The Impact of Role-Playing Techniques on the Communication Skills of Junior High School Students in Ghana

Effective communication skills are essential for academic success and social interactions. However, many Junior High School (JHS) students in Ghana face challenges in expressing themselves in English due to linguistic limitations, personality factors, instructional approaches, and environmental influences. This study examines the impact of role-playing techniques on the communication skills of JHS students in Ghana. Using a Classroom Action Research (CAR) design, the study involved 30 randomly selected students from Nkwantakese D/A JHS. Data was collected through observations, interviews, and oral tests administered before and after the intervention. The study revealed that linguistic challenges, fear of ridicule, and inadequate teaching strategies significantly hinder students’ ability to communicate in English. Role-play activities were implemented in a structured format; pre-role-play, role-play and post-role-play to enhance fluency, grammar, vocabulary, and pronunciation. Findings indicated notable improvements: fluency increased by 18%, grammar by 27%, vocabulary by 32%, and pronunciation by 23%. These results suggest that role-playing is an effective pedagogical tool for improving English communication skills in JHS students. The study recommends integrating role-play into English instruction, fostering a supportive learning environment, and using multimedia resources to enhance language acquisition. Future research should explore the long-term impact of role-play on learners’ communication proficiency across different age groups and educational settings.