Role-Play and Oral Communication Development in EFLESL Contexts a Systematic Review

Resumen

The cultivation of oral communication skills in English as a Foreign or Second Language (EFL/ESL) remains a continual challenge in language education, necessitating strategies that reconcile linguistic precision with communicative assurance. This systematic review sought to consolidate empirical evidence regarding the utilization of role-play as an instructional strategy to improve oral communication, focusing on its efficacy, underlying mechanisms, implementation practices, and outcomes. In accordance with PRISMA guidelines, 15 peer-reviewed studies published between 2020 and 2025 in Scopus and Web of Science were examined, encompassing a range of populations from secondary to higher education and professional settings. The findings indicate that role-play consistently enhanced fluency, vocabulary, grammar, pronunciation, and interaction, while simultaneously cultivating motivation, intercultural awareness, and alleviating speaking anxiety. Adaptations like drama, experiential bundles, MMORPGs, and tabletop role-playing games made it more effective by encouraging creativity and practical skills. However, effectiveness varied by context, with certain studies indicating that discussion-based methods surpassed role-play. The evidence supports the use of role-play as a flexible teaching tool, but it also shows that it needs clear instruction, long-term interventions, and digital integration to reach its full potential. These findings advance evidence-based innovations in communicative pedagogy for EFL/ESL learners.