The effect of role-play on vocabulary learning and retention in Iranian EFL learners

Authors

  • Afshin Soori

    Islamic Azad University
  • Reza Kafipour

    Shiraz University of Medical Sciences
  • Taif Abdulhussein Dakhil

    Sawa University
  • Laleh Khojasteh

    Shiraz University of Medical Sciences
  • Behnam Behrosi

    Islamic Azad University

DOI:

https://doi.org/10.59400/fls.v5i2.1835

Abstract

This study aimed to investigate the impact of role-play on the vocabulary learning and retention of Iranian intermediate-level EFL learners. A quasi-experimental design with a pretest-posttest control group was employed to achieve this objective. The study consisted of 50 male intermediate students who were conveniently selected as participants. The research instruments included an Oxford Placement Test (OPT), a pretest, an immediate posttest, and a delayed posttest. During the treatment period, the experimental and control groups attended 12 classes at the institute. The conditions were identical for both groups, except that role-play was incorporated into the instructional approach for the experimental group while it was omitted for the control group. The findings indicated that role-play positively and significantly influenced the learners' vocabulary acquisition and long-term retention.

Keywords:

contextual vocabulary use; EFL learners; role-play; vocabulary; vocabulary retention

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How to Cite

Soori, A., Kafipour, R., Dakhil, T. A., Khojasteh, L., & Behrosi, B. (2023). The effect of role-play on vocabulary learning and retention in Iranian EFL learners. Forum for Linguistic Studies, 5(2). https://doi.org/10.59400/fls.v5i2.1835

Issue

Vol. 5 , Iss. 2 (September 2023)

Article Type

Article

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Copyright © 2023 Afshin Soori, Reza Kafipour, Taif Abdulhussein Dakhil, Laleh Khojasteh, Behnam Behrosi

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This is an open access article under the Creative Commons Attribution 4.0 International License.