Exploring the Use of Role-Playing as a Viable Teaching Method in EFL Education: A Practical Investigation of Dungeons & Dragons in Norwegian 7th Grade Classrooms

Abstract

This master thesis investigates the use of role-playing games (RPGs), specifically Dungeons & Dragons (D&D), as a teaching method for English as a Foreign Language (EFL) within the Norwegian LK20 curriculum framework. The study is grounded in the educational theories of Vygotsky, Bandura, and Bakhtin, emphasizing the significance of social interaction and observational learning. Through an observational study involving 7th-grade students, the research explores the impact of RPGs on vocabulary acquisition, student engagement, and interaction quality.

The findings reveal that RPGs can significantly enhance student engagement and provide a dynamic environment for practicing language skills. Students actively used and expanded their vocabulary in meaningful contexts during the role-playing sessions, demonstrating the method's potential to facilitate language learning. The study also identifies challenges such as the need for teacher preparation.

The literature review complements the observational study by analysing previous research on the educational use of RPGs, highlighting their benefits and limitations. Despite the challenges, the integration of RPGs into EFL education shows promise. It suggests that with proper planning and implementation, RPGs can be a valuable tool for language learning in Norwegian classrooms. This thesis contributes to the academic discourse on innovative teaching methods and offers practical insights for educators seeking to enhance EFL instruction through engaging and interactive pedagogies.