Enhancing Text Interpretation Skills through Role-Playing Techniques among Second-Year Lao Language and Literature Teacher Students in the 2025–2026 Academic Year

Abstract

This study aimed to examine the effectiveness of role-playing techniques in developing text interpretation skills among second-year Lao Language and Literature teacher students at Savannakhet Teacher Training College during the 2025–2026 academic year. The study focused on the literary texts Nang Malong Thao Bachieng and Kampa Phinoy. The participants consisted of 14 second-year students, including 9 females. A one-group pretest–posttest design was employed. Students’ text interpretation skills were assessed before and after instruction using role-playing techniques, and the results were compared to determine learning progress. The findings revealed a significant improvement in students’ text interpretation skills following the intervention. The mean pretest score was 4.92, while the mean posttest score increased to 7.92. The higher posttest scores indicate that role-playing techniques effectively enhanced students’ understanding and interpretation of literary texts. Students demonstrated improved ability to identify meanings, analyze story content, and communicate interpretations accurately. In addition to improving interpretation skills, the role-playing approach promoted student engagement, cooperation, responsibility, critical thinking, and active participation in learning. The findings support learner-centered teaching principles and suggest that role-playing techniques can be an effective instructional strategy for teaching literature and developing text interpretation skills among teacher education students.