Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: a case study in Taiwan

Yen Chen Yen, Huei Tse Hou, Kuo-En Chang

Research output: Contribution to journalArticle

26 Citations (Scopus)


English as a foreign language (EFL) instruction faces many challenges in Asia because of many cultural and environmental factors, such as the lack of interactive speaking environments, emphasis placed on test scores, and foreign language anxiety. The purpose of this research is to conduct an EFL instructional course by integrating Facebook (asynchronous online discussion) and Skype (synchronous online discussion) as platforms through which students perform role-playing based learning activities and to observe the effects of the course on the challenges mentioned above. The study consists of 42 participants who are enrolled in an English conversation course in a business college in Taiwan. This study conducted a learning performance analysis, correlation analysis, and qualitative content analysis of the learning process. The results indicate that the learners improved their speaking and writing skills through the learning tools and role-playing activities. The content analysis also demonstrated that learners could improve their speaking and writing skills via peer-to-peer and self-correction behaviors. We also provide several recommendations for EFL educators and researchers.

Original languageEnglish
Pages (from-to)383-406
Number of pages24
JournalComputer Assisted Language Learning
Issue number5
Publication statusPublished - 2015 Sep 3



  • EFL
  • Facebook
  • Skype
  • online discussion
  • role-playing
  • social networking services

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Computer Science Applications

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