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opportunities, allowing learners to communicate in diverse contexts and with a wider
range of interlocutors. Despite its advantages, effective implementation of RPGs
requires careful planning, scenario design, and structured feedback to ensure that all
learners participate and benefit equally. When these factors are addressed, RPGs
prove to be a powerful pedagogical tool that not only improves speaking proficiency
but also promotes social, cognitive, and cultural competencies among English
language learners. In conclusion, role-playing games represent a dynamic and
versatile method in language education, demonstrating that active, experiential
learning significantly enhances speaking skills while fostering learner confidence,
engagement, and communicative competence. Their continued incorporation into
English lessons is therefore highly recommended for modern, learner-centered
teaching approaches.

REFERENCES
1. Bell, J., & Pavlenko, A. (2019). Multilingualism and language teaching:
Perspectives on teaching English as a foreign language. Cambridge University
Press.
2. Ellis, R. (2008). The study of second language acquisition (2nd ed.).
Oxford University Press.
3. Harmer, J. (2015). The practice of English language teaching (5th ed.).
Pearson Education Limited.
4. Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th
ed.). Oxford University Press.
5. Littlewood, W. (2011). Communicative language teaching: An
introduction. Cambridge University Press.
6. Thornbury, S. (2005). How to teach speaking. Pearson Longman.
7. Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Harvard University Press.
8. Wang, Y. H., & Vasquez, C. (2012). Web 2.0 and second language learning:
What does the research tell us? CALICO Journal, 29(3), 412–430.
https://doi.org/10.11139/cj.29.3.412-430
9. Fernández, C., & Sykes, J. (2019). Role-playing and simulations in
language learning: Enhancing motivation and communicative competence.
Language Learning Journal, 47(4), 456–472.
https://doi.org/10.1080/09571736.2017.1409252
10. Alm, A., & Yilmaz, T. (2020). The effects of role-play activities on English
speaking skills of EFL learners. International Journal of Instruction, 13(1), 345–362.
https://doi.org/10.29333/iji.2020.13123a

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