Exploring Student Perceptions of Role-Play as an Effective Learning Method an Advanced English for Nurse Anesthesiology at TEKES Bali
English language proficiency has become an essential competency for healthcare professionals, particularly in specialized fields such as Nurse Anesthesia. Mastery of English is required to comprehend medical literature, establish effective communication with patients and multidisciplinary teams, and support patient safety. In the context of healthcare globalization, this skill has become increasingly critical (Fatonah, 2024). Several studies indicate that limited English proficiency can diminish the quality of care and increase the risk of medical errors. Alongside advancements in nursing education, instructional approaches have also undergone a transformation from conventional lecture methods toward active and participatory learning (Liansari et al., 2021). Methods such as simulation, case studies, and role-play are being widely implemented. Role-play is an interactive learning strategy that allows students to practice language skills within a simulated professional context. This method not only enhances speaking and listening skills but also fosters self-confidence and develops soft skills such as empathy, teamwork, and problem-solving. Furthermore, role-play has been proven to reduce anxiety and boost students' learning motivation. This study aims to explore the perceptions of Nurse Anesthesiology students at ITEKES Bali regarding the use of role-play in the Advanced English for Nurse Anesthesiologist course. This qualitative research was conducted using open-ended questionnaires distributed online. The questionnaires were designed to explore student experiences, perceived benefits, the impact on self-confidence, and contributions to soft skills development. Data were analyzed using a thematic approach through the stages of coding, theme categorization, and narrative-based conclusion drawing. The novelty of this study lies in its specific focus on nurse anesthesia, an area that remains under-researched within the context of English for Specific Purposes (ESP). Distinct from previous studies which are generally quantitative and broad in nature, this study employs a qualitative approach to capture students' subjective meaning-making of role-play-based learning. The results of this study are expected to contribute to the development of a more contextual, applicable curriculum that aligns with the clinical needs of nursing students in the global era.