Authors : Rogelio A. Lovedoreal Jr.; Belen L. Dominguiano

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/yudr3sbr

Scribd : https://tinyurl.com/2p8y4eaj

DOI : https://doi.org/10.38124/ijisrt/26feb1139

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

Abstract : This study examined the effectiveness of role-playing strategies in developing the oral language skills of Grade 3 learners in selected elementary schools. Specifically, it explored learners’ performance in terms of fluency, vocabulary, and text recognition before and after the utilization of role-playing activities. It also identified the strategies teachers commonly employ, determined their level of effectiveness, and documented the challenges encountered in using role-play in classroom instruction. In addition, the study aimed to propose a lesson exemplar that integrates role-playing to enhance oral language development. Findings revealed that Grade 3 learners generally exhibit satisfactory oral language skills. Learners performed best in using varied vocabulary and producing logically connected utterances, suggesting that they are capable of expressing thoughts with coherence. However, areas such as continuous fluent speech and expressive modulation remain developmental, indicating the need for more intentional instructional support. These results highlight that while learners possess foundational oral language abilities, there are clear opportunities to strengthen fluency and expressive communication. Teachers widely use different role-playing strategies, with story retelling with roles and problem-solving scenarios being the most frequently implemented. These strategies are preferred due to their alignment with curriculum goals and their capacity to engage students in active and meaningful communication. On the other hand, community life role-play and advertisement role-play were used less often, despite their demonstrated potential to improve contextual and persuasive language skills. This suggests that while teachers recognize the value of role-playing, some strategies may require additional resources and preparation time, affecting their regular implementation. The level of effectiveness across strategies varied. Story retelling with roles emerged as the most effective, significantly enhancing expressive modulation, emotional expression, fluency, and overall oral performance. Problem-solving scenarios, community life role-play, and advertisement role-play were all found to be moderately effective, contributing positively to vocabulary precision, contextual language use, and persuasive communication. Despite their effectiveness, teachers reported several challenges in utilizing role-play, including limited instructional time, lack of materials, large class sizes, behavioral concerns, and insufficient training in developing and implementing role-playing activities. Based on the findings, the study concludes that role-playing is a valuable and effective instructional approach for developing oral language skills among Grade 3 learners. However, its success is influenced by instructional conditions and teacher capacity. The significant gains in expressive modulation and vocabulary development highlight the importance of integrating story-based and interactive activities in language instruction. Addressing the identified challenges is essential for maximizing the benefits of role-play in the classroom. The study recommends the development and distribution of lesson exemplars that showcase practical applications of role-play, guiding teachers in designing engaging and purposeful oral language activities. Future researches may explore the impact of role-playing on reading comprehension, vocabulary acquisition, persuasive speaking, and its implementation across varied grade levels.

Keywords : Role-Playing, Oral Language Skills, Grade 3 Learners, Vocabulary Development, Fluency, Expressive Modulation, Instructional Strategies, Language Teaching, Elementary Education.

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