LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 13 : 1 January 2013
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Role Play –
An Integrated Approach to Enhance Language Skills (LSRW)
of the ESL Learners – A Collaborative Action Research Report

E. Krishna Chaitanya, M.A., M.Phil., PGCTE & PGDTE.
K. Venkata Ramana, M.A.

Abstract

In India, particularly in the state of Andhra Pradesh, the participation of students in English language classrooms is minimal. There are numerous reasons for this, like low confidence levels, improper exposure and practice of language skills and so on. To add to this situation, majority of the English language classrooms in India is teacher-centered and it affects the students’ participation and thus their role and spirit are undermined. Under these circumstances, Collaborative Action Research (CAR) methodology is employed by the researchers with the objective to overcome the existing problems using role play as a tool. Role play is used effectively as a tool as it supports students’ participation and enriches their social skills. CAR promotes collaborative discussions, self-reflective thinking and systematic phases of problem-solving. This paper makes an attempt to enhance students’ participation and their ability to use English language in a variety of academic and professional situations besides integrating LSRW skills.

Key words: Collaborative Action Research, Role Play, Students’ Participation, English Language Classroom.

Introduction

One of the significant observations made by several research studies on English language teaching and learning in India is lack of students’ participation in classroom discussions due to low confidence levels and ineffective exposure to language skills and practice. Several attempts have been made to address such long standing problems in the context of second language teaching and learning. Students’ inhibitions such as shy, fear, low confidence levels and language problems have never been addressed appropriately and adequately in schools, colleges and universities.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

E. Krishna Chaitanya, M.A., M.Phil., PGCTE & PGDTE.
Assistant Professor of English
Mahatma Gandhi Institute of Technology
Gandipet
Hyderabad-500075
Andhra Pradesh
India
ekcr.81@gmail.com

K. Venkata Ramana, M.A.
Assistant Professor of English
Mahatma Gandhi Institute of Technology
Gandipet
Hyderabad-500075
Andhra Pradesh
India
kvramana123@gmail.com
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