Exploring Perceptions of Role Play Activities in English as a Second Language (ESL) Classrooms 
Nursyuhada Zakaria1, Noor Hanim Rahmat2, Norhartini Aripin3, Nurul Hijah Jasman4, Nursuhaila Ibrahim5
1Nursyuhada Zakaria, Academy of Language Studies, Universiti Teknologi MARA, Johor, Malaysia.
2Dr Noor Hanim Rahmat, Academy of Language Studies, Universiti Teknologi MARA, Selangor, Malaysia.
3Norhartini Aripin, Academy of Language Studies, Universiti Teknologi MARA, Johor, Malaysia.
4Nurul Hijah Jasman, Academy of Language Studies, Universiti Teknologi MARA, Johor, Malaysia.
5Nursuhaila Ibrahim, Academy of Language Studies, Universiti Teknologi MARA, Johor, Malaysia.
Manuscript received on 02 September 2019 | Revised Manuscript received on 12 September 2019 | Manuscript Published on 23 September 2019 | PP: 868-872 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E11220585C19/19©BEIESP | DOI: 10.35940/ijeat.E1122.0585C19
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Role play has long entered the ESL classroom. Many students (and teachers) enjoyed the activities that encouraged interaction in the class. Role play activities do more than just enhance social interaction (Kouvava et al. 2011)[1] among students; they can be the base for reinforcing grammar skills (Salaberry & Scholes, 2011)[2] and presented in a context that the students are comfortable with. This study looks into the role of role-play in the ESL classroom. Students’ reaction towards the use of role play is conceptualized into the classic theories of behaviourism, social constructivism and pragmatism. Quantitative data will be analysed and the results of this study will reveal interesting implications on the use of role play in the ESL classroom.
Keywords: Constructivism, ESL Classroom, Role Play, Social Interaction.
Scope of the Article: Agent Architectures, Ontologies, Languages and Protocols