Abstract
This study examines the effectiveness of role-play and voice-over projects in enhancing speaking skill, grammar, and vocabulary development among pre-intermediate university students. A total of 60 students participated in the study, divided into four groups of 15, with two groups engaged in role-play activities and two in voice-over projects over 12 weeks. Pre/post speaking tests were administered to assess improvements in grammar accuracy and lexical development specifically during speaking tasks. Statistical analysis showed significant improvements in all areas for both teaching methods, though their effects varied. The role-play groups demonstrated substantial gains in vocabulary, reflecting the interactive nature of the activities, which encouraged real-time language use and contextual learning. In contrast, the voice-over groups showed greater progress in both grammar and vocabulary, with the repetitive and structured practice in voice-over tasks leading to enhanced grammatical accuracy and more deliberate vocabulary usage. The findings underscore the benefits of both methods, suggesting that role-play fosters spontaneous language use and vocabulary expansion, while voice-over tasks support grammatical refinement and lexical development through structured repetition. These results can inform future language teaching strategies, emphasizing the integration of dynamic, task-based approaches to foster comprehensive language proficiency