One of the primary purposes of learning foreign languages, particularly English, is the ability to communicate effectively with other users of the target language. Role-playing, one of the communicative teaching methods, is believed to develop learners’ speaking competence and help them learn the language in an authentic context. Therefore, the main purpose of this study is to examine the relationship between the role-play teaching method and students’ speaking competence. The current study uses two semi-structured interviews. One is designed for teachers teaching the 9th-grade level. The other is designed for a class at the 9th-grade level with 30 students. The findings show that role-play activities participate in developing students’ speaking skills.
In the context of education, culture is considered the heart of our beliefs and practices; it has an effect on how we think, behave, perceive and communicate, all of which affect how we teach and learn. That is, cultural differences produce different beliefs and practices in the field of teaching, which affects students’ motivation either positively or negatively. This study examined the impact of culture on teaching in the Moroccan context, how it shapes teachers’ practices in the classroom, and the extent to which this affects students’ motivation. 26 high school students and 10 high school teachers participated in this survey. Data was collected using a questionnaire research method for both students and teachers. The results revealed that students put the blame on their teachers and teaching methods for the lack of motivation, whereas teachers still use the traditional teaching methods in the classrooms.
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