Exploring the impact of communicative language teaching in enhancing Grade 9 learners'speaking proficiency in English as a second language in one secondary school in Maseru
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Date
2025
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National University of Lesotho
Abstract
This study examined the effectiveness of Communicative Language Teaching (CLT) in enhancing learners' English speaking proficiency. The investigation was motivated by the persistent difficulties learners encounter in developing oral communication skills when instructed through traditional methodologies that emphasise rote learning and grammatical accuracy. The primary objective was to ascertain whether CLT activities could significantly improve learners' speaking abilities, encompassing sociolinguistic competence, discourse competence, grammatical competence, and strategic competence.
Methodologically, the research employed a mixed-methods approach following an explanatory sequential design. Quantitative data were gathered through pre- and post-tests to evaluate learners' speaking performance prior to and following the intervention. A quasi-experimental framework was utilised, wherein a single group underwent assessment both before and after implementation of the instructional intervention. Subsequently, the test results were elucidated through systematic classroom observations and focus group interviews. The pedagogical intervention incorporated CLT-based strategies including role plays, storytelling, group discussions, and pair work specifically designed to foster active participation and meaningful communication.
The findings demonstrated that CLT significantly enhanced learners' speaking proficiency, incorporating improvements in fluency, grammatical accuracy, sociolinguistic competence, discourse competence, strategic competence, and willingness to engage collaboratively in oral activities. The study concludes that CLT constitutes an effective approach for promoting comprehensive communicative competence among secondary school learners. The interactive nature of CLT not only facilitated linguistic development but also generated opportunities for confidence building, collaborative learning, and reduced anxiety in oral communication tasks.
Notwithstanding these positive outcomes, the research process highlighted practical implementation challenges, such as balancing individualised attention with time-intensive oral activities and difficulties in adapting the approach for larger or more diverse classrooms. These observations underscore the necessity to tailor CLT methodologies to specific educational contexts and emphasise its potential as a transformative pedagogical strategy when thoughtfully integrated into English language education in Lesotho and comparable settings.