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Sitting in the classroom for rather a long time, listening to the teacher and other students, and having occasional responses are what typically happen in the English teaching classrooms around the world. ETS, a big hall with at least three sites as language learning zones, brings about a dynamic method which environmentally simulates communicative occasions to provide the learners with an exciting and intensive practice on the current conversations through role-playing. In this study, the efficiency of ETS was evaluated in an experimental research design. To do so, 34 students of English Language and Literature at Semnan University were taken as subjects in two conversation classes. Upon the completion of the course for 10 sessions, a T-test was applied to see if the method makes any significant improvement. The result showed that ETS was significantly better than the traditional method. To see the students’ opinions about the method, a questionnaire was also conducted with the results revealing students’ positive feedback toward the method.