How come the role-play lesson do not result into a high degree of noun reference?

<?xml:namespace prefix = v /><v:shapetype id=_x0000_t75 coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"><v:stroke joinstyle="miter"></v:stroke><v:formulas><v:f eqn="if lineDrawn pixelLineWidth 0"></v:f><v:f eqn="sum @0 1 0"></v:f><v:f eqn="sum 0 0 @1"></v:f><v:f eqn="prod @2 1 2"></v:f><v:f eqn="prod @3 21600 pixelWidth"></v:f><v:f eqn="prod @3 21600 pixelHeight"></v:f><v:f eqn="sum @0 0 1"></v:f><v:f eqn="prod @6 1 2"></v:f><v:f eqn="prod @7 21600 pixelWidth"></v:f><v:f eqn="sum @8 21600 0"></v:f><v:f eqn="prod @7 21600 pixelHeight"></v:f><v:f eqn="sum @10 21600 0"></v:f></v:formulas><v:path o:extrusionok="f" gradientshapeok="t" o:connecttype="rect"></v:path><?xml:namespace prefix = o /><o:lock v:ext="edit" aspectratio="t"></o:lock></v:shapetype>  <v:shapetype id=_x0000_t75 coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"><v:stroke joinstyle="miter"></v:stroke><v:formulas><v:f eqn="if lineDrawn pixelLineWidth 0"></v:f><v:f eqn="sum @0 1 0"></v:f><v:f eqn="sum 0 0 @1"></v:f><v:f eqn="prod @2 1 2"></v:f><v:f eqn="prod @3 21600 pixelWidth"></v:f><v:f eqn="prod @3 21600 pixelHeight"></v:f><v:f eqn="sum @0 0 1"></v:f><v:f eqn="prod @6 1 2"></v:f><v:f eqn="prod @7 21600 pixelWidth"></v:f><v:f eqn="sum @8 21600 0"></v:f><v:f eqn="prod @7 21600 pixelHeight"></v:f><v:f eqn="sum @10 21600 0"></v:f></v:formulas><v:path o:extrusionok="f" gradientshapeok="t" o:connecttype="rect"></v:path><o:lock v:ext="edit" aspectratio="t"></o:lock></v:shapetype>  <img src="https://t1.daumcdn.net/cfile/cafe/18630F324CEA2E926F" class="txc-image" style="CLEAR: none; FLOAT: none" actualwidth="505" hspace="1" width="505" vspace="1" border="0" id="A_18630F324CEA2E926FEFF1"/> <v:shapetype id=_x0000_t75 coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"><o:lock v:ext="edit" aspectratio="t"></o:lock></v:shapetype>    <img src="https://t1.daumcdn.net/cfile/cafe/166B39324CEA2E9D2E" class="txc-image" style="CLEAR: none; FLOAT: none" actualwidth="574" hspace="1" width="574" vspace="1" border="0" id="A_166B39324CEA2E9D2E1FD6"/>       * A low significance value for the t-test (p<.004) indicates that there is a significant difference between the two group means.   This table 9-1 and 9-2 tells F lessons(role-play) are more demanding than BP lessons(normal lesson) and have more variable demands. BP's mean demand is 4.67 and F's mean demand is 4.43 so we can see F is less demanding but the standard deviation and figure 5 show that F has more variable demands in the lesson. <v:shapetype id=_x0000_t75 coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"><v:stroke joinstyle="miter"></v:stroke><v:formulas><v:f eqn="if lineDrawn pixelLineWidth 0"></v:f><v:f eqn="sum @0 1 0"></v:f><v:f eqn="sum 0 0 @1"></v:f><v:f eqn="prod @2 1 2"></v:f><v:f eqn="prod @3 21600 pixelWidth"></v:f><v:f eqn="prod @3 21600 pixelHeight"></v:f><v:f eqn="sum @0 0 1"></v:f><v:f eqn="prod @6 1 2"></v:f><v:f eqn="prod @7 21600 pixelWidth"></v:f><v:f eqn="sum @8 21600 0"></v:f><v:f eqn="prod @7 21600 pixelHeight"></v:f><v:f eqn="sum @10 21600 0"></v:f></v:formulas><v:path o:extrusionok="f" gradientshapeok="t" o:connecttype="rect"></v:path><o:lock v:ext="edit" aspectratio="t"></o:lock></v:shapetype>  <v:shapetype coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"><o:lock v:ext="edit" aspectratio="t"></o:lock></v:shapetype>  <img src="https://t1.daumcdn.net/cfile/cafe/1724582F4CEA2EAC41" class="txc-image" style="CLEAR: none; FLOAT: none" actualwidth="576" hspace="1" width="576" vspace="1" border="0" id="A_1724582F4CEA2EAC415A96"/> <v:shapetype coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"><o:lock v:ext="edit" aspectratio="t"></o:lock></v:shapetype>  <v:shapetype coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"><o:lock v:ext="edit" aspectratio="t"></o:lock></v:shapetype>  <v:shapetype coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"><o:lock v:ext="edit" aspectratio="t"></o:lock></v:shapetype>  <v:shapetype coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"><o:lock v:ext="edit" aspectratio="t"></o:lock></v:shapetype>  <v:shapetype coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"><o:lock v:ext="edit" aspectratio="t"></o:lock></v:shapetype>  As the table 10-1, 10-2 shows, the mean noun reference in role-play(3.65) is lower than the other(4.63). This means that the role-play does not result high degree of noun reference.     Ms. Yi explains that role-play is regulated by learners and the teacher's role is reduced to set the scene and build the characters so the role play has a lower mean demand.(in transcript 9 and 10) However she points out the role-play is more demanding to students for 5 reasons. Firstly, the students need to understand the situation and characters. Secondly, they have to pay attention to others' responses. Thirdly, they need to express their meaning in more grammatized forms. Fourthly, they also have to use non-verbal expressions. Above all, the task demands require the students to be initiative, creative, and productive.   This means that role-play do not create students abstract noun uses more than the other lessons. Being a character cause more pragmatic noun uses. Namely, when the students are acting in role-play, they tend to stay at the level of pointing or naming. Even though she made the students use the thinking bubble in the role-play. When they use same noun in role-play, they uses the noun as a concrete name of the thing or without articles.         ------------------------------------------------------------------ This is very interesting thesis as same as previouses... When i think about my thesis topic, i'm still in the fog.. but i face to a question from this thesis as a teacher. How can i help my students uses more abstract language uses? and i'm still working on my CA homework. sometimes I'm very surprised with my preconception and embarred.. Thank you for your all gentle advices.. ^^