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

Abstract

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.

Teaching Techniques Applied in Speaking Classes: Lecturers’ Voice of What and Why

“…The lecturers mentioned that they used these techniques to guide students, initiate students' activeness, and motivate students by using cooperative learning. This is in line with the theory that free discussion and role-play are preferable for improving students' oral production, according to Hedge, cited in Al-Garni and Almuhammadi [19].…”

“…Communicative activities can motivate students and establish positive relationships between the teacher and the students, as well as among the students thereby establishing a supportive environment for language learning [18]. Communicative activities are significant to stimulate students' communication with one another in English class, and these activities should be range from easy to more complex depending on the students' level [19].…”

Employing CLT Approach to Improve English Speaking Skill for Hau Giang Community College Students

“…Thirdly, CLT teachers have "more interactive activities that learners become enjoyable and confident to join in". This view did not surprise previous researchers such as AL-Garni and Almuhammadi (2019); Chang and S. Goswami (2011);Saputra (2015).…”

Exploring Communicative Language Teaching Principles Alignment of English Textbook in Saudi Arabia Middle School

“…The textbooks also use different types of "real-world" materials, such as articles from magazines and newspapers, pictures, texts, reports, advertisements and posters. Interaction is emphasised through communication and conversation based on both the audio and the written text with a view to increasing the students' communicative abilities both inside and outside the classroom Arab World English Journal www.awej.org ISSN: 2229-9327 100 (Abahussain, 2016;Farooq, 2015;Al Asmari, 2015;Al-Garni & Almuhammadi, 2019;Wajid & Saleem).…”

“…There is also a new emphasis on developing respect for other cultures and other religions, as well as reinforcing Saudi students' national identity, which is taken to be the Arabic culture and Islamic religion of Saudi Arabia (Elyas & Badawood, 2016). However, a lot of research has found that the implementation of this new curriculum has not yet been successful, despite theoretical support for the approach (Abahussain, 2016;AL-Garni & Almuhammadi, 2019;Al-Nasser, 2015;Al-Seghayer, 2014;Al Asmari, 2015;Batawi, 2007) The studies cited above provide different reasons why CLT has failed, the most common being that Saudi students and teachers reject communicative classroom teaching. The reasons that they give for this include the low language level of the students, making it difficult for them to use the target language, and the teacher tending to dominate the classroom so that the new curriculum is perceived as a threat to teacher control.…”