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Odkar je angleščina lingua franca in so postale zahteve po govorjenju tujega jezika pomembnejše, se je angleščina zadnja desetletja razvijala skozi različne pristope in metode poučevanja. Učenje tujega jezika v zgodnjem otroštvu mora potekati po določenih načelih, saj je delo z mlajšimi učenci zelo specifično. Namen učenja in poučevanja tujega jezika v 1. razredu je spodbuditi veselje in pozitiven odnos do tujih jezikov, njihovo usvajanje pa naj bi potekalo ob igralnih in gibalnih dejavnostih, ob izkustvenem učenju. Razvoj komunikacijskih veščin je eden temeljnih ciljev poučevanja jezikov in izkustveno učenje je pri tem izjemnega pomena. Pri poučevanju angleškega jezika je igranje vlog tisto orodje, ki ga učitelji lahko uporabljajo za poglobljeno razumevanje učnega gradiva in za razvijanje veščin, ki jih učenci potrebujejo za pridobitev potrebnega jezikovnega znanja. Pri raziskavi smo se opredelili na zgodnje učenje angleščine kot tujega jezika, natančneje na 1. (prvi) razred osnovne šole. Namen raziskovalnega dela je bilo ugotoviti, kolikšen vpliv ima igra vlog na bogatenje angleškega besedišča in sposobnost uporabe nabora različnih besed in fraz ob koncu obravnavane teme. Z dodatnimi vprašanji smo pridobili tudi informacijo o tem, ali je učiteljev način dela z igro vlog učencem všeč ali ne. Cilj raziskave je bil utemeljiti teorijo, izpeljano iz podatkov, ki so bili sistematično zbrani in analizirani. V kvantitativni raziskavi smo s pomočjo na zgodbah temelječe metodologije poučevanja poizkusili spodbuditi učence k aktivnejšemu sodelovanju in zanimanju za angleščino. Izvedli smo didaktično obravnavo zgodbe in pri tem uporabili inovativne pristope poučevanja tujega jezika s posebnim poudarkom na igri vlog. V omenjeni raziskavi je sodelovalo 42 učencev prvega razreda, ki so si angleščino izbrali za neobvezni izbirni predmet. Raziskava je potekala šest učnih ur v novembru in decembru 2022. Najprej smo natančno opazovali in analizirali obstoječe stanje, oblikovali načrt raziskave in ga po potrebi med raziskavo dopolnjevali. Odgovore na raziskovalna vprašanja smo pridobili na podlagi opazovanja in izpolnitve vprašalnika. Opravljena raziskava je s svojimi izsledki prispevala k razumevanju uporabe igre vlog pri pouku tujega jezika v zgodnjem obdobju. Ugotovili smo, da je uporaba metode igre vlog pri zgodnjem učenju angleščine priporočljiva za bogatenje besedišča in opolnomočenje učenca pri govornem sporočanju. Je učinkovita in primerna tehnika, da se mladi učenci aktivno vključijo v govorne dejavnosti. Ever since English has become the lingua franca and the demands of speaking a foreign language have become more important, English has evolved over the past decades through different teaching approaches and methods. Learning a foreign language in early childhood must follow certain principles, as working with younger students is very specific. The purpose of learning and teaching a foreign language in the 1st grade is to encourage joy and a positive attitude towards foreign languages, and the acquisition of these should take place through play and movement activities and through experiential learning. The development of communication skills is one of the fundamental goals of language learning, and experiential learning is extremely important. In English language learning, role-playing is one tool that teachers can use to deepen their understanding of the learning material and to develop the skills that students need to acquire the necessary language skills. In the research, we focused on early learning of English as a foreign language, more precisely in the 1st (first) grade of primary school. The purpose of the study was to determine how much influence role play has on the enrichment of the English vocabulary and the ability to use a set of different words and phrases at the end of the discussed topic. With additional questions, we also obtained information on whether the students like the teacher's way of working with role-playing or not. The goal of the research was to validate the theory derived from data that was systematically collected and analysed. In the quantitative research, with the help of story-based teaching methodology, we encouraged students to actively participate in English classes. We conducted a didactic treatment of stories and within this we used innovative approaches to learning a foreign language with a special emphasis on role-playing. 42 first-grade students who chose English as an optional elective participated in the above-mentioned research. The duration of the study lasted for 6 lessons in November and December 2022. First, we carefully observed and analysed the existing situation, and afterwards designed the research plan which we supplemented during the research. We obtained the answers to the research questions based on observation and students’ completion of the questionnaire. The results of the conducted research contributed to the understanding of the use of role-playing in foreign language lessons at an early stage. It can be said with certainty that the use of the role-play method in early English learning is recommended for enriching the vocabulary and empowering the students in spoken communication. It is an effective and appropriate technique for young students to be actively involved in oral activities.