TEACHERS AND STUDENTS’ PERCEPTIONS OF USING ROLE PLAY TO IMPROVE THE SECOND-YEAR STUDENTS’ SPEAKING SKILLS IN ENGLISH FOR RESTAURANT AND HOTEL OPERATION COURSE

Abstract

This study explores both teachers and students’ perceptions of the use of role play to enhance students' speaking skills in English for Restaurant and Hotel Operation Course at a college in the north of Vietnam. The research addresses three main questions including students' perceptions of role play impacting on their speaking skills development, teachers' perceptions of employing role play to enhance students' speaking abilities and recommendations derived from study findings for optimizing role play as a teaching strategy. The questionnaire, interview, and observation were employed as parts of both qualitative and quantitative approaches. The findings highlight the value of role play in improving speaking skills in hospitality-oriented language courses. The students found role play tasks beneficial even though there were challenges related to confidence, language proficiency and time constraints. The study offers insights for improving role play instructions, addressing difficulties, refining instruction techniques and integrating industry-specific knowledge for immersive learning experiences. Moreover, the results and  recommendations benefit the students, the teachers, and the course.