| This study explored role-play implementation in secondary school EFL classrooms in China with a main research question: How can Chinese EFL teachers make effective use of role-play in their classroom teaching? To explore this question, the author reviewed relevant literature and proposed a theoretical framework for the use of role-play that incorporates three lenses: particular research background in Chinese EFL education context (including a proposed CRCTL approach to meet learner's cultural needs), theoretical ground for positioning role-play in EFL education, and introduction of particular role-play literature (concept, strength and weakness, tutor roles and tasks, previous research studies).;Based on the findings, recommendations to classroom teachers, teacher educators and educational administrators have been made followed by a sample role-play project "Christmas" which integrates various levels of role-play in different EFL classes. Supported by detailed information from classrooms, this study intends to facilitate more in-depth discussions from researchers and practitioners regarding role-play implementation in EFL classrooms. This study is expected not only to be helpful for EFL teachers and students in China but also for those in other countries.;A multiple case study on seven Chinese EFL teachers using role-play in their classes is the overall methodology and data were obtained from individual/focus group interviews, direct classroom observations, and questionnaires. The findings not only reflected the benefits of role-play as a language teaching strategy; the strength of CRCLT in particular cultural contexts, but also responded to a complex question of the needs of teachers and students doing role-play in EFL classrooms in China and to the question of a series of issues that need to be considered in order to meet their needs. |
