The present study aimed to investigate the effect of role playing in storytelling classes on Iranian young EFL learners’ narrative writing. Forty-seven pre-intermediate young EFL learners who were within the age range of 9 and 16 participated in this study. They were members of four intact classes, which consisted of two classes of boys and two classes of girls. One class of boys and one class of girls were randomly assigned to the experimental groups and the other two to control groups. The researchers used the role-playing technique for storytelling classes in the experimental groups and only reading stories aloud for storytelling classes in the control groups. After the treatment, the Multivariate Analysis of Variance (MANOVA) was run to compare the four groups’ improvement on narrative writing. The results signified that the use of role playing in the storytelling classes had a significant impact on the narrative writing of Iranian young EFL learners as compared to the reading stories aloud technique. Furthermore, the findings showed that using role playing in storytelling classes enhanced learners’ understanding of the narrative writing style and patterns of the target language.

中文翻译：

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故事课中的角色扮演及其对伊朗年轻英语学习者叙事写作的影响

本研究旨在调查故事讲述班中的角色扮演对伊朗年轻EFL学习者的叙事写作的影响。年龄在9岁至16岁之间的47名中级前EFL学习者参加了这项研究。他们是四个完整班级的成员，其中包括两个班级的男孩和两个班级的女孩。将一类男孩和一类女孩随机分配到实验组，另外两个分配到对照组。研究人员在实验组的讲故事课中使用角色扮演技术，而对照组的讲故事课则只大声朗读故事。治疗后，进行了方差多元分析（MANOVA），比较了四组对叙事写作的改进。结果表明，与大声朗读故事相比，在讲故事课中使用角色扮演对伊朗年轻EFL学习者的叙事写作有重大影响。此外，研究结果表明，在故事课中使用角色扮演可以增强学习者对目标语言的叙事写作风格和模式的理解。