Authors : Elaiza S. Elape; Irish Ibo; Kc Khryshille Ace M. Tagwalan; Jumel Pitugo; Dr. Jandy T. Bongcayat; Gretchen C. Tajaran; Jeanverly Grethel M. Mantilla; Roland Felix Jr. B. Payos

Volume/Issue : Volume 10 - 2025, Issue 11 - November

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Google Scholar : https://tinyurl.com/mt6ea45t

Scribd : https://tinyurl.com/3ffbx8jy

DOI : https://doi.org/10.38124/ijisrt/25nov1486

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

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Abstract : This study investigated the extent to which role-playing teaching techniques influence the speaking competence of second-year Bachelor of Secondary Education (BSED) major in English students at Governor Generoso College of Arts, Sciences, and Technology. Guided by Bandura’s Social Learning Theory and Vygotsky’s Sociocultural Theory, the research employed a non-experimental quantitative design using a validated survey questionnaire administered through complete enumeration of 123 students across three sections. Descriptive statistics revealed that role-playing techniques were highly practiced, particularly in enhancing learning outcomes, empathy, and self-confidence. Likewise, students reported a very high level of speaking competence in terms of grammar accuracy, pronunciation, and fluency.

Keywords : Role-Playing, Speaking Competence, Social Learning Theory, BSED English Students, Philippines.

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