EFL HIGH SCHOOL TEACHERS’ and STUDENTS’ PERCEPTIONS of ROLE-PLAYING as a POST- READING ACTIVITY: a CASE in the MEKONG DELTA

This descriptive study aimed at two groups of participants in English language teaching and learning. Its objectives were (1) to find out the teachers’ perceptions about benefits and challenges of using role-playing, and (2) to figure out the students’ perceptions about advantages and difficulties of role-playing in post-reading stage. The data were collected from questionnaire and focus-group interviews with 109 students in grade 10 and from semi-structured interviews with three EFL teachers in a public high school at a city in the Mekong Delta. The findings revealed that both EFL high school teachers and students had positive perceptions about role-playing activity. They perceived many advantages as well as some certain difficulties when using role-playing as a post-reading activity. Results and discussions for EFL teaching and learning in case applying role-playing in post-reading stage were also presented in this study. Key Words: EFL high school teachers/ students, role-playing activity, perceptions, post-reading activity, Mekong Delta