Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms

摘要: This study explored role-play implementation in secondary school EFL classrooms China with a main research question: How can Chinese teachers make effective use of their classroom teaching? To explore this question, the author reviewed relevant literature and proposed theoretical framework for that incorporates three lenses: particular background education context (including CRCTL approach to meet learner’s cultural needs), ground positioning education, introduction (concept, strength weakness, tutor roles tasks, previous studies). A multiple case on seven using classes is overall methodology data were obtained from individual/focus group interviews, direct observations, questionnaires. The findings not only reflected benefits as language teaching strategy; CRCLT contexts, but also responded complex question needs students doing series issues need be considered order needs. Based findings, recommendations teachers, teacher educators educational administrators have been made followed by sample project “Christmas” which integrates various levels different classes. Supported detailed information classrooms, intends facilitate more in-depth discussions researchers