scholarly journals Communicative language teaching approach in the development of speaking skill

2021 ◽  
Vol 5 (3) ◽  
pp. 17-37
Author(s):  
Nataly Giovanna Oviedo Guado
Keyword(s):  
Teaching Method ◽  
Language Teaching ◽  
Oral Communication ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Teaching Activities ◽  
Speaking Skill ◽  
Prospective Longitudinal ◽  
The Universe ◽  
Experimental Group

Introduction. Oral communication is perhaps the most important skill while learning a foreign language. The conventional English teaching method that is applied at the different educational levels based on grammar and writing, does not allow the development of the necessary communication skills. The communicative teaching of language has been the subject of this research, in which its effectiveness has been treated using different resources and skills. Objective. This research aims to apply communicative language teaching activities to determine its effectiveness in the development of the speaking skill, in the second-year of Bachelor Education in a secondary institution in Riobamba, Ecuador. Methodology. A field, descriptive, prospective, longitudinal, quasi-experimental and quantitative research was carried out. The universe was made up of 94 students at that level. The sample equivalent to the universe was organized into two groups, one experimental and one control, with 47 students each. A diagnostic examination and a final test were applied for both groups, which during the time between both tests, followed different teaching-learning approaches. In the control group the traditional method was applied and in the experimental group, the communicative approach to language teaching. Results. The results showed that although both groups improved their performance in speaking, in the experimental group the increase in speaking ability was greater than in the control group. Conclusion. It was concluded that the application of communicative language teaching activities was effective in development of the speaking skill.

scholarly journals Communicative language teaching approach in the development of speaking skill

2021 ◽  
Vol 5 (4) ◽  
pp. 6-26
Author(s):  
Nataly Giovanna Oviedo Guado ◽  
Jazmina Ivonne Mena Mayorga
Keyword(s):  
Teaching Method ◽  
Language Teaching ◽  
Oral Communication ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Teaching Activities ◽  
Speaking Skill ◽  
Prospective Longitudinal ◽  
The Universe ◽  
Experimental Group

Introduction. Oral communication is perhaps the most important skill while learning a foreign language. The conventional English teaching method that is applied at the different educational levels based on grammar and writing, does not allow the development of the necessary communication skills. The communicative teaching of language has been the subject of this research, in which its effectiveness has been treated using different resources and skills. Objective. This research aims to apply communicative language teaching activities to determine its effectiveness in the development of the speaking skill, in the second-year of Bachelor Education in a secondary institution in Riobamba, Ecuador. Methodology. A field, descriptive, prospective, longitudinal, quasi-experimental and quantitative research was carried out. The universe was made up of 94 students at that level. The sample equivalent to the universe was organized into two groups, one experimental and one control, with 47 students each. A diagnostic examination and a final test were applied for both groups, which during the time between both tests, followed different teaching-learning approaches. In the control group the traditional method was applied and in the experimental group, the communicative approach to language teaching. Results. The results showed that although both groups improved their performance in speaking, in the experimental group the increase in speaking ability was greater than in the control group. Conclusion. It was concluded that the application of communicative language teaching activities was effective in development of the speaking skill.

scholarly journals Enhancing Students’ Speaking Skill Using Communicative Language Teaching Method

2018 ◽  
Vol 3 (01) ◽  
Author(s):  
Jeisica Lumy
Keyword(s):  
Degrees Of Freedom ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
T Test ◽  
Control Group ◽  
Teaching Principles ◽  
Significant Difference ◽  
Speaking Skill ◽  
Experimental Group

This study investigated the effect of the implementation of communicative language teaching method in enhancing speaking Skill of the third semester students at English Department of Manado State University. This was a quantitative study using true experimental group and pre-posttest design. The sample was one class from third semester who enrolled in speaking subject. The data obtained was computed through t-test to see the significant difference occurred between the control and experimental group. From the calculation, t-test value is 2.932 based on the distribution of t-table α 0,05 with degrees of freedom n1 + n2 – 2 =12 + 12 – 2 = 22 and tabulated t-test value 2.074. from the calculation, it is clearly seen that t-test value is bigger than tabulated t-test value. t-test value = 2.932 t-tabulated = 2.074. seen from the final result after computing the mean score of both groups, the experimental group who were taught according to communicative language teaching principles achieved higher score (23.75) than the control group who weren’t taught according to communicative language teaching principles (12.08). According to the result, the use of Communicative Language Teaching method is effective in enhancing students’ speaking skill.Keywords: Students’ Speaking skill; Communicative Language Teaching Method.

scholarly journals IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH COMMUNICATIVE LANGUAGE TEACHING OF THE SECOND LEVEL STUDENTS AT ‘MEC’ MEGALIA ENGLISH COURSE.

2016 ◽  
Vol 1 (01) ◽  
Author(s):  
Emelia Panambunan ◽  
Golda J Tulung ◽  
Mister Gidion Maru
Keyword(s):  
Personal Experience ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Collaborative Action Research ◽  
Collaborative Action ◽  
Questions And Answers ◽  
Speaking Skill ◽  
The Subject ◽  
Evaluation Of Learning

This study is a collaborative action research investigation to improve the speaking abilityof the students at Megalia English course especially class X-B. Opportunities to teach English areprovided in many different ways and it is based on each teacher who teaches. One of the teachingmethods is Communicative Language Teaching that would provide more opportunities for children todevelop their speaking skill in English because the classroom procedure in CLT gives students moreactivity in class. The subject of this research was taken from class X-B of second level students atMegalia English Course. This class consisted of 15 students. The researcher concluded this researchduring Febuary-March 2015. The improvement of students’ speaking ability could happen by usingthe Communicative Language Teaching type of activities as follow: (a) Presentation of a brief dialogor several mini dialogs, roles setting topic and the informality or formality of the language with thefunction and the situation demand. (b) Questions and answers based on the dialog. (c) Questions andanswers related to students personal experience but centered on the dialog theme. (d) Individual work.(e) Pair works. (f) Evaluation of learning. (g) Sampling of the written homework assignment. (h)Games related to the topic. (i) Oral pratice. Based on the conclusion, it is recommended that: (1) TheEnglish teachers have to be sure that the method of teaching is effective to improve the students’ skillor not. Communicative Language teaching method is recommended to apply to increase the studentsspeaking ability. (2) A well-prepared planning is also important to the teacher before teaching so theclass will be running well without wasting time to the unimportant things. (3) The English teachershave to be able to make a creative class so the students will not be bored in the class.Keywords: Communicative Language Teaching, Speaking Ability, Second Level Students ofMegalia English Course.

scholarly journals Task-Based Language Teaching in Developing Marine and Fisheries Students’ Speaking Skill (A Study in SUPM Negeri Ladong, Aceh)

2016 ◽  
Vol 3 (2) ◽  
pp. 140
Author(s):  
Ikhwan Wahidin
Keyword(s):  
Language Teaching ◽  
Research Result ◽  
Sampling Technique ◽  
Positive Development ◽  
Control Group ◽  
Majority Students ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
The Mean ◽  
Experimental Group

The objective of the research were (1) To obtain an empirical evidence for the lack of knowledge we have right now about how TBLT is used in developing Marine and Fisheries students’ English speaking proficiency. (2) To find out students’ perceptions on the implementation of TBLT whether learning with TBLT is helpful to understand the lesson or not. The research method was quasi experimental. This research assigned two groups, experimental and control group. Each group consisted of 25 students. The sample was chosen by applying purposive sampling technique. The data obtained through the test were analyzed by using descriptive and inferential statistic. Then the data on the students’ perception in learning speaking by using TBLT approach was collected through questionnaire. The research result showed that there was a positive development on the students’ speaking achievement. It was proved by the mean score of the students’ posttest in experimental group that showed 67.64 while the mean score of the students’ posttest in control group was 56.08. It means that there was a positive development in experimental group. With those several benefits, TBLT ensures that students have a high positive perception. It was proved with majority students’ perception which is 76%. It was classified as high and it can be concluded that TBLT is helpful approach. Key word : Task-Based Language Teaching, Marine and Fisheries' Speaking Skill.

scholarly journals The Effect of Using Communicative Language Teaching Activities on EFL Students’ Speaking Skills at the University of Jeddah

2019 ◽  
Vol 12 (6) ◽  
pp. 72 ◽  
Author(s):  
Shorouq Ali AL-Garni ◽  
Anas Hamed Almuhammadi
Keyword(s):  
Experimental Study ◽  
Language Teaching ◽  
Role Playing ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Quasi Experimental ◽  
Efl Students ◽  
The University ◽  
Experimental Group ◽  
Speaking Skills

The aim of the present study was to examine the effect of using communicative language teaching (CLT) activities on EFL students’ speaking skills at the English Language Institute (ELI) of the University of Jeddah (UJ). The researcher conducted the current study in two classes of 21 female EFL students each; one class was the experimental group and the other the control group. The experimental group was taught using three communicative activities—interviewing, problem-solving, and role-playing—while the control group was taught using traditional methods. The current study followed a quasi-experimental study to answer the primary research question. The quasi-experimental study was conducted using a pre- and post-test design to determine if there was a significant difference between the scores of the experimental and control groups. The findings of the current study show that the experimental group scored higher than the control group. These findings have positive implications for the continued implementation of CLT teaching practices at the ELI of UJ.

Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction

ReCALL ◽  
2020 ◽  
Vol 33 (1) ◽  
pp. 71-87
Author(s):  
Wei-Chieh Fang ◽  
Hui-Chin Yeh ◽  
Bo-Ru Luo ◽  
Nian-Shing Chen
Keyword(s):  
Language Proficiency ◽  
Language Teaching ◽  
Oral Communication ◽  
Control Group ◽  
Conversational Interaction ◽  
Efl Students ◽  
Linguistic Achievement ◽  
Performance Results ◽  
Comprehension Tests ◽  
Experimental Group

AbstractTo address the challenges of limited language proficiency and provide necessary feedback in the implementation of task-based language teaching (TBLT), a mobile-supported TBLT application was developed to provide linguistic and task scaffolding. Sixty-six English as a foreign language (EFL) university learners participated in a three-week experiment as part of a general English course. They were assigned to either an experimental group (mobile-supported TBLT), which received TBLT with scaffolds built into the application, or a control group (traditional TBLT), which received traditional paper-based TBLT without the scaffolds. At the end of the experiment, an English achievement test of vocabulary, grammar, and conversation comprehension was administered to determine if the technological scaffolds enhanced the learning outcomes for the course. Students’ self-perceived use of oral communication strategies was also measured to explore how these scaffolds affected the conversational interaction essential for task performance. Results showed that the mobile-supported TBLT group outperformed the traditional TBLT group on the vocabulary and conversation comprehension tests but not so much on the grammar test. Also, the mobile-supported TBLT group reported greater awareness of fluency- and accuracy-oriented strategies for speaking than the traditional TBLT group. Implications for designing mobile learning to enhance TBLT in an EFL setting are drawn.

scholarly journals The Effect of Using Communicative Language Teaching on Speaking Ability

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Rahayu Nindya Ratih, Hanafi
Keyword(s):  
Data Analysis ◽  
Experimental Research ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Control Group ◽  
P Value ◽  
Subjective Test ◽  
Randomized Control ◽  
The Impact

This research aims at investigating the impact of Communicative Language Teaching method on the improvement of students’ speaking ability. This is experimental research with non-randomized control group pretest posttest design. Class VII/A is the experimental research group, while class VII/B is the control group. Each of them consists of 22 students. Subjective test is used to collect the data about the students’ speaking ability in which the content is based on the curriculum used in the school. The data analysis used is t-test using SPSS version 16. The result of data analysis shows that p value is 0.016. The score is lower than 0.05. Seeing the result we can say that the null hypothesis (Ho) saying that there is no effect of using Communicative Language Teaching on speaking ability is rejected. It means that there is effect of using Communicative Language Teaching on the students’ speaking ability.Keywords: Communicative Language Teaching method, speaking ability.

scholarly journals THE EFFECTIVENESS OF USING TASK BASED LANGUAGE TEACHING (TBLT) IN TEACHING THE STUDENTS’ ENGLISH SPEAKING ABILITY AT THE ELEVENTH GRADE OF SMK PENERBANGAN AAG ADISUTJIPTO YOGYAKARTA

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Yasmika Baihaqi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Language Teaching ◽  
Control Group ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This study is intended to find out that the task based language teaching method is effective in improving the students’ speaking ability at the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. The population of this research is the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. The researcher in this case takes two intact classes with a total number of 63 students selected as the samples of the study. To collect the data, the researcher utilizes a test and questionnaire. The test is employed to reveal the students’ speaking ability while the questionnaire is used to collect the data of the students’ learning activities during the teaching and learning process. The data are analyzed utilizing descriptive and inferential statistics. The task based language teaching (TBLT) method is effective on the students’ speaking ability at the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. It is supported from the mean of the pre test and post test for experimental group and control group. This study yields the mean in pre-test for experimental group is 37.13 and 34.71 for control group. In the post test, the mean of the experimental group becomes 69.13 and 37.94 for control group. The t-test value showed 20.509 with the degree of freedom 62. It was higher than the value of t-table (2.000) at the significant level of 0.05. It means that TBLT method is more effective than teacher’s own method to teach speaking.     Key words: TBLT, Speaking Ability, Teaching and Learning Process.

scholarly journals The Effect of Metalanguage on Grammar Noticing of the Iranian EFL Learners

2016 ◽  
Vol 6 (3) ◽  
pp. 194
Author(s):  
Anita Roshan ◽  
Ali Elhami
Keyword(s):  
Second Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Language Studies ◽  
Experimental Group

<p>Metalanguage did not receive a lot of attention in communicative language teaching (CLT) but has remained an untouched area in second language studies. This research wanted to examine the effect of teachers’ metalanguage on learners’ noticing of grammatical points. This research was conducted at two proficiency levels of elementary and intermediate. In each level of elementary and intermediate, two groups were chosen, an experimental and a control group. In the experimental group, the teachers used metalanguage to teach grammar points. However, in control group the teachers used examples to teach grammar points. A noticing task test was administered to the two groups to collect data. The result indicated that the metalanguage had impacted the learners’ noticing, of grammatical points. <strong></strong></p>

Enhancing Oral Communication through Task Based Language Teaching: An Experimental Study on Under Graduate Students

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 277-282
Author(s):  
D. Shaby
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
English Language ◽  
Performance Test ◽  
Language Teaching ◽  
Oral Communication ◽  
Control Group ◽  
Text Book ◽  
Second Language Teaching ◽  
Experimental Group

A number of approaches to second language teaching have been projected since the nineteenth century. In spite of these changes within the background of second language teaching task-based language teaching (TBLT) remains to be a prevailing approach in language classrooms. However, several English language teachers be deficient in full awareness on what TBLT is and the way it is expeditiously implemented in their individual classrooms considerably in Asian classrooms that uses the most current language teaching and learning. An experimental study has been conducted to find out the effectiveness of Task Based Approach in teaching oral communication skills to college students. Based on the prescribed text book task based platform was constructed to teach for the first year students. An oral performance test attended by an assessment heading was administered. Fifty students were taken for the study and they were divided into two groups. Twenty five students representing the experimental group planned two units exploiting the task based program while twenty five students signifying the control group studied the same units following the Teacher’s instruction. Data were analyzed and Results exposed that there were statistically substantial differences found between the control and the experimental group. These results supports to utilize task based learning in teaching English as a second language Improvements.

Sign in / Sign up

Export Citation Format

Share Document