Many students at the tertiary level have inadequacies in their second language speaking abilities, adversely impacting their academic and professional prospects. Role-playing is suggested as a potentially useful speaking instructional process for promoting language development particularly, communicative competency. This study analyses the impact of role-playing through a strategy-based intervention. Using a true experimental design, the researcher obtained speech samples from these tasks and classified them in speech clarity, accuracy, body language, and correctness. The control group was exposed to indirect instruction, also called implicit instruction, and the experimental group was exposed to strategy-based teaching, also called explicit instruction. According to the paired t-test, the experimental group performed better in all the parameters than the control group following the intervention. These findings are examined in connection to special elements of the L2 role-playing strategy, which have significant consequences for second-language speaking development.

L2 Speaking Pedagogy, Implicit Instruction, Explicit Instruction, Role-play, Learning Outcomes