Using the role-play at the lectern: developing “work-ready” and confident professionals

Howieson, Jill; Rogers, Shane L.

doi:10.1080/03069400.2017.1340531

Cited by 6 publications

(7 citation statements)

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“…Furthermore, the instructor's corrective feedback motivated the students to perform better. This is similar to the study where children improved their confidence through role-plays [11] as well as feeling confident and "work-ready" [12]. It was found that learning is improved when learners do make mistakes.…”

Section: Consideration In Studying a Foreign Languagesupporting

confidence: 85%

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Intensifying Language Learning Through Practice: Role-Play and The Perceptions of Japanese Medical- Related Profession Students

Samifanni

2020

AJEEL

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This article presents a descriptive mixed study regarding the perceptions of university medical-related profession students towards role-playing and their confidence in communication. Students' perception towards role-playing was determined by an open-ended questionnaire while their most important consideration in language study was measured through a seven-point Likert scale. Thematic analysis was used for the qualitative data while descriptive statistics were used to analyze quantitative data. Out of the 144 students from all the classes, 117 medical-related profession students participated in the study. Results showed that role-playing helped the students gain confidence through frequent practice of the target language. Moreover, role-playing showed improvement in the medical-related students’ oral communication skills including their non-verbal communication skills. Furthermore, the students consider practicing the target language as the most important consideration in language study. The results indicate that this study can provide substantial data towards a new approach and a paradigm shift in English language education at the university level; from grammar focused instruction to communicative approach.

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Section: Consideration In Studying a Foreign Languagesupporting

confidence: 85%

“…Role-play and real-life application (10) Importance of role-play (5); Real-life application (5) 4. Others (12) -Total (144)…”

Section: Main Textmentioning

confidence: 99%

Intensifying Language Learning Through Practice: Role-Play and The Perceptions of Japanese Medical- Related Profession Students

Samifanni

2020

AJEEL

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“…Role-play is a popular teaching technique across the helpingprofession disciplines. This includes medicine (Englar, 2019;Himmelbauer et al, 2018;Paramasivan & Khoo, 2020;Serrano et al, 2017;Vu & Barrows, 1994), nursing (Alexander et al, 2018;Doolen et al, 2014), pharmacy (Bond et al, 2017;Lucas et al, 2019), law (Howieson & Rogers, 2018), education (Kaufman & Ireland, 2016;Park & Ryu, 2019), social work (Osborne et al, 2016;Pecukonis et al, 2016), and counseling/psychology (Caltabiano et al, 2018;Gibbs, 2019).…”

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confidence: 99%

An Evaluation of Virtual Reality Role-Play Experiences for Helping-Profession Courses

Rogers

Hollett

Li³

et al. 2020

Teaching of Psychology

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Background: Providing students with virtual role-play experiences has the potential to bring counseling role-plays into large undergraduate courses. Objective: The purpose of this study was to trial a virtual reality role-play experience where students played the role of a student counsellor. Method: Seventy-three undergraduate psychology students played the role of a student counsellor interacting with a virtual client in two role-plays, one via desktop and one via head mounted display (HMD). Students provided feedback on their experience. Results: 70% of the students found the experiences very interesting, engaging and immersive, with 82% preferring the HMD mode of presentation. The virtual characters were believable as distressed clients with 96% of students perceiving greater negative than positive emotion expressed by the characters. Most of the students (64%) mood improved from the beginning of the experience to the end, however 14% experienced a decline in mood. The students agreed (95%) that the experiences would be a valuable experience to a psychology course. Conclusion: Our results provide evidence that the virtual role-play experiences are well-liked by students. Teaching Implications: The approach presented in this paper represents a practical method to provide virtual role-play experiences to both on-campus and online undergraduate students.

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“…Jisoo mentioned that "My strategy to improve my speaking ability is increasing my confidence" (Jisoo). One of the ways in increasing confident is role play [71]. Besides that, increasing confidence can be obtained through positive interaction with native speakers, which can then construct students' self-confidence because students can train their English skills [72].…”

Section: The Strategies Implemented By Eledmentioning

confidence: 99%

Difficulties and Strategies in Learning English: An Analysis of Students From English and Non-English Education Department in Indonesia

Suryanto¹,

Sari²

2021

Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020)

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Two different contextual backgrounds may yield other influences. This research aimed to examine the difficulties of the English Language Education Department (ELED) students and non-English Language Education Department (non-ELED) in learning English language and their strategies to cope with their difficulties. This research utilized a qualitative approach and employed interviews as a means to gather data. In this research, the researcher involved 6 participants 3 from ELED and non-ELED, respectively. Both ELED and Non-ELED Students shared common problems in learning English related to the issues of vocabulary shortage, grammar difficulties, pronunciation problems, low speaking and listening skills. The noticeable difference was seen on the difficulty in developing ideas that is only faced by ELED students while difficult in all aspects of writing skills faced by non-ELED students. The strategies implemented by both ELED and non-ELED students included jotting down the unknown words, learning English using Google, learning English through social media, reading journals, using subtitles, watching movies that use English as a medium of communication, listening to English movies, singing English songs, joining English courses, making imitation, and practising their English writing and speaking skills. The strategies to deal with the difficulties that were implemented by ELED students were reading online comic, memorizing vocabulary, reading English article or essays, listening to podcast, telling a story using English language, increasing confidence, and memorizing form of verbs. Meanwhile, the strategies that just implemented by non-ELED students are joining English activity programs, doing English exercises, getting used to the English language, and using the correct English language.

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Using the role-play at the lectern: developing “work-ready” and confident professionals

Cited by 6 publications

References 0 publications

Intensifying Language Learning Through Practice: Role-Play and The Perceptions of Japanese Medical- Related Profession Students

Intensifying Language Learning Through Practice: Role-Play and The Perceptions of Japanese Medical- Related Profession Students

An Evaluation of Virtual Reality Role-Play Experiences for Helping-Profession Courses

Difficulties and Strategies in Learning English: An Analysis of Students From English and Non-English Education Department in Indonesia

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