Masaryk university, brno faculty of education

Evaluation of the activity 
This activity was designed to resemble a real-life situation as much as possible. Trial 
conversations were practised to prevent students from being exposed to stressful situations 
during the dubbing and to create safer environment for improving speaking fluency skills. As 
for the activity itself, it can be evaluated as very benefitial towards development of speaking 
fluency skills. Most of the students managed to produce logical and coherent conversations and 
use relevant vocabulary and phrases. Nevertheless, some of the students failed to react properly. 
The aim of development of fluency was then helped to be fulfilled by their colleagues, who 
encouraged the conversation and helped the weaker students produce at least some utterances.
It is believed that this activity helped students gain self-confidence in speaking in a specific 
situation. This conclusion is backed by the fact that most of the students managed to lead the 
conversation, react on other person’s questions, express their wish or claim, as well as solve 
problems connected to the relevant topic. Furthermore, even the weaker students managed to 
make themselves understood after they had been encouraged, which can be also seen as a factor 
leading to development of their self-confidence. The activity was highly motivating, but mostly 
for the students who were dubbing the conversation. The biggest drawback here was the fact 
that most of the other students stopped paying attention after some time and started chatting in 
their desks. This can be seen as a demotivating and distractive factor for the students who are 
having the conversation. Possible solution in future might be to get the other students more 
involved in the activity by evaluating each pair after the conversation is finished.

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After participating in the activity, students had activated vocabulary related to work at the hotel 
reception and had been given an opportunity to practise real-life situations connected to such 
job. 
Students seemed to enjoy their roles, they were helpful towards the weaker students in their 
pairs and. Despite the fact that some of the students seemed stressed about the activity at the 
beginning, after the trial conversations they seemed more confident and enjoyed the activity. 
5.3.4 Role-play