An Investigation into First-Year English-Majored Students’ Perceptions of the Use of Role-Play Technique in English Speaking Classes at Dong Nai University

Developing speaking skills remains a major challenge for many first-year English majors, particularly in EFL contexts where real-life speaking opportunities are limited. This study explores the perceptions of first-year English-majored students at Dong Nai University regarding the use of the Role-Play technique in English speaking classes. The main aim of the study is to examine how Role-Play influences students’ motivation, confidence, and overall speaking ability, as well as to identify the challenges they face when engaging in such activities. To achieve this, a quantitative approach was used, and data were collected from 75 students through structured questionnaires. The results show that most students found Role-Play to be enjoyable, motivating, and effective in improving their fluency, vocabulary, pronunciation, and creativity. Additionally, students appreciated the opportunities Role-Play provided for more natural and meaningful communication. However, some difficulties were also reported, including low confidence, limited vocabulary, and lack of preparation time. Despite these challenges, the findings suggest that Role-Play is a valuable technique in enhancing speaking skills when used with proper guidance and classroom support. The study concludes that incorporating Role-Play into English speaking lessons can create a more dynamic and student-centered learning environment that fosters greater participation and language development.