Using role-play as a pedagogical tool to develop Japanese speaking skills in university students

This study examines the effectiveness of role-play activities as a pedagogical strategy for enhancing Japanese speaking skills among university students. Conducted at the Uzbekistan State University of World Languages, the research involved undergraduate learners of Japanese who actively participated in role-play sessions integrated into their regular coursework. The activities were designed to simulate authentic communicative situations, such as casual encounters between friends or conversations about transportation, allowing students to practice newly introduced vocabulary in meaningful contexts. The results of the classroom observations and student feedback demonstrated that role-play not only improved learners’ fluency but also supported long-term vocabulary retention and encouraged greater confidence in oral expression. Furthermore, the interactive nature of role-play fostered collaboration, reduced speaking anxiety, and motivated students to engage more fully in the learning process. By bridging the gap between theoretical knowledge and practical application, role-play was shown to be an effective tool in promoting communicative competence in Japanese. Besides, the article argues that role-play activities should be more widely adopted in Japanese language classrooms at the university level, as they provide learners with authentic opportunities to internalize linguistic structures and develop essential communicative skills. The findings contribute to ongoing discussions in foreign language pedagogy, highlighting the importance of learner-centered approaches in fostering both linguistic proficiency and cultural awareness.