Role-Play to Overcome Students’ Shyness: Enhancing A1-Level English Learners’ Speaking Skills at UATF Uyuni

Resumen

The acquisition of oral skills in English as a foreign language (EFL) is a significant challenge for A1-level students, who often face affective barriers such as anxiety, fear of making mistakes, and shyness. In the context of Uyuni, Bolivia, whose economy is strongly tied to international tourism, communicative competence in English is a crucial professional skill for students at the Universidad Autónoma Tomás Frías. However, beginner learners are noticeably hesitant to take part in oral activities, which slows their progress. This study investigates the use of role-play as a pedagogical strategy to mitigate these barriers, foster confidence, and improve oral fluency in a safe and motivating learning environment. The objective was to evaluate how this technique impacts student participation and communicative performance. A qualitative approach based on the classroom action research model was employed. The intervention was conducted with a group of 26 second-year students from the Department of Linguistics and Languages, all of whom had A1-level competence according to the CEFR. Over six weeks, participants engaged in structured role-play activities integrated into their regular curriculum. The scenarios simulated pertinent daily situations, including requesting directions, placing orders in a restaurant, delivering presentations, and employing formal and informal greetings. Data collection was conducted through direct observation, using checklists to monitor participation and confidence, as well as oral performance rubrics applied before and after the intervention cycle to measure improvements in pronunciation, rhythm, and turn-taking. The findings of the intervention were positive and demonstrated measurable progress. Initially, most students showed a clear reluctance to participate in dialogues, expressing fear of peer evaluation. As the role-play sessions progressed, a sustained increase in voluntary participation and greater spontaneity in English use were observed. By the end of the six weeks, approximately 75% of the students had achieved significant and observable improvements in the evaluated oral competence indicators. The students not only spoke with greater confidence but also showed improvements in intonation and the ability to sustain a basic conversation. The study concludes that role-play is a highly effective strategy for developing oral competence in A1-level students with high levels of inhibition. The technique worked by creating a playful, low-risk learning environment, where the “character” acted as a protective shield that reduced fear of personal exposure. Collaborative preparation in pairs or groups also fostered contextual vocabulary learning and strengthened classroom social dynamics. The success of the strategy largely depended on the scaffolding provided by the teacher, including dialogue modeling and constant positive reinforcement. Although some students remained reluctant, the overall results strongly support the integration of role-play into EFL programs for beginners, especially in cultural contexts where students may be more reserved. Future research is recommended to explore combining this technique with digital tools and adapting it to English for Specific Purposes (ESP) courses focused on tourism.