scholarly journals Towards a Learner-Centred Approach to Design Role-Play Instruments for ILP Studies: A Study Based On Complaints

2020 ◽  
Vol 28 ◽  
pp. 109-123
Author(s):  
Vicent Beltrán-Palanques
Keyword(s):  
Role Play ◽  
Real Life ◽  
Verbal Reports ◽  
Generation Task ◽  
Pragmatic Research ◽  
Spoken Interaction ◽  
Role Play Task

Role-play tasks have been widely used in pragmatic research to explore spoken interaction. This instrument consists of situational scenarios purposefully designed to make participants elicit specific pragmatic data in controlled situations (Kasper & Youn 2017, Félix-Brasdefer 2018). Notwithstanding the widespread use of role-plays, some drawbacks have been identified concerning design (Hudson et al. 1995, Trosborg 1995, Youn 2015) and real-life consequences (Al-Gahtani & Roever 2012). Against this backdrop, this study presents a learner-centred approach to design situational scenarios based on participants’ examples of complaint situations. Specifically, an exemplar generation task and a likelihood questionnaire (Jianda 2006a, 2006b) were used to elaborate the role-play task. The study reports on the implementation of the learner-centred approach and its effectiveness to construct a role-play task. Furthermore, using retrospective verbal reports, this study discusses whether participants’ engagement in the design of the role-play task encouraged them to act out the situations, as they would do it in real-life contexts. The study evidences the usefulness of adopting a learner-centred approach to design the role-play task. In terms of performance, it seems that, in general, the participants would exhibit similar pragmatic behaviour in a real context. However, they were aware of the lack of real consequences role-play tasks carry.

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

scholarly journals Role Play Activities: An Innovative Approach to Teaching Speaking Skills in an ESL Classroom

2020 ◽  
Vol 7 (2) ◽  
pp. 19-36
Author(s):  
Nurhamimi Togimin ◽  
Haliza Jaafar
Keyword(s):  
Undergraduate Students ◽  
Role Play ◽  
Real Life ◽  
Target Language ◽  
Innovative Approach ◽  
Positive Effects ◽  
Real Life Situation ◽  
English Speaking ◽  
Esl Classroom ◽  
Speaking Skills

Encouraging students to speak during classroom activities is an effective strategy to improve their acquisition of the target language. Activities related to real life situation such as role play, debate and simulation provide substantial rehearsal and practice and they allow students to not just learn phrases, but also learn how to communicate in various circumstances. Recent studies have revealed that students who are exposed to learning using role play activities improve significantly in speaking competency. Hence, the aim of this study is to investigate how role play activities in an ESL classroom can be an innovative approach in improving students’ speaking skill. A total of nine undergraduate students from the Faculty of Computing in a public university in the Southern region of Malaysia were involved in this study. The main purpose for choosing the students as participants of the study was due to their low English proficiency based on their MUET results. The instruments used in this study were observation checklist and questionnaire. All the findings were tabulated and analysed qualitatively (observation checklist) as well as quantitatively (questionnaire). From the analysis carried out, it was evident that the students made positive improvement particularly in fluency, comprehension, context, and interactive communication. Besides that, the students felt that role play activities had brought positive effects on their English-speaking skills as obtained from the results of the questionnaire. Thus, it can be deduced that role play activities do have positive effects on students’ English-speaking skills.

scholarly journals Legens alvor. Styring i rollespillets læringspraksis

2016 ◽  
Vol 27 (1) ◽  
pp. 57-73 ◽  
Author(s):  
Lotte Galløe
Keyword(s):  
Social Services ◽  
Role Play ◽  
Real Life ◽  
Management Training ◽  
Role Playing ◽  
Parent Management Training ◽  
Learning Technology ◽  
Advanced Form ◽  
The Social ◽  
Parent Management

Denne artikel beskæftiger sig med rollespil som en læringsteknologi. Artiklen stiller skarpt på rollespil som en nuanceret styring, der søger at fremme en særlig adfærd. Der argumenteres for, at rollespillet er et eksempel på en strategisk praksis, der fungerer ved at inddrage de lærende i påvirkningen af sig selv og hinanden. Gennem et feltstudie af et træningsforløb for forældre med udadreagerende børn er rollespil som læringsteknologi undersøgt. Med et foucaultiansk magtperspektiv belyses de specifikke teknikker, der gør rollespillet til en legende praksis, for siden at tillægge det en anden alvor. Artiklen viser, hvordan rollespillet tager form i samspillet mellem instruktører og forældre og viser sig virksomt ved at inkludere forældrene i udførelsen og omdirigere deres modstand. ENGELSK ABSTRACT: Lotte Galløe: Imaginary Real Life. The Governed Learning of Role Playing This paper examines role-playing as a learning technology. It focuses on role-playing, as employed in the social services, as an advanced form of governance aiming to produce a certain behavior on the part of the learners. Based on an ethnographic interpretation of Michel Foucault’s notion of power, the paper sheds light on role-playing in practice in Parent Management Training (PMTO) group sessions. Role-playing in PMTO exemplifies the use of particular techniques that shape role-playing as an imaginary game, and simultaneously ascribes it significance in real life. The article argues that role-playing’s apparent non-serious approach enables a strategic practice engaging the learners in the governing actions targeted towards shaping them as subjects. The paper shows how the techniques of enactment, instruction, and evaluation unfold by involving the parents in the performance. Finally the paper shows how resistance is rejected or adapted within the governing practice. Keywords: role-play, Foucault, governance, PMTO, learning.

The Influence of Role Play Teaching Technique on English Performance Among Learners With Hearing Impairment, Kenya

2021 ◽  
pp. 225-245
Author(s):  
Judith Opiyo Yabbi
Keyword(s):  
Hearing Impairment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Role Play ◽  
Real Life ◽  
Role Playing ◽  
Effective Implementation ◽  
Teaching Technique ◽  
Secondary Materials

Role-play is a holistic pedagogy in teaching. The technique instills critical thinking in pupils, enhances emotional intelligence, and improves morality and forms of realism about information. The chapter examines the influence of role-play teaching technique on English performance among the pupils with hearing impairment in Kenyan primary schools. The chapter looks at several elements of role-playing such as games, real-life expression, imitation, positive impact, and the challenges facing the effective implementation of the use of role-play in teaching and learning in primary schools of learners with hearing impairment. This study is a desktop review and only relies on secondary materials. The literature was sourced in various databases. The review revealed that role-play improves the self-efficacy of the learner since the technique is grounded in reality. Learning is enhanced when the activities involved are memorable and engaging.

Analysis of appropriateness in a speech act of request in L2 English

Pragmatics ◽  
2006 ◽  
Vol 16 (4) ◽  
pp. 513-533 ◽  
Author(s):  
Naoko Taguchi
Keyword(s):  
College Students ◽  
Speech Acts ◽  
Rating Scale ◽  
Speech Act ◽  
Role Play ◽  
L2 Proficiency ◽  
Point Scale ◽  
Proficiency Levels ◽  
Role Play Task

Fifty-nine Japanese college students of English at two different proficiency levels were evaluated for their ability to produce a speech act of request in a spoken role play task. Learners’ production was analyzed quantitatively by rating performance on a six-point scale for overall appropriateness, as well as qualitatively by identifying the directness levels of the linguistic expressions used to produce requests. Results revealed a significant L2 proficiency influence on overall appropriateness, but only a marginal difference in the types of linguistic expressions used between the two proficiency groups. Moreover, grammatical and discourse control encoded in the rating scale seemed to have affected the quality of speech acts.

The Tale of Hearts and Reason: The Influence of Mood on Decision Making

2013 ◽  
Vol 35 (4) ◽  
pp. 339-357 ◽  
Author(s):  
Sylvain Laborde ◽  
Markus Raab
Keyword(s):  
Decision Making ◽  
Three Dimensional ◽  
Real Life ◽  
Generation Process ◽  
Generation Task ◽  
Integration Model ◽  
Option Generation ◽  
Emotional Factors ◽  
Team Handball ◽  
Subject Design

In decision-making research, one important aspect of real-life decisions has so far been neglected: the mood of the decision maker when generating options. The authors tested the use of the take-the-first (TTF) heuristic and extended the TTF model to understand how mood influences the option-generation process of individuals in two studies, the first using a between-subjects design (30 nonexperts, 30 near-experts, and 30 experts) and the second conceptually replicating the first using a within-subject design (30 nonexperts). Participants took part in an experimental option-generation task, with 31 three-dimensional videos of choices in team handball. Three moods were elicited: positive, neutral, and negative. The findings (a) replicate previous results concerning TTF and (b) show that the option-generation process was associated with the physiological component of mood, supporting the neurovisceral integration model. The extension of TTF to processing emotional factors is an important step forward in explaining fast choices in real-life situations.

scholarly journals THE STRATEGIES USED BY LECTURERS IN TEACHING TRANSLATION OF IDIOMATIC EXPRESSIONS

2021 ◽  
Vol 6 (40) ◽  
pp. 134-144
Author(s):  
Kamariah Yunus ◽  
Marvet Abed Ahmad Hmaidan
Keyword(s):  
Significant Role ◽  
Thematic Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
Role Play ◽  
Real Life ◽  
Formulaic Language ◽  
Authentic Materials ◽  
Second Language Teaching ◽  
Idiomatic Expressions

It is known that the lexicon of a particular language is much more than a list of individual words. The English language is full of somewhat formulaic language, especially established idiomatic expressions. Considering everyday situations in which such expressions are used and the significant role that they play in communication, there has been increasing awareness of these expressions in second language teaching and learning. It is therefore very important for lecturers to create strategies to make these expressions more understandable and memorable to their students as possible. This study investigates teaching strategies used by lecturers in teaching translation of idiomatic expressions to translation students and to what extent are these strategies effective. The researchers conducted informal open-ended interviews with experts in the field of translation that analyzed using thematic analysis. The findings of the study revealed that lecturers employ several different strategies in teaching translation of idiomatic expressions to improve students’ comprehension, which are authentic materials from real life, teaching within context, using L1 to comprehend L2 expressions, pictures, exercises, and activities, and dialogues and role play. In addition, the lecturers consider these strategies effective and useful in teaching figurative expressions. In light of these findings, the researcher recommends that idiomatic language should be taught inside classrooms before encountering the real English world, and it is the lecturers’ role to raise students’ awareness of these expressions and explore strategies that can improve students’ comprehension and production of these expressions. The study offers pedagogical suggestions on using multimodal strategies to teaching translation of English idiomatic expressions.

scholarly journals Role play as a teaching method to improve student learning experience of a bachelor degree programme in a transnational context: an action research study

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Zheng Feei Ma
Keyword(s):  
Action Research ◽  
Teaching Method ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Role Play ◽  
Real Life ◽  
Bachelor Degree ◽  
Degree Programme ◽  
Theoretical Perspectives ◽  
Feedback Questionnaire

Role play provides additional learning opportunity to students by interacting with other students in classrooms. Modes of delivery in modules for a bachelor degree programme at Xi’an Jiaotong-Liverpool (XJTLU) (a transnational education (TNE) provider) are mainly teacher-led lectures and seminars. Intuitive proactive approach was used in my action research. The modified role play method by Kodotchigova was used. After the role play, a survey with open-ended questions (modified from XJTLU Student Module Feedback Questionnaire) was used to collect the perceptions of students of the role play on their learning experience. A total of 25 students aged ≥18 years (20 females and 5 males) consented to participate. There were 80% of the students who reported that role play helped them to learn and 72% of the students reported that role play stimulated their interest in the module’s subject. In conclusion, role play was a very useful teaching strategy to help students to demonstrate the practical use and apply to real life situations after learning different theoretical perspectives. However, role play might not be suitable to all students because some students might prefer to have it mixed with other teaching strategies in classrooms, particularly in a TNE context.

scholarly journals Role-play simulations as an aid to achieve complex learning outcomes in hydrological science

2019 ◽  
Author(s):  
Arvid Bring ◽  
Steve W. Lyon
Keyword(s):  
Learning Outcomes ◽  
Role Play ◽  
Real Life ◽  
Integrated Water Resources Management ◽  
Learning Tools ◽  
Complex Learning ◽  
Analytical Skills ◽  
Negotiation Simulation ◽  
Intended Learning Outcomes ◽  
Retention Of Knowledge

Abstract. Students in hydrology are expected to become proficient in a set of quantitative skills, while also acquiring the ability to apply their problem-solving abilities in real-life situations. To achieve both these types of learning outcomes, there is broad evidence that activity-based learning is beneficial. In this paper, we argue that role-play simulations in particular are useful to achieve complex learning outcomes, i.e., making students able to coordinate and integrate various analytical skills in complicated settings. We evaluated the effects of an integrated water resources management (IWRM) negotiation simulation next to more traditional teaching methods intended to foster quantitative understanding. Results showed that despite similar student-reported achievement of both complex and quantitative intended learning outcomes, the students favored the negotiation simulation over the traditional method. This implies that role-play simulations can motivate and actively engage a classroom thereby creating a space for potential deeper learning and longer retention of knowledge. While our findings support the utility of simulations to teach complex learning outcomes and indicate no shortcoming in achieving such outcomes next to traditional methods aimed at quantitative learning outcomes, simulations are still not widely used to foster activity-based learning in the classroom. We thus conclude by presenting three particularly challenging areas of role-play simulations as learning tools that serve as potential barriers to their implementation and suggest ways to overcome such roadblocks.

scholarly journals Using Peer Role-playing to Improve Student Skills for Musculoskeletal Physical Examinations

2020 ◽  
Author(s):  
Kazuyo Yamauchi ◽  
Yoko Hagiwara ◽  
Nahoko Iwakura ◽  
Saori Kubo ◽  
Azusa Sato ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Role Play ◽  
Real Life ◽  
Role Playing ◽  
Musculoskeletal Symptoms ◽  
Traditional Curriculum ◽  
Self Reflection ◽  
Simulation Based ◽  
Simulation Group

Abstract The traditional curriculum for medical students in Japan does not include sufficient opportunity for the students to develop their skills for musculoskeletal examination and clinical reasoning and diagnosis. So, many residents report a lack of confidence in performing these tasks. Our aim was to assess the effectiveness of peer role-playing to improving these skills among 90 women medical students who were completing their first orthopaedic clinical clerkship. Participants were allocated into two groups. One group participated in role-play (the simulation group) and the other did not participate in role-play because of the clerkship schedule or almanac circumstance (the no-simulation group). This program consisted of two modules: the simulation-based module and the outpatient encounter module. Each module included two sessions. The simulation-based module had two parts: a structured encounter with role-play for musculoskeletal cases, and a structured debriefing with the course supervisor including self-reflection. The students’ performance was observed and assessed using the mini clinical evaluation exercise (mini-CEX) for musculoskeletal cases in the simulation-based module (Day1) and the outpatient encounter module (Day2). The simulation-based module increased the physical examination score on the mini-CEX because of the encounters with real-life patients with musculoskeletal symptoms. This result suggests that role-play as a peer enhancing simulation may help to improve the competency of medical students in performing a musculoskeletal physical examination in a clinical setting.

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