Role-playing and Story-making in EFL classes: Effects on Students’ Metacognition and Self-confidence
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The purpose of this study is to examine the correlation between the use of role-playing and story-making strategies in EFL classrooms in Korea and greater self-confidence and use of metacognitive skills among students. Role-playing and story-making allows students to simulate natural English speaking environments. When students practice English in natural environments, their self-confidence, which is usually an obstacle to speaking English effectively, improves. The results of the study suggest that the use of role-playing and story-making techniques correlate with students’ improved learning performance and self-confidence in foreign language learning. We also infer from the results that students’ monitoring skills efficiently worked to check and control their own learning process, while conditional knowledge and declarative knowledge accelerated their learning of socio-cultural information. In conclusion, it is crucial in EFL learning that students understand, not just memorize, the target language within socio-cultural contexts and that they utilize the self-regulating metacognitive capabilities that directly affect their learning processes.
Abstract
The purpose of this study is to examine the correlation between the use of role-playing and story-making strategies in EFL classrooms in Korea and greater self-confidence and use of metacognitive skills among students. Role-playing and story-making allows students to simulate natural English speaking environments. When students practice English in natural environments, their self-confidence, which is usually an obstacle to speaking English effectively, improves. The results of the study suggest that the use of role-playing and story-making techniques correlate with students’ improved learning performance and self-confidence in foreign language learning. We also infer from the results that students’ monitoring skills efficiently worked to check and control their own learning process, while conditional knowledge and declarative knowledge accelerated their learning of socio-cultural information. In conclusion, it is crucial in EFL learning that students understand, not just memorize, the target language within socio-cultural contexts and that they utilize the self-regulating metacognitive capabilities that directly affect their learning processes.
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