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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

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 simulations.