中部大学教育研究20
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1BackgroundPerhapsthemostchallengingaspectofteachingEnglishasaforeignlanguage(EFL)isprovidingstudentswithenoughopportunitytouseEnglishinanauthenticway.Inordertoprovidestudentswiththeseopportunities,EFLinstructorsoftenutilizedebates,roleplays,anddiscussions.Amethodthathasreceivedlessattentionistheuseofrole-playing(RP).1.1RolePlaysVersusRole-playingBeforecontinuingthisdiscussion,itisbesttodefinethetermrole-playing,especiallyincontrastwithroleplays.ForthepurposeofthisstudyitisimportanttounderstandthatRPisfundamentallydifferentthanatraditionalclassroomroleplay(Philips,1994).Roleplaysareperformanceorientedinthatstudentsaregivenarolethattheymustactout.Roleplaysarealsooftenhighlystructured,withstudentsreceivingsetphrasesandsituations,andsometimesevenascripttoguidethem.Theyareveryusefulfordrillingtargetlanguagesphrasesandstructure,butarelimitedintheirabilitytoprovidestudentswithauthenticcommunicativepractice.Theyareessentiallysimulationsofauthenticconversationsassignedbytheteacher(Zalka,2012).Role-playing,incontrast,happenswhenagroupthatcomestogethertocreateastorythroughimpersonatingcharacterinit.Itisimportanttonoteherethat“impersonating”doesnotnecessarilymean“acting.”WhileRPcan,andoftendoes,involveaperformanceitisnotnecessarytoactoutone'scharacter,onlytoexpresswhatthecharacter'sactionsorthoughtsare(Zalka,2012).InRPplayersarenotgivenascriptorguidelineandmustrespondnaturallytoexternalinput.Thiscouldbeareactiontoastoryeventoraresponsetoaquestionbyanotherplayer.Theplayersmayalsobeinternallymotivatedtointeractduetopersonalorin-characterneedsordesiresandtherebybecomethecatalystforaconversationoractionbyanotherplayer.Inshort,RPrequirestheplayerstoengageinhighlyauthenticandunscriptedconversations―45―UtilizingRole-playingtoPracticeEnglishALLENDavidP.*1AbstractThisstudyexplorestheuseoftable-toprole-playinggames(TTRPGs)intheEnglishasaforeignlanguage(EFL)context.ItexplainswhataTTRPGisanddiscussesthepedagogicalbenefitsthattheycanhavewhenusedinlanguagelearningclassrooms.Furthermore,thisstudyprovidesinstructionsonhowteacherscanutilizeTTRPGsintheirclassroomandgivesexamplesoflanguagelearningactivitiesandassessmentsthatcanbegivenwithTTRPGs.Finally,thisstudyreportsthefindingsfromteacherobservationsandquestionnairesgiventostudentsattheuniversitylevelthatparticipatedincoursesthatimplementedTTRPGs.KeywordsRole-playing,gamification,TTRPG,criticalthinking,communicativecompetence*1SeniorAssistantProfessor,LanguageProgram,GlobalEducationCenter,ChubuUniversity

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