Integrating task-based role-plays into Upstream Upper Intermediate to support speaking skills in a gymnasium context

Abstract

This thesis aims to design and implement task-based role-plays as supplementary materials to the Upstream Upper Intermediate textbook to support the development of students’ speaking skills in a Gymnasium context. The study follows a three-cycle Action Research methodology, evaluating the effectiveness of role-plays in improving fluency, confidence, and real-life communication skills. The first section reviews theoretical foundations of Task-Based Language Teaching (TBLT) and role-plays as a pedagogical tool. The second section presents the design and implementation of role-plays, data collection methods, and an analysis of findings. The thesis concludes with pedagogical recommendations for integrating task-based role-plays into the curriculum. Keywords: Task-Based Language Teaching, role-play, speaking skills, Action Research, English language teaching.