The purposes of this research were 1) to compare Lao EFL college students’ English speaking ability before and after being taught by using scripted role play technique, 2) to compare Lao EFL college students’ English speaking ability before and after being taught by using unscripted role play technique, and 3) to compare the speaking ability of Lao EFL college students taught by using scripted and unscripted techniques. The samples were two classes of third year English major students who studied English for Specific Purpose II in the second semester of academic year 2021 at Savannakhet Teacher Training College, Lao PDR. The former class with 25 students was assigned to be taught by scripted role play while the latter class with 25 students was assigned to be taught by unscripted role play. They were selected by using simple random sampling technique using the classrooms as a sampling unit. The instruments were lesson plans of 24 hours, pre-test and post-test of speaking performance. The obtained data were analyzed by mean, standard deviation and t-test. The findings revealed that the learning achievement using both scripted and unscripted role play techniques of students’ post-test mean score was higher than pre-test mean score with statistically significant difference at .01 level. In addition, the students’ mean score using unscripted role play technique was higher than those mean score using scripted role play technique with statistically significant difference at .05 level.