Greener Journal of Educational Research Vol. 3 (5), pp. 217-225, July 2013
Manuscript Number: 070513703
An Exploration of Data-Assisted or Data-Driven Role-Plays and Simulation and the ways in which these Advances in Second Language Learning may be Exploited in Zimbabwe either at School/University Level or Both
Bindura University of Science Education.
Email: dorcas.zuvalinyenga @ gmail. com, firstname.lastname@example.org, Cellular phone: +263-776 142 111,
Telephone: 263 (0271) 7531/2/3/5/6 or 7621/2/3/4 extension 1063
Working on the assumption that
role-plays and simulations help learners increase
communicative skills and provide them a realistic
opportunity to work with others in the classroom and outside
or real world, the study sought to find out how
data-assisted and data-driven role-plays and simulations may
be exploited in Zimbabwe either at school/university level
or both so that the findings of the study could be linked to
a broader topic of syllabus evaluation. This was through an
assessment of three secondary schools representing the
different contexts in which English is learnt and taught as
well as one University. The study then queried the
applicability of data-assisted and data-driven role-plays
and simulations in the different set ups and contexts so as
to encourage further research in the area. It then proceeded
to suggest possible solutions to the problems associated
with using data assisted and data driven role-plays and
Keywords: Computer assisted language learning, Role-plays, simulations, second language learning, second language acquisition (henceforth SLA), Data-driven, data-assisted, Zimbabwe school/university.
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