hora de realizar las actividades?
14. Participaste en tu clase de ingls? de qu manera?
99
Appendix 4
ENCUESTA A ESTUDIANTES DEL GRADO 402
parare conocer los cambios presentados al implementar juegos y Role Plays en tus procesos
de aprendizaje, especialmente en la habilidad oral.
1. Te gusta el ingls?
Si
No
Por qu?_________________________________________________
2. Te gustan aprender jugando en tus clases de ingls?
Si
No
Por qu?
_________________________________________________________________________
_________________________________________________________________________
3. Te gusta actuar en tus clases de ingls?
Si
No
Por qu?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. Te gusta hablar en ingls?
Si
No
Por qu?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. Sientes que has aprendido ms jugando y actuando en tus clases de ingls?
Si
No
Por qu?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
100
Questionnaire 2
para reconocer los cambios presentados al implementar juegos y role plays en tus procesos
de aprendizaje, especialmente en la habilidad oral.
1. Te gusta la clase de ingls?

o Si
o No
2. Qu habilidad practicaste o desarrollaste ms en tu clase de ingls?
o Lectura
o Escritura
o Habla
o Escucha
o Todas
3. De este listado, marca lo que consideres que aprendiste en tu clase de ingls:
o Describir personas y cosas.
o Deletrear palabras.
o Trabalenguas, rimas o canciones.
o Rutinas diarias.
o Responder preguntas personales como mi nombre, edad o telfono.
o Seguir instrucciones en ingls.
o Mantener conversaciones cortas con mi profesora
o Mantener conversaciones cortas con mis compaeras.
4. Te gusta hablar en ingls despus de la experiencia con juegos y juegos de rol?
o Si
o No
5. Crees que con los juegos aprendes mejor ingls?
o Si
o No
Por qu?
______________________________________________________________________
______________________________________________________________________
____________________________________________________
101
6. En las clases pudiste expresar tus ideas y sentimientos haciendo uso del ingls?
o Si
o No
7. Crees que a travs del uso de los juegos y role plays puedes mejorar tus procesos
de habla en ingls de una manera ms sencilla?
o Si
o No
Explica
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________
102
Appendix 5
Checklist
This checklist was taken from Authentic Assessment for English Language Learners by J.
Michael O'Malley and Lorraine Valdez Pierce, Addison-Wesley Publishing Company
(1996).
103
Appendix 6
Informed Consent
LICEO FEMENINO MERCEDES NARIO
Para padres de familia curso 402
Apreciados padres de familia, reciban un cordial saludo.
El presente comunicado tiene como fin solicitar su autorizacin para que su hija participe
en la implementacin de un proyecto de investigacin a cargo de la docente en formacin
Camila Corts Jaimes, estudiante de Licenciatura en Educacin bsica con nfasis en
espaol e Ingls de la Universidad Pedaggica Nacional.
Objetivo: El objetivo del proyecto es lograr una mejora en el proceso de aprendizaje de su
hija en el rea de ingls teniendo en cuenta lo establecido por el Ministerio de Educacin
Nacional a travs de los estndares bsicos de competencias en el rea de lengua extranjera,
ingls.
Actividades: Las actividades a realizarse sern llevadas a cabo en el colegio durante las
horas de la clase de ingls.
Actividades del proyecto: La idea principal del proyecto est enfocada a la mejora de la
habilidad de habla (speaking skills) en ingls por parte de las estudiantes, para lo cual se
realizarn actividades didcticas que incentiven a la estudiante, tales como juego de roles y
dramatizaciones en ingls.
Instrumentos de recoleccin de la informacin:
Se realizarn observaciones, para lograr una caracterizacin del grupo y atender a las
necesidades educativas de este. Asimismo, se llevarn a cabo entrevistas las cuales rendirn
cuenta del progreso en los procesos de aprendizaje de las nias y la recoleccin de material
audio visual ser indispensable como prueba de la ejecucin del proyecto.
Los participantes del proyecto podrn

o Abandonar el proyecto bajo decisin propia o de sus padres
o Conocer la utilidad
o Conocer la informacin personal que cada uno aporte a la construccin del
proyecto.
La participacin de los estudiantes en este proyecto ser del 05 de marzo de 2014 hasta el
12 de junio de 2015(fecha aproximada)
104
CONFIDENCIALIDAD
La informacin obtenida durante el estudio es confidencial. El nombre real del estudiante
no ser usado en el documento, el portafolio y las evidencias permanecern en un lugar
seguro y nadie diferente a los estudiantes y el investigador tendr acceso a las mismas.
COSTOS
El estudio no tendr ningn costo para el padre de familia o el estudiante.
PREGUNTAS
Si existe alguna duda con respecto a la participacin dela estudiante en el estudio, por favor
comunquese con Camila Corts Jaimes al 301 5383387
AUTORIZACIN
LA PARTICIPACIN EN ESTE ESTUDIO ES VOLUNTARIA. La estudiante puede
retirarse voluntariamente del estudio, o el padre de familia puede retirarlo en cualquier
momento sin que ninguno de los dos se vea afectado por la decisin. El hecho de formar
parte o no del estudio no tendr influencia alguna en la situacin escolar del estudiante.
Autorizo a mi hija ____________________________________________________
Edad_____
Para participar en el proyecto de investigacin a cargo dela docente en formacin Camila
Alexandra Corts.
Padre de familia o acudiente: __________________________________________
Firma__________________ C.C.: _________________
Fecha___________________________
105
Appendix 7
Lesson plan 1
Goal: To ask and answer personal information.
General Learning Objective: At the end of this lesson plan the students will be able to ask
and respond for personal information related to greetings, name, age, and nationality,
address and phone number.
Specific objectives:
To recognize and express greetings
To recognize and use the vocabulary related to nationalities.
To be able to use verb to be to interact about personal information
To recognize the differences among the students.
Date: first week
Topic: Giving and asking for personal information
Total time: 45 minutes

Resources: Role plays (outline) and video (smart board).
Grouping(s)
Time
Whole class
10 minutes
Whole class
5 minutes
Opening:
To introduce the topic, employing a video of real situation
in which people meet new friends.
Pre-activities
Activity 1: speaking activity. The teacher is going to ask
the students
What did you hear?

What words did you recognize?
Then, they are going to repeat some important expressions
106
such as I am, My name is, My address is, I am from

While-activities
Activity 1: the teacher gives the students the instructions
for performing a role play (restaurant and airport). The
students have to create the dialogue (write the conversation)
and practice.
Groups of
five students
15 minutes
Group of five
students
15 minutes
Role plays:
Restaurant: You and your friends are in the restaurant of
the school there is new student sitting in the next table, she
is alone so you and your friends talk with her in order to
make her feel comfortable.
Airport: You are with your friends in and airport because

you are going to travel but there is a problem with your
tickets so the flight attendant asks your name, age, address,
phone number.
Post-activities
Performance or presentation of the role plays: the groups of
students are going to perform the dialogues that they create
in front of their partners.
Learning Outcome
To greet correctly, to express and understand ideas about their personal information.
Assessment
Active participation
The checklist of evaluation explained in chapter 3.
Homework
The students have to ask a friend or a classmate from another grade some aspects of
his/her personal information such as his/her age, full names, address, phone number and
copy this information in the notebook for sharing the next class.
Appendix 8
107
Lesson plan 2
Goal: to spell familiar words correctly.
General Learning Objective: At the end of this lesson plan the students will be able to
recognize the letters of the alphabet and spell familiar words correctly .
Specific objectives:
To recognize the letters of the alphabet and the correct pronunciation.
To spell familiar words such as names, animals and objects.
To be able to write words spelled by the teacher.
Date: Second week
Topic: Spelling familiar words
Total time: 45 minutes

Resources: Game (board, markers, poster, cards with the words) and song of the alphabet.
Grouping(s)
Time
Whole class
10 minutes
Whole class
5 minutes
The class
divided into
two teams
20 minutes
Opening:
To share the information obtained in last session.
To introduce the topic, employing a song of the alphabet.
Pre-activities
Activity 1: the students are going to sing the song and then
they are going to repeat the alphabet taking into account a
Chart that is stuck on the board which contains the letters.
While- activities
Activity 1: the teacher explains the students the game that
they are going to play Tic Tac Toe Spelling
She is going to divide the students into two teams. Alternate

108
taking turns, by giving a student on the first team one of the

spelling words to write on the board.
If the word they write is spelled correctly, the student puts
up the X or O for their team. If it is incorrect, share the
correct spelling, but the student does not put up an X or O
for the team. Then it is the other team's turn. The activity is
going to continue until the Tic Tac Toe board has a winner!
After that, the students will participate in a short dialogue in
which they have to spell some words answering questions
such as: what is your name? How do you spell it?
Post-activities
The teacher is going to spell some words and the students
have to copy the words on a piece of paper. After that, the
students are going to spell some words and the teacher has
to copy those words on the board.
Individual
10
And whole
class.
Learning Outcome
To spell correctly and recognize the letters of the alphabet taking into account the correct
pronunciation.
Assessment
Active participation.
The dictate.
Homework
The students have to spell the names of two members of their family and copy the names
on the notebook for sharing the next class.
109
Appendix 9
Video 1
https://youtu.be/k_8toudidaQ
Time: 2:02
Place: English Laboratory-Liceo Femenino Mercedes Nario
Participants: 38 Students (402)
Scene 1
Topic: Numbers
The first moment of the class was an explanation of the numbers from 1 to 100. After that,
the teacher explained the rules of the game. Then, the idea was that the students selected
two pieces of cardboard which had numbers written on them. They had to add the numbers
and to say the answer of the operation
Scene 2
Topic: Diagnosis
In this class the students played a game (diagnosis) in which they had to take a flag from
the board and if they wanted to win the flag they had to answer a question related to the
topics that they saw in previous classes. The winner was the group that collected the
majority of the flags. In this scene, the teacher asked the student: Can you tell me five
fruits in English? And the student answered well.
110
Appendix 10
Video 2
https://youtu.be/KDroMTQpH5o
Time: 1:40
Scene 1
Topic: Diagnosis
In this class the students played a game (diagnosis) in which they had to take a flag from
the board and if they wanted to win the flag they had to answer a question related to the
topics that they saw in previous classes. The winner was the group that collected the
majority of the flags. In this part of the video, there were two students who had to take the
flag, each one of the flags had a question and they answered the question right. All the
students worked together in order to answer the questions.
Scene 2
In this part of the video the students answered the questions and they won the flags. There
was a question that the majority of the groups could not answer, one of the groups could
answer that question and for that reason they won two flags.
111
Appendix 11
Video 3
https://youtu.be/2oG8h9hzjn8
Time: 3:48
Scene 1
Topic: Personal information
Scene 1: In this class the students had to perform a role play in which one of them acted as
an interviewer and the other one acted as a person who is looking for a job. This scene
presents the students practicing the role play the teacher gave them.
Scene 2, Scene 3 and Scene 4
After practicing the role plays the students performed in front of the rest of the class, some
of them made mistakes in terms of pronunciation but then they corrected the mistakes and
pronounced well the words.
112
Scene 5
Topic
Free topic (likes and dislikes, food, colors)
In this class the students had to perform a role play in which they selected the topic, the
teacher gave them some role plays and they could choose their favorite. They had 15
minutes to prepare the role play and then acted in front of the students.
113
Appendix 12
Transcription of interview
Student 3
Student: Si, porque me divierto con mis amigas jugando y participando.
Student: Si, la profe es chvere y ya no escribimos cosas en el cuaderno que no
entendemos.
Student: Si, ya se ms palabras en ingls.
Student: Nuevas palabras y verbos.
Student: Los meses del ao, el clima, los deportes y la comida.
Student: Si
7.

Student: Habla

Student: Me gusta aprender ms palabras porque cuando viaje afuera puedo hablar
con los dems.
Student: Que los juegos no sean tan cortos.
Student: Si, porque as podamos aprender mejor las cosas y de una manera
divertida. Uno siempre estaba poniendo atencin a las clases y a las compaeras.
114
habla? Por qu?
Student: si porque practico las palabras que la profe nos explic antes.
Student: si
Student: Si, creo que as nos ayudbamos ms si no entendamos o sabamos la
respuesta y se nos quitaba el miedo.
Student: Si, cuando no entenda algo, preguntaba. Y cuando jugbamos
participamos mucho, como por ejemplo en el de las banderitas y en las actuaciones
y en los ensayos de las actuaciones si no sabamos cmo se deca una palabra le
preguntbamos a la profe para presentarnos sin cometer errores y hacerlo bien.
115
Student 9
Student: Si, porque no es como las otras clases en las que se escribe mucho en el
cuaderno y se lee a cada rato. Se hacen muchas cosas diferentes
Student: Si, ya no no la pasamos escribiendo frases que no entendemos. Hacemos
juegos y role plays
Student: Si, ya se ms vocabulario y hablo sin que me de miedo.
Student: a decir muchas cosas y hablar en ingls.
5Qu expresiones o palabras aprendiste en la clase de ingls?
Student: como saludar y despedirme, las cualidades y defectos, como se dicen los
deportes, ehhh el clima, los colores, los nmeros.
Student: Si
7. En cul?: Escucha, habla, escritura o lectura
Student: Habla y escucha.
Student: Que aprendemos muchas cosas y no nos aburrimos, no la pasamos jugando
mientras aprendemos palabras en ingls.
Student: que las dramatizaciones se pudieran hacer de ms gente, no solo dos.
Student: Si, porque nos divertamos mucho todas. Era motivante.
habla? Por qu?
116
Student: si, me gustan los role plays porque se repiten palabras, aprendo de mis
compaeras y mejoro pronunciacin
Student: si
13. Te gust trabajar en grupo o en parejas a la hora de realizar las actividades?
Student: Si, todas estbamos pendientes de ayudar a la que tena que responder para
ganar ms puntos. No nos daba miedo pasar adelante porque sabamos que se poda
pedir ayuda y nos ayudbamos si a una se le olvidaba algo
14. Participaste en tu clase de ingls? De qu manera?
Student: ehhh pues, en los juegos cuando queramos ganar y era nuestro
turnoentre todas decamos las respuestas y tambin en las presentaciones cuando
nos tocaba actuar de a parejas y lo que habamos practicado.
117
Student 15
Student: Si porque es divertida, aprendemos muchas cosas y la profe est siempre
ayudndonos.
Student: ya no son de solo escribir, ahora jugamos y hacemos presentaciones de a
parejas.
Student: si
Student: ya podemos hablar ms en ingls.
Student: Como saludar a los dems, como decir cmo est el clima, los meses del
ao, aprendimos una cancin de los meses, tambin se decir las cualidades de mis
amigas y se decir los nmeros como el de la casa y eso.
Student: si
7. En cul?:Escucha, habla, escritura o lectura
Student: habla
Student: que no es como las otras clases en las que le califican a uno todo.
Student: Que algunas nias respetaran cuando uno est hablando, porque a veces
uno est hablando y no respetan el turno.
Student: si, porque era chvere como uno iba aprendiendo mientras se diverta. Por
ejemplo ese juego el de la memoria era chvere porque si uno ganaba el grupo
118
ganaba y tena la oportunidad de repetir y adivinar otra pareja y mi grupo gan tres
veces seguidas.
11. Crees que a travs de los juegos y los role plays pudiste mejorar tu habilidad de
habla? Por qu?
Student: si, porque practicamos mucho y no nos daba pena
Student: si, aunque a veces no s cmo decir muchas frases largotas.
Student: si aunque a veces las nias de otros grupos no nos escuchaban.
Student: si, participbamos en los role plays cuando actubamos como otra persona
por ejemplo el de los entrevistadores de trabajo y los que buscaban trabajo. Era
chvere porque uno no tena miedo de equivocarse y si pasaba todos nos
corregamos.
119
Student 21
Student: si, porque es muy chvere. Aprendemos muchas cosas nuevas y no es
aburrida.
Student: Si, hacemos juegos y role plays.
Student: Si, hemos aprendido muchas palabras nuevas y a decir muchas cosas en
ingls.
Student: a decir muchas palabras en ingls.
Student: los meses, los nmeros hasta el 100, el clima, los defectos y cualidades
como beautiful, intelligent, Smart, kind, y cmo era la otra? Friendly?
Student: si
7.

Student: En habla y en escucha

Student: Que podemos trabajar en grupo y preguntarle a las compaeras. Entre
todas nos ayudamos.
Student: Nada
Student: si porque jugbamos mucho y hacamos dramatizaciones, en los grupos
aprendamos mucho porque nos ayudbamos, si uno no saba le preguntaba al
grupo y as no se perdan puntos. En los juegos como el del concntrese nos
120
ponamos de acuerdo para ir memorizando cada pareja y nos repartimos, por eso el
grupo 4 gan.
habla? Por qu?
Student: si porque le perd el miedo a hablar en clase y los juegos nos motivaban,
nos hacan participar ms.
Student: A veces.
Student 24: Si porque la profe nos dej hacernos como queramos en los grupos,
siempre nos tocaba con un compaero que queramos y as no pelebamos. Nos
sentamos mejor.
14. Participaste en tu clase de ingls? De qu manera?
Student: Si, jugando con mis amigas y ayudndoles con las respuestas, tambin hice
mis presentaciones cuando a mi grupo le tocaba y ganamos puntos y banderas para
nuestro grupo.
121
Appendix 13
Student C: es un lenguaje que necesito para hablar en otros pases, por eso es muy
importante
Questionnaire, March 12th, 2015.

Student D as podra viajar a otros pases que hablen ingls, tambin podra hablar en
ingls con mis amigos

Student E se abren puertas

Student F me puedo comunicar con personas de otro pas
122

Student G me ayudara en un futuro para estudiar o trabajar en otro pas

Student H para que las cosas que no entienda que tenga lenguaje de ingls las pueda
leer

Student I porque jugando y diciendo palabras en ingls puede aprender arto en clase
ingls

123

Developing Oral Skills Through Games and Role Plays in Fourth Grade Students of Liceo Femenino Mercedes Nariño School

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Developing Oral Skills through Games and Role Play in fourth grade students

of Liceo Femenino Mercedes Nario School.

Camila Alexandra Corts Jaimes

Universidad Pedaggica Nacional

Bogot D.C. April 2015

RESUMEN ANALTICO EN EDUCACIN-RAE

Lamprea Abril, Nathalia

Bogot. Universidad Pedaggica Nacional. 2015, 123 p.

Universidad Pedaggica Nacional

Habilidad oral, vocabulario, role plays, juegos, pronunciacin.

Ttulo del documento

Corts Jaimes, Camila Alexandra

Fecha de elaboracin del

Communicative language teaching ............................................................................. 43

To provide children with specific vocabulary to develop communicative skills.

To employ games in classes as a tool to improve speaking skills in the students.

To use role play as a tool to internalize the concepts of English classes.

means that he can carry on a conversation reasonably competently (p.267). In addition, he

Figure 1: OLearys cycles of research.

Figure 2: The action research spiral.

Role plays and games to

Role plays and games to

improve the participation

Role plays and games to

Pedagogical intervention Objectives

To improve the identification and knowledge of vocabulary by means of the

To improve the English learning process by means of cooperative work.

To talk about myself

and countries in a real

are you from? and

some topics and also

what is their favorite

To be able to use the

To be able to use the

To be able to use all

Role plays and games to foster vocabulary

Figure 3. Questionnaire, March 12th, 2015.

Student A: Good afternoon my name is Valentina.

Figure 4. Questionnaire, March 12th, 2015.

Figure 5. Questionnaire, March 12th, 2015.

Figure 6.Questionnaire, March 12th, 2015.

Figure 7. Questionnaire, March 12th, 2015.

Figure 8. Questionnaire, March 12th, 2015.

Me gusta hablar en ingls porque puedo aprender a pronunciarlo mejor

Figure 9. Questionnaire, March 12th, 2015

Figure 10. Questionnaire, March 12th, 2015.

Porque puedo pronunciarlo ms (Student 14)

1 TE GUSTA LA CLASE DE INGLS?

Figure 12. Analysis of questionnaire, March 12th, 2015.

4. TE GUSTA HABLAR EN INGLES?

Figure 13. Analysis of questionnaire, March 12th, 2015

Figure 14. Questionnaire, March 12th, 2015

Porque me gusta participar (Student 17)

Figure 15. Questionnaire, March 12th, 2015

Figure 16. Questionnaire, March 12th, 2015.

Figure 17. Questionnaire, March 12th, 2015.

Figure 18. Questionnaire, March 12th, 2015.

Interviewer: Te gustaron las actividades realizadas por la profesora en la clase de

CREES QUE CON LOS JUEGOS APRENDES

Figure 19. Analysis of questionnaire, March 12th, 2015.

4. TE GUSTA HABLAR EN INGLES?

Figure 20. Analysis of questionnaire, March 12th, 2015.

Finally, if there is an opportunity to continue working with this project, it could be

Aliakbari, M. &Jamalvandi, B. (2010). The Impact of 'Role Play' on Fostering EFL