The Degree of Applying the Role- playing Strategy in Teaching English Language (EL)

Abstract

For the importance of EL in individual’s life, all those who interest in this field seek for strategies and methods that could facilitate learning EL.

This study aimed to identify the degree of applying the role- playing strategy in teaching English language for the basic stage from teachers’ perspectives in Tafila Governorate schools. To achieve the purpose of the study, the researchers used descriptive analytic approach, and developed a questionnaire included (35) items. Reliability and validity were checked and showed appropriate results for the purpose of the study, and those who answered the questionnaire were (150) male and female teachers of basic stage in Tafila governorate, they formed the sample of the study with a ratio of (64%) from the population of the study chosen by stratified randomly methods. The results indicated that the degree of applying role - playing strategy was mid for the instrument as a whole which included the domains of teaching English language (reading, listening, speaking, and writing). The writing domain came in the first rank; whereas, the reading domain came in the last rank. The results of Three-Way-ANOVA also showed that there are statistically significant differences at (α = 0.05) for the degree of applying role- playing strategy in teaching English language that attributed to gender, scientific qualification, and the interaction between gender, and scientific qualification, and the interaction between gender, experience, and scientific qualification. There were also no statistically significant differences at (α = 0.05) attributed to the years of experience. Finally, the results showed a positive effect in applying the role-play strategy in teaching EL. The study recommended that it is necessary for principals and supervisors to encourage teachers to use role – playing strategy in developing English language skills among the students of basic stage.