Abstract

This study examines university lecturers’ experiences in using role-play to teach English speaking skills, with a particular focus on its benefits, challenges, and pedagogical implications. A qualitative case study was conducted using semi-structured interviews with three English lecturers at a university in Ho Chi Minh City, Vietnam. The findings indicate that role-play enhances students’ confidence, increases opportunities for communicative practice, promotes collaboration, supports language development, and fosters a positive learning environment. However, lecturers also encounter several challenges, particularly limited instructional time and difficulties in classroom management. Based on these findings, the study offers pedagogical recommendations for the effective design and implementation of role-play activities in university English-speaking classes. The findings also provide practical evidence supporting the use of role-play in English as a foreign language (EFL) education within the Vietnamese higher education context.

Keywords: English as a foreign language (EFL), pedagogical implications, role-play, speaking skills, university lecturers.