Experiential learning : the effects of role-play on self-concept and communicative competence
Loading...
Date
2005-03
Authors
Osman, Siti Rafizah Fatimah
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
This study attempts to investigate whether learners who are exposed to
experiential learning form of role-play experience a change in self-concept and oral
competence than those who are exposed to the traditional teacher-fronted approach.
Another focus of the study is to determine whether there is parallelism between the
changes that occur in self-concept and the changes that occur in oral competence.
Two groups of Universiti Teknologi Mara (UiTM) Perlis Diploma in Science Semester
2 students were selected as the subjects for the study. There were 27 students for
the experimental group and 32 students for the control group. The study was carried
out over a course of 14 weeks and began with the oral proficiency (speaking) test,
which was administered as a pre-test for both groups prior to any teaching of
speaking component. Ten sessions of speaking lessons were conducted with both
groups; the experimental group adopted role-play whereas the control group
underwent the traditional teacher-centred approach. The data were gathered
through speaking pre-test and pG>st-test, pre-test and post-test of Multi-dimensional
Test of Self-concept (MTS), on-going observations and pre and post semi-structured
interview with learners of both groups. However, learners of the experimental group
had an extra task, which required them to record their feelings, findings and
improvements in journal entries. The Statistical Package for Social Sciences (SPSS)
version 11.5 was used to analyse the speaking and MTS tests. The results revealed
that learners of both groups registered changes in self-concept and oral competence.
However, learners of the experimental group attained higher and more significant
changes in self-concept and oral competence than those of the control group.
Likewise, observations and interviews conducted with both groups and journal entries
submitted by the experimental samples supported the outcomes. Furthermore,
Pearson correlation test reveals that there is correlation between the changes in self-concept and oral competence due to the use of experiential form of role-play as a learning process.
Description
Keywords
Role-play as a learning process.