EFFECTIVENESS OF COMMUNICATIVE LANGUAGE TEACHING METHOD BY ENGLISH LANGUAGE TEACHERS IN ELT CLASSROOMS OF HAZARA DIVISION

Abstract

This thesis entails a comprehensive investigation of the effectiveness of Communicative Language Teaching (CLT) method used by English language teachers at Secondary Level in District Abbottabad of Hazara Division, KP Pakistan. The study centers on the perceptions, impacts, challenges, and strategies associated with the adoption of CLT in language classrooms. By bringing major tenets of CLT method into the constitution of an operative definition of the term and by recording information about pedagogical methodologies used by the teachers, the researcher sorts out the classes/groups of learners who are taught through CLT method in the context of this study. Given that CLT method lays prominent focus on speaking skill, the researcher uses two speaking tests as tool to assess the performance of secondary level students. The IELTS speaking tests being taken from the official website of British Council have been adapted by the researcher in order to accommodate the learning material related to English Textbook of Grade IX. The research design is experimental and quantitative research type is used to record and analyze the data. For the sake of disallowing extraneous factors to disrupt the objectivity of the study, the researcher has confined his research only to the Government Schools of District Abbottabad. Four schools have been chosen for the study where two teachers of two different schools have been found employing CLT method in teaching English. The students who have been taught through this mode are placed in comparison with others where conventional methods of teaching are used. Results reveal that there are significant differences in the academic performances of students who have been taught through CLT method. These students predominantly manifest better speaking skills specifically in terms of pronunciation, accent, syntactic structures and body language. This research contributes xii to the broader discourse on language teaching and emphasizes the need for concerted efforts by educators, institutions, and policymakers to further embrace and optimize CLT's implementation.