Role-Play in the Norwegian EFL Classroom

This master’s thesis investigates the effect role-play can have on English as a foreign language (EFL) learners’ speaking fluency, willingness to communicate (WTC) and speaking and listening self-efficacy. By using a mixed methods approach including classroom observations, pre- and post-questionnaires and a pre-and post-speaking test, this study aims at filling a research gap in Norwegian EFL classrooms regarding the use of role-play. The participants were four 5th-grade Norwegian EFL classes divided into two groups: the experimental group and the control group. The theoretical framework includes David Kolb’s experiential learning theory (ELT), Albert Bandura’s social cognitive learning theory (SCLT) and Merrill Swain’s output hypothesis. The results indicate that role-play does have a positive effect on Norwegian EFL 5th-grade learners’ speaking fluency and speaking self-efficacy.