PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

Speaking is a key skill in both language learning and teaching. One of the teaching strategies that has enhanced students’ speaking ability has been role-play. The study is designed to investigate (a) Saudi EFL students’ perceptions of role-play and (b) explore the positive effects of adopting role-play activities on their speaking skills. This research study adopted a mixed methods approach, utilizing a questionnaire for quantitative data and semi-structured interview-based methodology for qualitative data, consisting of both closed-ended and open-ended questions. The population selected for this study was 49 female university students at the undergraduate level majoring in the English Language and Translation program at Imam Abdulrahman bin Faisal University (IAU), Saudi Arabia. The findings of the participants’ perceptions displayed a positive impact on their speaking proficiency, contributing to improved motivation, communication skills, confidence, emotional resilience, overcoming fear, shyness, and negative feelings associated with speaking English in EFL contexts. A vast majority of respondents emphasized the significance of role-play activities as a pedagogical tool for enhancing EFL speaking skills and fostering socio-emotional development, thereby highlighting role-play’s recognized value in practical language learning and communication. Respondents valued the engaging nature of role-play for promoting real-world communication abilities, contributing to a more confident and resilient outlook during these activities. Integrating role-play activities into Saudi EFL curricula can maximize learning and cultivate a more learner-centered and participatory environment conducive to holistic language development.