Role plays and the instructional methods which take place in traditional classroom context do not hinder learners from actively and meaningfully engaging the role of an expert naturally and realistically. The majority of the employers indicated that most fresh graduates are not ready to enter the job market as they lack the command of the English language, as well as communication skills and other workplace related skills. This paper presents how “E.X.P.E.R.T” role play technique is used in an academic English course classroom to address the concerns of workplace readiness among the fresh graduates.  The researchers employed an in depth qualitative study through written reflections to capture the experiences, and insights of undergraduates at one of the Malaysian public universities. A total of nineteen   learners from the Faculty of Health Sciences took part in this study. The findings indicate that E.X.P.E.R.T. technique promotes a more dynamic and up-to- date learning approach in equipping learners with the essential employability skills. It also highlights the teacher’s pedagogical role in employing the “E.X.P.E.R.T” role play technique.

Keywords: Employability; “E.X.P.E.R.T”; role play technique; engaging; workforce

Anjali Singh. (2014).Conducive classroom environment in schools. International Journal of Science and Research (IJSR). 3(1), 387-392.

Boud, D. (2010). Assessment 2020. Seven propositions for assessment reform in higher education [online]. Sydney, NSW: Australian Learning and Teaching Council.

Boud, D., Keogh, R. & Walker, D. (1985). Reflection: Turning experience into learning. London: Kogan Page.

Caballero, C. & Walker, A. (2010). Work readiness in graduate recruitment and selection: A review of current assessment methods. Journal of Teaching and Learning for Graduate Employability. 1(1), 13-25.

Center for Innovative Teaching and Learning (CITL). (2015). Classroom Climate. Indiana University Bloomington, USA.

http://citl.indiana.edu/resources_files/teaching-resources1/classroom-climate.php (accessed on September 2016.

Craciun, D. (2010). Role – playing as a creative method in science education. Journal of Science and Arts, 1(12), 175-182.

Davis, D. J. & Warfield, M. (2011). The importance of networking in the academic and professional experiences of racial minority learners in the USA. Educational Research and Evaluation. 17(2), 97-113.

Garewa, S. (2013). “Oh No. I hate role play!” Training Journal. https://www.trainingjournal.com/articles/feature/oh-no-i-hate-role-play.

Gleason, B. L., Peeters J. M., Resman-Targoff, B. H., Karr, S., McBane, S., Kelley, K., Thomas, T. & Denet, T, H. (2011). An active-learning strategies primer for achieving ability-based educational outcomes. American Journal of Pharmaceutical Education. 75(9), 186-187.

Jenkins, L. (2011). Using citizen science beyond teaching science content: A strategy for making science relevant to learners' lives. Cultural Studies of Science Education. 6(2), 501-508.

Kamerade, D. (2011). Group role­play as a method of facilitating student to student interaction and making theory relevant. A research report. University of Salford, Manchester.

Kaufman, J., Hirudayaraj, M. & Hagler, B. (2014). Teaching Professional Networking: Learners Building Contacts Outside the Classroom. Online Journal for Workforce Education and Development. 7(1) http://opensiuc.lib.siu.edu/ojwed/vol7/iss1/10/ Accessed on August

Kilgour, P., Reynaud, D., Northcote, M. & Shields, M. (2015). Role-playing as a tool to facilitate learning, self-reflection and social awareness in teacher education. International Journal of Innovative Interdisciplinary Research. 2.

Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development Englewood Cliffs, NJ: Prentice Hall.

Krebt, D. M. (2017). The Effectiveness of Role Play Techniques in Teaching Speaking for EFL College Learners. Journal of Language Teaching and Research. 8(5), 863-870.

Kryder, L. G. (2011). Eportfolios: Proving competency and building a network. Business Communication Quarterly. 74(3), 333-341.

Leo, Michelle. (2016). What You Didn’t Know About Fresh Graduate Unemployment in Malaysia [Infographic]. https://eduadvisor.my/articles/what-didnt-know-fresh-graduate unemployment-malaysia infographic/ (accessed on August 2016).

Lucas, B. & Hanson, J. (2016). Learning to be employable: Practical lessons from research into developing character. A research report. Centre for Real-World Learning at the University of Winchester. www.cityandguilds.com/learningtobeemployable (accessed on August 28, 2016)

Maier, H.W. (2002). Role playing: structures and educational objectives. CYC-online, 36. www.cyc-net.org/cyc-online/cycol-0102-roleplay.html. (accessed on August 19, 2016).

Markey, Patricia T. & Miller, Michel L. (2015). “Introducing an Information-Seeking Skill in a School Library to Learners with Autism Spectrum Disorder Using Video Modeling and Least-to Most Prompts.” American Association of School Librarians. Introducing an Information-Seeking Skill in a School Library. 18, 1-31

McEwan, L., Stokes, A., Crowley, K. & Roberts, C. (2014). Using role-play for expert science communication with professional stakeholders in flood risk management. Journal of Geography in Higher Education. 38(2), 277-300.

Mohamad Jafre Zainol Abidin, Siti Rafizah Fatimah Osman & Moniro Sadat Hosseini. (2012). Role-play: taking the line of least resistance. International Journal of Learning & Development. 2(2), 258-270

Oduke, Odhiambo. (2014). Learning French Oral Skills using Role Play as a Learning Strategy –The Kenyan Experience. Hamburg: Anchor Academic Publishing.

Oluwatayo, A., Opoko, A., Ezema, I. & Iroham, O. (2016). How do Learners Perceive their Employability Readiness: The Case of Architecture Learners in Proceedings of 3rd International Conference on African Development Issues (Cu-ICADI 2106) (pp. 193-195). Nigeria: Covenant University Press.

Ontario Ministry of Education. (2016, Winter). 21st Century Competencies: Foundation Document for Discussion: Phase 1 Towards Defining 21st Century Competencies for Ontario.

Pegg, A., Waldock, J., Hendy-Isaac, S. & Lawton, R. (2006). Pedagogy for employability. Learning and Employability Series One. York: ESECT and HEA. Available from: http://www.heacademy.ac.uk/assets/York/documents/ourwork/employability/id383_pedagogy for_ employability_357.pdf [13 February 2012].

Qing X. (2011). Role-play an effective approach to developing overall communicative competence. Cross-Cultural Communication. 7(4), 36-39.

Raja Hazirah Raja Sulaiman, Nik Murshidah Nik Din, Rahimah Embong Nooranida Awang, Zaiton Mustafa, Normila Noruddin & Mohd Taufiq

Talib, (2017). "Role-Playing Technique in Teaching Arabic Communication: A Case Study at Universiti Sultan Zainal Abidin in Malaysia," International Journal of Academic Research, 7(10): 309-318.

Rajprasit, K. & Hemchua, S. (2015). The English language & communication in the international workplace: an examination of thai computer engineering professionals. 3L: The Southeast Asian Journal of English Language Studies. 21(3), 109-124.

Rajvinder Singh. (2016.) 200,000 Jobless Graduates. The Sundaily.com 15 February 2016. http://www.thesundaily.my/news/1693673 (accessed on August 2016).

Rao, D. & Stupans, I. (2012). Exploring the potential of role-play in higher education: Development of a typology and teacher guidelines. Innovations in Education and Teaching International. 49(4), 427-436.

Rudvin, M. & Tomassini, E. (2011). Interpreting the Community and Workplace: A Practical Teaching Guide. New York: Palgrave Macmillan.

Scott, C. L. (2015). The futures of learning 3: What kind of pedagogies for the 21st century? UNESCO Education Research and Foresight, Paris. [ERF Working Papers Series, No. 15].

Shangeetha, Rajah Kumaran. (2017). Benefits and shortcomings of role-play as a speaking activity in English language classrooms. The English Teacher. XXXIX, 72-93

Sogunro, O.A. (2004). Efficacy of role-playing pedagogy in training leaders: some reflections.Journal of Management Development. 23(4), 355-371.

Thang Siew Ming, Lee Kean Wah, Puvaneswary Murugaiah, Nurjanah Mohd Jaafar, Choon Keong Tan & Nurul Iman Ahmad Bukhari. (2016). ICT Tools Patterns of Use among Malaysian ESL Undergraduates. GEMA Online® Journal of Language Studies. 16(1), 49-65.

Walsh, Steve & Mann, Steve. (2015). Doing reflective practice: a data-led way forward. ELT Journal. 69(4), 351-362

Westrup, Ulrika Och & Planander, Agneta. (2013). Role-play as a pedagogical method to prepare learners for practice: The learners’ voice. Högre utbildning. 3(3), 199-210.