Abstract:
This study looks at how well role-playing exercises improve English proficiency among Thai primary pupils,
with an eye toward speaking abilities, self-confidence, and attitudes about English. Data were gathered by means
of speaking tests both before and after running role-playing activities using a Classroom Action Research (CAR)
approach. Students' speaking skills showed a notable improvement; the average proficiency score rose from 57.5
in Cycle 1 to 68.13 in Cycle 2. Furthermore, the proportion of students reaching the minimal speaking score of 65
changed from 50% in Cycle 1 to 81.25% in Cycle 2. These findings underline the need for using interactive
teaching strategies, including role-playing, to close the gap between theoretical knowledge and practical
application, thereby improving English communication abilities among students
