The Effect of Role Playing Strategy on the Development of Third Grade Students` Speaking Skills

Abstract

This study aimed at investigating the effect of the role
playing strategy on the development of third graders speaking skill. A
random sample composed of (60) students was chosen from the Model
School at Yarmouk University and assigned into two groups, the
experimental group, taught by using role playing strategy and the
control group by using the traditional strategy. the measure students’
performance in speaking, a situational oral language exam was used.
The results revealed significant differences between the two groups in
speaking skills attributed to the teaching strategy in favor of the
experimental group. Also, there were significant differences among
students attributed to gender in favor of the females. In addition, the
results did not show any differences among groups attributed to the
interaction between gender and teaching strategy. Regarding the
extent to which students perform on the oral language test, accuracy
ranked first with both groups. Based on these findings, appropriate
recommendations were suggested.