The traditional teacher-centered instructional approach has always been dominant in higher education and in EFL (English as a Foreign Language) specifically. While still valuable, this method implies serious shortcomings in today’s educational context. Hence, a planned shift away from the more traditional approaches is necessary to meet the expectations of the current student-centered environment, especially when acquiring oral skills in EFL settings. Therefore, this study aimed to design a teaching proposal using simulation and roleplay within the ADELIS model. The main objective of this study was to analyze the effectiveness of the simulation and roleplay in enhancing oral skills among three groups of fourth-year secondary students at Miguel Ballesteros Viana secondary school in Utiel.
Method
The study used a mixed-method approach that blended quantitative and qualitative methods, including structured observation and perception surveys.
Results and Conclusion
The main findings demonstrated a high level of motivation, an improvement in oral skills, and the use of modal verbs and vocabulary of fears and phobias, which were the target language of the sessions according to the school’s curriculum. This case study provided valuable insights for research and practice of simulation in EFL, specifically for developing oral skills. It also provides teachers and practitioners with useful resources to implement in their secondary education classrooms in similar settings.
AdamsN. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), 152–153. https://doi.org/10.3163/15365050.103.3.010
AngeliniM. L.García-CarbonellA. (2019). Developing English speaking skills through simulation-based instruction. Teaching English with Technology, 19(2), 3-20.
4.
AtkinsJ.HeronM. (2024). Oracy skills in a digital environment: What do foreign language undergraduate students need?The Language Learning Journal. https://doi.org/10.1080/09571736.2024.2342339
5.
AzizahS. N.SupriyonoY.AndrianiA. (2022). Projecting communicative language teaching (CLT) implementation in teaching spoken language at secondary school. Journal of English Teaching, Applied Linguistics and Literatures, 5(2), 179. https://doi.org/10.20527/jetall.v5i2.12873
6.
BudiartoN.RasyidY.LustyantieN. (2023). Creating cooperative-communicative learning environment in speaking class through think-pair-share and roleplay: An action research at STIBA IEC Jakarta. AIP Conference Proceedings. https://doi.org/10.1063/5.0142505
7.
CabalticaR.ArcalaR. J. M. (2021). Factors affecting the speaking skills of second English language learners. Galaxy International Interdisciplinary Research Journal (GIIRJ), 9(5), 121-134. https://10.17605/OSF.IO/QMB6N
8.
ChenF.LuiA. M.MartinelliS. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education.Medical education, 51(6), 585–597. https://doi.org/10.1111/medu.13272
9.
CrisianitaS.MandasariB. (2022). The use of small-group discussion to imrpove students’ speaking skill. J. English Lang. Teach. Learn, 3(1), 61–66.
10.
DaraziM. A.KhosoA. K.MahesarK. A. (2023). Investigating the effects of esl teachers’feedback on esl undergraduate students’level of motivation, academic performance, and satisfaction: mediating role of students’motivation. Pakistan Journal of Educational Research, 6(2). https://doi.org/10.52337/pjer.v6i2.807
11.
DaviesA. J.ShepherdI.LeighE. (2022). Enhancing leadership training in health services: An evidence-based practice-oriented approach. Leadership in health services (Bradford, England), ahead-of-print(ahead-of-print). https://doi.org/10.1108/LHS-04-2022-0040
12.
DeciE. L.RyanR. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
13.
DewanM. S.SharmaB. D. (2025). Enhancing Oral Communication in English as a Second Language. Journal of Tikapur Multiple Campus, 8, 18-41. https://doi.org/10.3126/jotmc.v8i8.75949
14.
DornyeiZ.ClementR. (2000). Motivational characteristics of learning different target languages: results of nationwide survey. Paper presented at the AAAL Convention, Vancouver, Canada.
HuiS. M.YunusM. M. (2023). Revisiting Communicative Language Teaching Approach in Teaching ESL Speaking Skills. Journal of Language Teaching & Research, 14(6). https://doi.org/10.17507/jltr.1406.09
19.
IshakS. A.AzizA. A. (2022). Role play to improve ESL learners’ communication skills: A systematic review. International Journal of Academic Research in Business and Social Sciences,12(10), 884-892. https://doi.org/10.6007/IJARBSS/v12-i10/14851
20.
JohnE.RangasamyD.IndiranD.AdickalamE. R.KashinathanS.HashimH. (2021). Language learning strategies used by Form 4 ESL learners to develop speaking skills. International Journal of Academic Research in Business and Social Sciences, 11(6), 1547. https://doi.org/10.6007/IJARBSS/v11-i6/10040
21.
JunaidiJ. (2020). Artificial intelligence in EFL context: rising students’ speaking performance with Lyra virtual assistance.International Journal of Advanced Science and Technology Rehabilitation, 29(5), 6735–6741.
22.
KensickiA. E.HarlowJ.AkhilandeswariJ.PeacockS.CohenJ.WeissmanR.GordonE. (2022). Exploring the impacts of educational simulations on the development of 21st century skills and sense of self-efficacy. Journal of Political Science Education, 18(4), 635-651. https://doi.org/10.1080/15512169.2022.2080071
23.
KiruthigaE.ChristopherG. (2022). The impact of affective factors in English speaking skills. Theory and Practice in Language Studies, 12(12), 2478-2485. https://doi.org/10.17507/tpls.1212.02
24.
KomalaI.HudiyonoY. (2025). Psychological Obstacles in Second Language Acquisition and How to Overcome Them. Eduvest-Journal of Universal Studies, 5(2), 2202-2213. https://doi.org/10.59188/eduvest.v5i2.50026
25.
LakM.SoleimaniH.ParvanehF. (2017). The effect of teacher-centeredness method vs. learner-centeredness method on reading comprehension among Iranian EFL learners. Journal of Advances in English Language Teaching,2017, 1-10.
26.
LauferB.EliassonS. (1993). What Causes Avoidance in L2 Learning: L1-L2 Difference, L1-L2 Similarity, or L2 Complexity?Studies in Second Language Acquisition,15(1), 35–48. https://doi.org/10.1017/S0272263100011657
27.
LeongL. M.AhmadiS. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34
28.
LyuT.WangX.ZhuB. (2023). Exploring the Predictors of Satisfaction in a Blended Learning Course: Investigating the Role of Interaction and Self-Efficacy. In Proceedings of the 7th International Conference on Education and Multimedia Technology (pp. 106-110). https://doi.org/10.3126/jotmc.v8i8.75949
29.
MahendraI. G. A. B.AdnyaniL. D. S.BudiartaL. G. R. (2020). The impact of flipped learning 3.0 and self-regulated learning toward eleventh grade students’ speaking performance. International Journal of Language and Literature, 4(3), 111-122. https://doi.org/10.23887/ijll.v4i3.30296
30.
MaknunL. (2020). The implementation of orai as artificial intelligence for digital native students in english speaking learning. Itell (Indonesia Technology Enhanced Language Learning), 1(1), 131–138.
31.
MardaniF.VázquezN. P.RajendrakumarJ.SaadatiS. M. (2024). The Experience of Learning a Second Language as an Adult: A Qualitative Exploration of Motivation and Challenges. International Journal of Education and Cognitive Sciences, 5(2), 16-22. https://10.61838/kman.ijeas.5.2.3
32.
MasruriM. Z. (2024). SIX ELEMENTS AFFECTING LANGUAGE LEARNER SYSTEMS. English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics, 4(1), 145-155. https://doi.org/10.55148/etjar.v4i1.1242
33.
NiH. (2012). The effects of affective factors in SLA and pedagogical implications. Theory & Practice in Language Studies (TPLS), 2(7).
34.
Parra-GonzálezM. E.BelmonteJ. L.Segura-RoblesA.CabreraA. F. (2020). Active and emerging methodologies for ubiquitous education: Potentials of flipped learning and gamification. Sustainability, 12(2), 1-11. https://doi.org/10.3390/su12020602
35.
RajendranT.YunusM. M. (2021). A systematic literature review on the use of mobile-assisted language Learning (MALL) for enhancing speaking skills among ESL and EFL learners. International Journal of Academic Research in Progressive Education and Development, 10(1), 586-609. https://doi.org/10.6007/IJARPED/v10-i1/8939
36.
RenZ. (2023). Second Language Acquisition and Teaching: How the External and Internal Factors Affect SLA. In SHS Web of Conferences (Vol. 171, p. 02009). EDP Sciences. https://doi.org/10.1051/shsconf/202317102009
37.
RiazY.KausarG. (2024). Improving Pakistani College Students’ Speaking Skills Using AI-Driven Linguistic Input: An Experimental Study. Journal of Asian Development Studies, 13(4), 853-870. https://doi.org/10.62345/jads.2024.13.4.69
38.
SariL. I.SariR. H. (2020). Exploring English language needs of Indonesian marine pilots: A need analysis and its implications in ESP classrooms. TransNav, 14(4), 909-917. https://doi.org/10.12716/1001.14.04.15
39.
ShahidA.KhanA.RaoR. R. (2024). An Exploration of Effectiveness of Artificial Intelligence (AI) Tools in English Language Learning at the Undergraduate Level in Pakistan. Human Nature Journal of Social Sciences, 5(2), 347-357. https://doi.org/10.71016/hnjss/vmvan923
40.
ShakhnozaS. (2023). The role of gamification in teaching English. Zenodo(CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.8431550
41.
ShepherdI.LeighE.DaviesA. (2019). Disrupting the familiar: Applying educational theories to simulation-based learning and assessment design. In NaweedA.BowditchL.SprickC. (Eds.), Intersections in Simulation and Gaming: Disruption and Balance. Third Australasian Simulation Congress Proceedings, ASC 2019, Gold Coast, Australia, September 2–5. Springer Singapore Print ISBN: 978-981-329-5810, Electronic ISBN: 978-981-329-582-7. Book Series: Communications in Computer and Information Science.
42.
SoomroA. S. (2022). Challenges faced by the second language learners: a review. Sindh Journal of Linguistics, 1(1), 51-57. https://doi.org/10.58921/sindhjol.v1i1.10
43.
TagarelliK. M.RuizS.VegaJ. L. M.RebuschatP. (2016). VARIABILITY IN SECOND LANGUAGE LEARNING: The Roles of Individual Differences, Learning Conditions, and Linguistic Complexity. Studies in Second Language Acquisition, 38(2), 293–316. https://doi.org/10.1017/S0272263116000036
44.
TylerA. (2012). Spatial language, polysemy, and cross-linguistic semantic mismatches: Cognitive linguistics insights into challenges for second language learners. Spatial Cognition & Computation, 12(4), 305-335. https://doi.org/10.1080/13875868.2012.698670
45.
WangL.WuX. (2020). Influence of affective factors on learning ability in second language acquisition. Revista Argentina de Clínica Psicológica, 29(2), 1232. https://10.24205/03276716.2020.365
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
