The Comparative Effect of Unscripted and Scripted Role-Play on EFL Learners’Grammar Achievements

Abstract

Since the traditional methods of teaching grammar is somehow frustrating for
students, finding different methods for teaching it in a more interesting way can be helpful. This
study was an attempt to investigate the comparative impacts of scripted and unscripted roleplays
on EFL learners’ grammar achievement. To fulfill the purpose of the study, 60
intermediate female EFL learners were selected from a total number of 100 through their
performance on the PET test. The subjects who are one standard deviation above and below the
mean will be selected for the purposes of this study. Consequently, the students were randomly
assigned to two experimental groups with 30 participants in each. A grammar pretest was
administered prior to the treatment aimed at measuring their knowledge of grammar at the
outset of the study. A posttest was administered at the end of the treatment to both groups and
their scores were compared through a one-way ANOVA, one within-subjects and one betweensubjects
factor. The result (F = 35.094; P =.00) led to the rejection of the null hypothesis,
thereby demonstrating that using scripted role plays for improving grammar achievement was
more effective.