Enhancing Students’ Speaking Ability Through Role Play Integrated with Interactive Digital Flashcards at a Thai Secondary School

Nadya Nabila; Tengku Winona Emelia

doi:10.59024/ijellacush.v4i3.1961

Authors

Nadya Nabila Universitas Muhammadiyah Sumatera Utara
Tengku Winona Emelia Universitas Muhammadiyah Sumatera Utara

DOI:

https://doi.org/10.59024/ijellacush.v4i3.1961

Keywords:

EFL Learners, Interactive Digital Flashcards, Role Play, Secondary School, Speaking Ability

Abstract

In Thai EFL classrooms, limited vocabulary knowledge, low confidence, and high speaking anxiety often hinder students’ oral participation and reduce opportunities for meaningful communication in English. These challenges highlight the need for instructional approaches that simultaneously strengthen vocabulary mastery and encourage active speaking practice in authentic contexts. This study aims to investigate the effectiveness of integrating role play with interactive digital flashcards to support students’ speaking ability in a Thai secondary school. The study employs a mixed-methods approach with a quasi-experimental design using a one-group pre-test and post-test model. Quantitative data are collected through speaking tests assessing fluency, pronunciation, vocabulary use, and interaction, while qualitative data are gathered through classroom observations to explore students’ engagement, participation, and responses during the learning process. The instructional treatment combines vocabulary preparation through interactive digital flashcards with communicative role-play activities to promote active language use, increase students’ confidence, and create a more engaging learning environment. It is expected that this integrated approach will improve students’ speaking performance and motivation. Furthermore, this study is expected to contribute to EFL speaking pedagogy by providing empirical insights into the integration of communicative strategies and digital vocabulary support in secondary school contexts.

References

Ahmed, A. H., & Yahya, N. Q. (2025). Vocabulary knowledge, cognitive linguistic skills, and their relation with speaking proficiency of EFL university students. Journal of Tikrit University for Humanities, 32(7), 16–36. https://doi.org/10.25130/jtuh.32.7.2025.24

Blackman, D., & Rios, A. (2025). Role-play as a communicative strategy for students to improve their English as a second language speaking skills: A review. Revista Científica Especializada en Educación y Ambiente, 4, 65–78. https://doi.org/10.48204/rea.v4n1.7291

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.

Burns, A. (2019). Concepts for teaching speaking in the English language classroom. LEARN Journal: Language Education and Acquisition Research Network Journal, 12(1), 1–11.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.

Dewi, P. W. R., Arimbawa, G. P. A., Putra, H. S., Oya, A., Candiasa, I. M., & Susilawati, A. (2025). Cognitive load in English as a foreign language speaking competency of vocational high school students. International Journal of Language Education, 9(1), 37–57. https://doi.org/10.26858/ijole.v9i1.71702

Emelia, T. W. (2024). Enhancing students' speaking skills through experiential and accelerated learning method. Jurnal Nasional Holistic Science, 4(2), 328–337. https://doi.org/10.56495/hs.v4i2.666

Hajiyeva, B. (2024). Language anxiety in ESL learners: Causes, effects, and mitigation strategies. Euro-Global Journal of Linguistics and Language Education, 1(1), 119–132. https://doi.org/10.69760/pn9wgv05

Harmer, J. (2007). How to teach English. Pearson Education. https://doi.org/10.1093/elt/ccn029

Huy, N. V., Nam, N. T., & Bon, B. N. (2024). The importance of speaking in English as a foreign language between skillful and thoughtful competencies: Studying sociolinguistics perspectives. International Journal of English Language Studies, 153–159. https://doi.org/10.32996/ijels

Indiani, E., & Erlindawaty. (2025). Enhancing Thai EFL students' speaking skills through project-based learning assisted by flashcards. Journal Corner of Education, Linguistics, and Literature, 5(1), 126–134. https://doi.org/10.54012/jcell.v5i1.556

Jongsermtrakoon, H., & Vibulphol, J. (2010). The model of English communication of secondary school students in Thai contexts. An Online Journal of Education, 5(2), 674–688.

Kelasi, V. (2025). Effectiveness of communicative language teaching in Thai classrooms. Journal of Asian Language Teaching and Learning, 6(2), 77–83. https://so10.tci-thaijo.org/index.php/jote/article/view/2985

Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

Liu, D. (2013). The role of oral output in noticing and promoting the acquisition of linguistic forms. English Language Teaching, 6(11), 111–121. https://doi.org/10.5539/elt.v6n11p111

Maldin, S. A., Sianipar, B., & Situmorang, R. (2025). Role play to alleviate speaking anxiety: Action research in ESP class of Batam Tourism Polytechnic. Jurnal Cahaya Pendidikan, 11(1), 43–55. https://doi.org/10.33373/chypend.v11i1.7746

Malihah, N. (2010). The effectiveness of speaking instruction through task-based language teaching. Register, 3(1), 85–101. https://doi.org/10.18326/rgt.v3i1.85-101

Manurung, I. D., Dongoran, F. R., Emelia, T. W., & Khalisa, L. (2026). Artificial intelligence-driven innovation in English language education: A thematic literature review and conceptual framework for Indonesian EFL context. Indonesian Journal Education, 5(2), 284–296. https://doi.org/10.30596/jcositte.v1i1.xxxx

Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85–139. https://doi.org/10.1016/S0079-7421(02)80005-6

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759

Omar, T. K. (2023). Students' challenges in EFL speaking classrooms. Academic Journal of Nawroz University, 12(4), 957–963. https://doi.org/10.25007/ajnu.v12n4a1809

Phillips, C., & Ehrenhofer, L. (2015). The role of language processing in language acquisition. Linguistic Approaches to Bilingualism, 5(4), 409–453. https://doi.org/10.1075/lab.5.4.01phi

Pratiwi, N. P. Y., Pramerta, I. G. A., & Widhiasih, L. K. (2024). How motivation shapes speaking ability: Insights from eighth-grade students. Journal on Studies in English Language Teaching, 5(2).

Qorihah, D. K., & Firdhausya, A. (2025). Role play implementation through communicative language teaching. Vision, 21(1), 13–21. https://doi.org/10.30829/vis.v21i1.4234

Saputra, R., Maulina, & Nasrullah, R. (2025). The utilization of digital flashcards in English vocabulary learning at elementary school. Jurnal Pendidikan Indonesia, 6(5), 2327–2340. https://doi.org/10.59141/japendi.v6i5.7845

Shen, M. (2019). EFL learners' English speaking difficulties and strategy use. Education and Linguistics Research, 5(2). https://doi.org/10.5296/elr.v5i2.15333

Toro, V., Camacho-Minuche, G., Pinza-Tapia, E., & Paredes, F. (2019). The use of the communicative language teaching approach to improve students' oral skills. English Language Teaching, 12(1). https://doi.org/10.5539/elt.v12n1p110

Yufrizal, H. (2001). Negotiation of meaning and language acquisition by Indonesian EFL learners. TEFLIN Journal, 12(1). https://doi.org/10.15639/teflinjournal.v12i1/60-87