Communicative Language Teaching Activities to Foster English-Speaking Communicative Competence in 12th-grade students from a public school.

Abstract

Despite the fact that learning to speak and having communicative skills are essential during the learning of English, spoken communicative competence remains out of reach for many students because they are unable to develop it and/or practice it on a recurrent basis during class time. The present study aimed to determine how the application of activities based on the communicative language teaching method (CLT) improves the English-spoken communicative competence of 3rd-year students from Bachillerato General Unificado BGU in “Luis Cordero” school located in Azogues. This study was developed under a quantitative research with a quasi-experimental design which allowed us to work with two groups of students, an experimental group, and a control group. The instruments that were used in this research were a pre and post-test adapted from the PET English Cambridge Exam as well as a rubric from the same Cambridge qualification. Those instruments were used to quantify the problem of this research for the data to be collected and analyzed. The difference between the two groups is that in the experimental group, we did the intervention, in this case, the application of the communicative activities proposed to compare results with the group that was not exposed to an intervention. After the respective analysis of the data obtained, it became evident that the implementation of activities based on the communicative teaching method significantly benefited the improvement of communicative competence in speaking skills in students.