Enhancing Purposive Communication Students’ Interpersonal Communication Skills through Role-Playing in the Classroom

Elsie Lavezaris Dajao

Enhancing Purposive Communication Students’ Interpersonal Communication Skills through Role-Playing in the Classroom

Author(s)	Dr. Elsie Lavezaris Dajao
Country	Philippines
Abstract	Abstract This qualitative action research explored the use of role-playing as a pedagogical tool to strengthen interpersonal communication skills among Purposive Communication students across four sections at La Salle University–Ozamiz. Observations indicated that students often experienced anxiety, limited participation, and difficulty expressing empathy in interpersonal interactions. Over several weeks, structured role-playing activities were implemented, combining online discussions in Canvas Breakout Rooms and live classroom performances, to provide experiential opportunities for practicing verbal expression, active listening, empathetic responses, and confidence in communication. Data were collected through classroom observations, student reflective journals, focus group discussions, and the teacher-researcher’s reflective notes. Thematic analysis revealed four major themes: increased communication confidence, enhanced empathy and perspective-taking, improved listening behaviors, and heightened classroom engagement. Findings suggest that role-playing is an effective experiential strategy for developing interpersonal competence in higher education contexts. Implications for practice include integrating role-playing in communication curricula to foster reflective, confident, and collaborative learners.
Keywords	Keywords: Role-Playing, Interpersonal Communication, Experiential Learning, Qualitative Action Research, Higher Education, Purposive Communication
Field	Sociology > Linguistic / Literature
Published In	Volume 17, Issue 1, January-March 2026
Published On	2026-03-27

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Enhancing Purposive Communication Students’ Interpersonal Communication Skills through Role-Playing in the Classroom

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