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Evidence was gathered in a regular classroom setting using observation with audio and video recording and student questionnaires. Outcomes were assessed through student discourse during teacher-student and student-student interaction and through changes revealed in pre- and post-questionnaire analysis. 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Evidence was collected in a usual classroom context in the form of observation (audio and video recording), questionnaire. The results of such teaching were evaluated through students discourse emerged during student-student and teacher-student interaction and by the change of their thinking analyzed through pre-and post-questionnaire. Findings suggest that role playing is a productive teaching approach in promoting critical thinking in Pakistani context.  \nKeywords: Critical thinking, role play, teaching approach, design base research, discourse  \n* Kinnaird College [for Women Lahore. Email:profsmalik@yahoo.com](for Women Lahore. Email:profsmalik@yahoo.com)  \n** Assistant Professor, University of Education, Township Lahore Email: [qaisarshahzada@yahoo.com](qaisarshahzada@yahoo.com)  \nIntroduction  \nHenneman and Cunningham (2005) support that critical thinking is considered an essential tool for intellectual development of students in educational institutions. But in Pakistani institutions, the focus of education is to transfer factual information to students rather than involving them into thinking process. Researcher has experienced as a student and teacher that generally in all classroom instructions and particularly in the common Pakistani English classrooms, traditional teaching approaches are used that limit productivity and critical thinking among students. As Akram and Mehmood (2001) argued that most of the school teachers in Pakistan are concerned in completion of course work rather than focusing on new ways of knowledge development.  \nTeachers mostly used traditional grammar translation method for teaching of English (Nunan, 1999) . They mainly focus on structured grammatical patterns which strictly focus on bookish knowledge. Such approach emphasizes in developing reading and writing rather thinking skills among students and students are encouraged to produce correct sentences in terms of skill. The grammar translation method is used by many language teachers in which teachers more focus on rote memorization of syllabus instead of promotion of critical thinking skills. As Choy and Cheah (2009) state that in those schools where teachers lack in the ability to foster critical thinking among students, their students seem poor in rational and logical skills.  \nAlternative to this approach many teaching approaches such as role play, problem solving and pair work etc., have the potential to involve the students in learning process longer that indirectly promote critical thinking dispositions like openmindedness, fair-mindedness, perseverance and empathy among students (Bradely & Berg, 2008) . These strategies are more focused on process instead of content. They require students' motivation and active participation. It is assumed that role play can develop critical thinking by engaging students in different case scenarios to demonstrate the real life situations and can be productive teaching approach to foster critical thinking among students at elementary classrooms. As Possin (2008) states that role playing can enable students to apply their knowledge in real life context. Role play is considered a viable activity that engages students cognitively and affectively to work together to resolve issues (Jones, 2007; Mooradian, 2008) . Hassan (2007) states that students while playing a role interact with different persons, share information collaboratively that remove their ambiguities and inaccuracy of concepts. This strategy not only facilitates to improve communication skills of students through exchanging dialogues with each other (Jeffries, 2007; Mooradian, 2008) but also it plays a significant role in modifying the behavior of stu","cbCaiuXEgfORMjNW","https://ap.wps.com/l/cbCaiuXEgfORMjNW","pdf",148352,17,"English","# Abstract\n# Introduction\n# Methodology\n## Research Design","[{\"question\":\"What was the aim of the teaching experiment?\",\"answer\":\"The study aimed to investigate the usefulness of the role play strategy in developing critical thinking among elementary students.\"},{\"question\":\"How was evidence collected and how were results evaluated?\",\"answer\":\"Evidence was collected through classroom observation (audio and video recording) and questionnaires. Results were evaluated using students’ discourse during interactions and changes shown in pre- and post-questionnaire data.\"},{\"question\":\"What do the findings suggest about role play in Pakistani elementary classrooms?\",\"answer\":\"The findings suggest that role play is a productive teaching approach for promoting critical thinking in the Pakistani context.\"}]","Role Play: A Productive Teaching Strategy to Promote Critical Thinking | PDF",1792081929,43]