Teaching English Speaking Skills to L2 Students using Role – Play Method: What do Teachers in Malawi Say?

Abstract

The study is aimed at analyzing the effectiveness of the ‘Role-Play’ method in teaching the spoken language to secondary school students in Malawi. The study targeted six secondary schools selected in South West and Northern Education divisions. The data was qualitative in nature and it was collected through in-depth interviews solicited from 18 English teachers. The findings indicate that the ‘role-play’ method is effective in teaching speaking skills to L2 students in Malawi. When students are involved in role-plays, speaking skills such as fluency, pronunciation, and use of gestures are developed. These speaking skills are anchored by situational real life language demands that inculcate in them registers, and remove inhibition. However, time constraints, students’ low English proficiency, special needs learners, large classes, class disruptions, and persistent learner inhibitions, were reported to be some of the challenges that weigh down the effectiveness of the method. Still, the teachers’ emphasis on discipline, clear instructions and directions, thorough preparation, supervision, and In-Service Trainings can help mitigate the challenges.