HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- BUI THI THANH HUONG AN INVESTIGATION INTO APPLYING COMMUNICATIVE LANGUAGE TEACHING INTO DEVELOPING YOUNG LEARNERS’ ENGLISH SPEAKING PERFOR
INTRODUCTION
Background to the study
Practicing English speaking skills offers numerous benefits in today's globalized world, where bilingualism is an invaluable asset Research in foreign languages emphasizes the importance of effective communication and connection with others In line with this, Vietnam's Ministry of Education and Training (MOET) aims to enhance learners' proficiency in English across four key skills: listening, speaking, reading, and writing.
The significance of speaking skills for language learners is paramount, particularly as English communication gains prominence in today's world In Vietnam, the Ministry of Education and Training (MOET) emphasizes the development of English speaking abilities in young learners starting from primary school Proficiency in English speaking opens doors to job opportunities and enhances prospects in international enterprises As highlighted by Richards (2006), reinforcing communication skills is essential in the daily teaching and learning process Therefore, English teachers should focus on creating a more communicative environment that fosters these skills among learners.
Vietnamese learners often struggle with communicative competence after completing their coursework, primarily due to the teacher-centered approach and examination-focused methods (Phuong, 2017) This results in a lack of emphasis on speaking skills, as students are preoccupied with completing assigned tasks In this dynamic, teachers take on active roles while students remain passive (Ohashi, 2015) Consequently, learners primarily engage with sentence patterns through repetitive drilling techniques As a result, many Vietnamese students experience feelings of embarrassment and a lack of confidence in their communication abilities (Phan & Nguyen, 2021).
The reasons that make teaching English speaking skills go down today are the teachers’ limited capacity to teach EFL Teaching periods are not enough for EFL
EFL and ESL learners often struggle with motivation, self-confidence, anxiety, inhibition, and a limited vocabulary (Paneerselvam, 2019) These challenges are exacerbated by an inefficient educational system, particularly in assessment methods Additionally, the lack of a supportive environment for language practice and inadequate teaching facilities and materials further hinder the learning process (Phan, 2017).
Statement of the problem
The Presentation-Practice-Production (PPP) framework, along with the Audio-lingual Method (ALM), Direct Method (DM), and the traditional Grammar Translation Method (GTM), are commonly utilized teaching strategies for young learners in educational settings (Kersten & Rohde, 2013).
Teachers often encounter significant challenges when teaching speaking skills to learners, primarily due to their limited vocabulary, pronunciation difficulties, and interference from their mother tongue Additionally, for English as a Foreign Language (EFL) students, speaking is particularly challenging as it requires proficiency in grammar, vocabulary, and the ability to use language appropriately in social contexts (Shumin, 1997).
At Trieu Thi Trinh Primary School, the Audio-Lingual Method (ALM) is frequently utilized in speaking lessons for young learners, emphasizing the importance of listening and speaking skills Teachers implement repetition drills and pattern practice to enhance students' ability to respond quickly and accurately in spoken language The method focuses on teaching vocabulary and grammatical structures through dialogues, which are reinforced through various drills, including repetition, backward build-up, and question-and-answer sessions However, challenges such as large class sizes, fixed seating arrangements, and varying learner levels can hinder effectiveness In contrast, Communicative Language Teaching (CLT) offers a more dynamic approach that better suits the needs of speaking classes.
This research aims to investigate the impact of Communicative Language Teaching (CLT) on the speaking skills of young learners CLT offers several benefits, including tailored communication that aligns with learners' abilities and fosters their overall learning development (Richards).
Communicative Language Teaching (CLT) significantly enhances fluency in the target language, allowing learners to engage more confidently in conversations This increased confidence leads to greater enjoyment in speaking with others Additionally, CLT prioritizes interactive activities over repetitive drills, fostering a more dynamic learning environment.
Research aims and research questions
This study explores the impact of Communicative Language Teaching (CLT) on young learners' speaking skills and their attitudes towards this learning approach To accomplish these goals, the research focuses on specific questions related to the effectiveness of CLT in enhancing speaking performance and shaping learners' perceptions.
1 To what extent does Communicative Language Teaching affect young learners’ speaking ability?
2 How do the students perceive the benefits of CLT in learning English speaking?
Significance of the study
This research study introduces a novel approach by applying Communicative Language Teaching (CLT) to improve speaking performance among young learners It emphasizes the numerous benefits and motivational aspects that CLT offers to both educators and students, highlighting its effective characteristics in the learning process.
This pioneering study focuses on enhancing English speaking skills among primary school students in Vietnam, offering EFL teachers effective strategies and appropriate materials through Communicative Language Teaching (CLT) By prioritizing the development of communicative competence, this approach transforms the teaching of English speaking skills for young learners in contemporary education.
Overview of thesis chapters
This paper is structured into five chapters, with Chapter 1 providing an introduction that outlines the study's background, identifies the problems being addressed, and clarifies the aims of the research.
This study is structured around four key research questions that highlight its significance Chapter 2 presents a literature review focusing on Communicative Language Teaching, the development of speaking skills, and young learners' attitudes toward learning, alongside an analysis of previous studies, culminating in the identification of a research gap and the establishment of a conceptual framework Chapter 3 outlines the methodology, detailing the research site, participants, design, instruments, and the processes for data collection, as well as ensuring the reliability and validity of the instruments used In Chapter 4, the data analysis and discussion of findings are presented, illustrating and interpreting the results Finally, Chapter 5 offers a conclusion that includes the study's contributions, limitations, and recommendations for future research, effectively summarizing the overall findings and implications of the study.
LITERATURE REVIEW
Communicative Language Teaching
Communicative Language Teaching (CLT) has gained popularity as a methodology that emphasizes both learning goals and processes, focusing on social interaction as a measure of competence It aims to develop communicative competence, viewing the target language as a tool for classroom communication rather than merely a subject of study In this approach, immediate feedback from listeners helps speakers assess their communication effectiveness, while small group activities enhance the opportunities for communicative practice.
Communicative competence refers to the ability of second language learners to effectively interact with others (Savignon, 1971) Communicative Language Teaching (CLT) emphasizes the importance of understanding sociolinguistic rules and the appropriateness of language use (Hymes, 1971) According to Hymes (1972), children develop a comprehensive understanding of appropriate speech through their experiences with various speech acts and their connection to sociocultural contexts CLT encourages learners to view language not just as a system of grammar and vocabulary, but also in terms of its communicative functions (Littlewood et al., 1983).
A communicative approach opens up a wider perspective on language Particularly, what people do when they want to communicate with each other (Sato & Kleinsasser, 1999)
Communicative Language Teaching (CLT) emphasizes real communication in language learning, prioritizing the introduction of authentic language in context Learners must discern the speaker's intention to achieve communicative competence, necessitating the integration of listening, speaking, reading, and writing skills, as they are interconnected in real life The target language serves as a medium for classroom interaction rather than merely an object of study Students should grasp properties like cohesion and coherence to effectively combine utterances, and their errors should be viewed as a natural part of developing communication skills Teachers play a vital role in creating appropriate situations to foster conversation, ensuring that utterances carry meaning within their social contexts The grammar and vocabulary acquired by students are influenced by the functions, situational context, and roles of the speakers involved.
2.1.3 Characteristics of Communicative Language Teaching
Communicative Language Teaching (CLT) is an effective approach for teaching foreign or second languages, prioritizing communicative competence and interaction as key components of language learning (DESAI Research Scholar, 2015) This method utilizes authentic materials and assigns purposeful tasks that enhance learners' engagement with communication Through communicative activities, students achieve curriculum objectives while practicing essential processes like information sharing and negotiation of meaning (Richards & Rodgers, 1988) CLT fosters an environment where learners can effectively communicate in the target language, with teachers tolerating errors to encourage growth Additionally, CLT promotes interaction through group and pair work, enabling students to share information and participate in activities such as role-playing, further enhancing their language skills.
7 plays, interviews, games, and problem-solving tasks The learners are expected to participate in the communicative process actively
Language education should encompass the integration of all language skills, rather than focusing on just one This approach emphasizes that effective communication involves not only speaking but also the development of reading and writing abilities.
Classroom objectives in Communicative Language Teaching (CLT) extend beyond mere grammatical proficiency to encompass all facets of communicative competence, emphasizing real-world language use The focus is on fostering learners' ability to communicate effectively in various social contexts, balancing fluency—the smoothness of speech—and accuracy—the correct application of language structures CLT prioritizes fluency to maintain meaningful engagement, while also addressing grammatical competence Through interactive activities such as role-plays and group discussions, CLT promotes a dynamic learning environment that enhances both fluency and accuracy, enabling students to navigate social interactions successfully.
According to Richards (2006), a primary objective of Communicative Language Teaching (CLT) is to enhance fluency in language use Language learners often prioritize improving their speaking fluency and accuracy, especially in communication contexts.
Acquiring fluent speech is a challenge for many language learners, yet it significantly enhances their perception of fluency (Pishkar et al., 2017) Fluency encompasses the ability to engage in conversation seamlessly and articulate coherent, meaningful sentences (Fillmore, 1979; as cited in Brumfit, 1984) In Communicative Language Teaching (CLT), fluency is prioritized, as creating situations that compel students to use language fluidly fosters their creative language development (Brumfit, 1984) While accuracy, defined as producing error-free speech, is important (Housen & Kuilen, 2009), it takes a backseat to fluency in CLT classrooms Consequently, EFL students can focus less on linguistic precision, as fluent speech may not always be accurate; an overemphasis on accuracy can hinder effective language acquisition (Brumfit, 1984).
2.1.3.2 Focus on form and meaning
According to Littlewood (1981), in everyday communication, people tend to prioritize the meaning of their words over their linguistic structure This natural focus on meaning facilitates the learning of language forms, as students actively seek the appropriate words and structures to express themselves, allowing them to become more aware of and refine these forms through practice.
2.1.3.3 Teachers’ roles and learners’ roles
In Communicative Language Teaching (CLT), the focus is on student engagement, where unnecessary teacher intervention can hinder the development of learners' communicative skills Learners should take center stage, actively participating in activities rather than adopting passive roles (Littlewood, 1981) Teachers play a crucial role by selecting activities that align with students' interests and facilitating authentic language use They assume various responsibilities, such as counseling, managing group dynamics, and assessing progress (Richards & Rodgers, 2001) To effectively implement communicative approaches, it is essential for teachers to build competence and confidence through in-service training within educational institutions.
The learner-centered approach fosters a sense of ownership and motivation among students, empowering them as active participants in communicative activities (Brown, 1991) Teachers play a dual role: facilitating communication among students and managing various classroom activities and texts, while also acting independently within the learning group (Larsen-Freeman, 2000) Additionally, as noted by Jerry (1996) and Gebhard (1998), teachers must go beyond simply delivering language instruction; they need to create meaningful interactions to ensure successful learning outcomes.
Learners are now viewed as active participants in knowledge creation, engaging with language users to negotiate meaning and process information through attentive listening and feedback (Richards, 2006) Unlike in the past, students no longer depend solely on teachers; instead, they actively participate in classroom activities As communicators, they engage in meaningful exchanges to prevent communication breakdowns (Zainab, 2011).
In a Communicative Language Teaching (CLT) lesson, the roles of teachers and learners can shift throughout different activities and stages, contributing to a dynamic and engaging classroom experience.
2.1.3.4 The treatment of oral errors
Mistakes are essential learning tools for students, as highlighted by Donaldson (2020) Teachers play a crucial role in determining when to correct these mistakes, particularly during oral practice, and must possess a solid understanding to avoid disrupting students' natural learning processes (Hendrison, 1978) It is important for educators to prioritize meaning over form, focusing on whether students' utterances convey correct meanings without hindering their overall communication.
10 overall comprehension, their errors in terms of phonology, grammar, and vocabulary, can be ignored (Burt & Kiparsky, 1972)
The shift from traditional lesson formats, which emphasized grammar mastery through memorization and controlled activities, to more interactive methods like pair work, role plays, and group projects reflects the principles of Communicative Language Teaching (CLT) as noted by Littlewood (1981) Richards and Rogers (2001) highlight that the range of exercises suitable for the communicative approach is virtually limitless, provided they engage learners in meaningful communication and align with specific lesson objectives Effective communicative activities should facilitate information sharing, negotiation of meaning, and interaction Additionally, Littlewood identifies four key purposes of these activities that enhance the language learning process.
Benefits and constraints of CLT in English speaking learning of young
Children are inherently skilled language learners, often achieving proficiency in a new language within six months, surpassing the abilities of their parents who may have studied the language for the same duration (Guevara, 2012) While immersing a child in a target language environment may seem like an effective strategy, this approach isn't feasible for every child Linguistic and psychological theories provide valuable insights into the effortless nature of children's second-language acquisition By understanding these theories, recognizing learner differences, and considering child development principles, teachers can create effective curricula and activities that facilitate language learning for children (Brown, 2009).
Starting at age ten, children exhibit a natural curiosity and enthusiasm for exploring their surroundings This eagerness often extends to acquiring new experiences, such as learning a new language, fueled by their active and energetic nature.
Preschool is an ideal time to emphasize the importance of physical activities and language learning, as children construct knowledge through social interactions (Uysal & Yavuz, 2015; Vygotsky, 1962) Given their abundant energy and short attention spans, integrating physical activities within a concrete environment enhances their learning experience Young learners benefit from scaffolding provided by adults or more experienced peers (Bruner, 1985), making brief, five to ten-minute activities particularly effective for engaging them in acquiring a second language.
Developing learners’ speaking ability is a crucial point of CLT approach CLT is learning to communicate with other people in a second language (Sato & Kleinsasser,
The Communicative Language Teaching (CLT) approach, established in 1999, emphasizes the importance of communication skills over the memorization of grammatical rules and structures Unlike traditional methods that prioritize grammar, CLT focuses on enhancing students' ability to effectively communicate in the target language.
Communicative Language Teaching (CLT) is an approach to foreign language education that prioritizes communication as both the primary method and ultimate goal of learning It emphasizes interaction as a key strategy for teaching, aiming to enhance communicative competence among learners By focusing on the interdependence of language and communication, CLT develops procedures that effectively integrate the four essential language skills.
Communicative Language Teaching (CLT) emphasizes genuine communication as the primary goal of learning English, allowing learners to reflect on their knowledge Through group activities, students acquire the target language by listening to their peers, which encourages accurate and appropriate language use Additionally, communicative activities facilitate the achievement of curriculum objectives by incorporating essential processes such as negotiation of meaning and interaction.
(1993) showed that it is more important to learn to speak the target language fluently than to learn the grammar structure CLT is substantial in highlighting the importance
It is essential not to correct learners' oral mistakes during speaking, as trial-and-error practice contributes to their speaking development This approach enhances both accuracy and fluency, allowing students to integrate the four language skills, which naturally coexist in real-world communication Consequently, engaging students in pair or group work activities is beneficial (Richards, 2006).
Pair work and group work are essential strategies in language teaching, as highlighted by Storch (2009) These collaborative methods enhance students' learning experiences by allowing them to engage in more complex dialogues, share knowledge, and foster a social learning environment Additionally, smaller groups facilitate self-correction, peer feedback, and broader discussions To maximize speaking time, teachers can create smaller groups of three or four members, which is particularly beneficial given the time constraints in larger settings Activities such as practicing model dialogues, playing games, and conducting vocabulary checks are effectively executed in pairs or groups (Hill, 2001).
The students' attitudes are crucial in Communicative Language Teaching (CLT), with research indicating that both learners and teachers generally favor CLT principles Following the integration of CLT activities in English as a Second Language (ESL) lessons, many young students have begun to engage in spoken interactions with their peers This shift aims to enhance learners' communicative competence, particularly among those who started learning English early, and supports the ongoing curricular changes in language education (Savignon).
In the context of Communicative Language Teaching (CLT), learners are encouraged to minimize the use of their first language (L1) during class, focusing instead on negotiating meaning for better mutual understanding (Hiep, 2007) This approach fosters a sense of importance and excitement among students as they develop their speaking skills CLT advocates emphasize that communication breakdowns should be viewed as a shared responsibility between the speaker and listener, rather than attributing fault to one party (Defeng Li, 2001).
2.2.2 The constraints of applying Communicative Language Teaching in improving speaking skills and young learners’ characteristics
The implementation of Communicative Language Teaching (CLT) in the classroom presents several challenges, as highlighted by various researchers Allan (1986) identifies key obstacles, including inadequate teacher training, reliance on traditional methods, textbook limitations, assessment issues, and resistance from colleagues Many ESL and EFL instructors struggle with these difficulties when teaching oral skills, and not all can effectively navigate them Clearly defining and acknowledging these challenges is essential for supporting teachers in successfully applying the CLT approach.
A large number of linguistics, researchers, and scholars have conducted studies to find out what makes CLT difficult to happen in the classroom Research from Defeng
Li (2001) identified four categories of challenges teachers face when implementing Communicative Language Teaching (CLT): difficulties stemming from teachers themselves, students, the educational system, and the CLT methodology Additionally, Nishino (2008) highlighted other influencing factors, including teachers' concerns regarding entrance examinations, the impact of traditional teaching methods, and the challenges posed by large class sizes.
Research indicates a significant gap between policy and practice in the implementation of Communicative Language Teaching (CLT) in Vietnam, influenced by factors related to teachers, students, and the educational system Vietnamese students often exhibit passive learning behaviors, making it challenging to adopt CLT, which requires learners to take an active role in the classroom Additionally, learner autonomy plays a crucial role in shaping the learning culture While many English teachers in Vietnam express a positive attitude towards CLT, there is often a disconnect between their beliefs and actual teaching practices, as they struggle with a lack of knowledge and resources This mismatch highlights the need for better alignment between teachers' understanding of CLT and their instructional methods.
The Grammar Translation Method is often favored by teachers due to its simplicity and the confidence it instills, particularly when professional development in English Language Teaching (ELT) is lacking (Anh, 2013) However, grammar instruction remains essential in language teaching, as it is a key component of communicative competence Communicative Language Teaching (CLT) does not advocate for skipping grammar; rather, it emphasizes innovative approaches to teaching it Unfortunately, many EFL teachers still rely on deductive or inductive methods for grammar instruction Additionally, the professional development of ELT teachers is often insufficient, which hinders the effective implementation of CLT, as it necessitates the use of the target language in the classroom Yet, many teachers struggle to use the target language and may resort to their native language during instruction (Utsumi & Doan, 2008).
Due to the Vietnamese people’ characteristics in general which are nostalgic and afraid of a new change, CLT meets various challenges in teaching and learning (Tran,
Communicative Language Teaching (CLT) is often incompatible with Asian cultural contexts, presenting challenges for English Language Teaching (ELT) (Ellis, 1996) Its application can be unsuitable due to cultural differences and inadequate teaching resources (Collins, 1999) Consequently, students tend to prioritize grammar over practical language skills, which are essential in their compulsory education.
Procedures procedures between CLT and ALM
Then the teacher requires them to practice presenting the story
After the speaking activity, the teacher organizes the class into six groups, instructing students to create a short story collaboratively Each group will engage in discussion, share ideas, and practice their speaking skills.
To sum up, CLT creates an interaction environment for the students to discuss and exchange their information when they practice speaking L2
2.3.2 Applying Audio Lingual Method into teaching English to young learners for the Control group
Before speaking activities, the teacher engages students by displaying questions on the screen to refresh their knowledge on various topics such as places, hobbies, jobs, sports, and subjects For example, the teacher may ask, "What’s the weather like today?", "What time do you usually get up in the morning?", and "Where do you live?" This approach helps to warm up the students with relevant questions.
The teacher begins by introducing new content to the students, guiding them through related material Next, students are instructed to open their books and examine the various pictures in part 1 To illustrate the lesson, the teacher provides an example by posing a question and answering it themselves.
Teacher: What can you see in this picture?
Teacher: I can see a swan, a ship…
The teacher introduces new vocabulary through visual aids, guiding students to repeat the words aloud Subsequently, students practice the complete sentence: “In my picture, the swan is on the left, but in my picture, the swan is on the right.” This interactive approach enhances language retention and comprehension.
Stage 3- Practice speaking – Repetition drill
The teacher has the students do the repetition drill technique
The teacher calls each student to come to the front and check the whole content, the grammar structure, and the pronunciation
Before speaking activities, the teacher engages students by displaying questions on the screen to review their existing knowledge Topics may include places, hobbies, jobs, sports, or subjects For example, the teacher might ask, “Do you study in a big school or a small school?” This approach helps to warm up the students with related questions, preparing them for the upcoming discussion.
The teacher begins by introducing new material to the students, guiding them through the relevant content Next, students are instructed to open their textbooks and examine the informational pictures in part 2 To illustrate the lesson, the teacher demonstrates by posing a question and providing the answer independently.
Teacher: Where is Oliver’s sports club?
Teacher: Oliver’s sports club is on Park Street
The teacher introduces new vocabulary through visual aids, guiding students to repeat the words for better retention Following this, the students engage in a practice session where they ask and answer questions using the newly learned phrases.
Student A: When does Oliver go to the sports club?
Student B: He goes to the sports club on weekends
Stage 3- Practice speaking – Question-and-answer drill
The teacher has the students do the question-and-answer drill technique
Post-speaking: the teacher calls the students to come to the front and check the whole content, the grammar structure, and the pronunciation
Pre-speaking: the teacher asks some related questions to warm up the students
For instance: “Who will go to the space?”
The teacher begins by introducing new content to the students, guiding them through related material Next, students are instructed to open their books and examine the informational picture in part 3 To illustrate the lesson, the teacher provides a model sentence: “The aliens go for a ride.”
The teacher introduces new vocabulary from the picture story and guides students in repeating the words Following this, the teacher narrates a brief story related to the topic, reinforcing the new terms and enhancing comprehension.
Stage 3- Practice speaking – Expansion drill
The teacher has the students do the expansion drill technique to tell the story
In the post-speaking phase, the teacher encourages students to memorize the lesson content While the Audio-Lingual Method (ALM) is engaging, it tends to limit student interaction, positioning the teacher as the focal point rather than the learners This approach can restrict the development of speaking skills due to its reliance on repetitive drilling techniques.
Theoretical framework of the study
Communicative Language Teaching (CLT) focuses on communication as the primary objective and method of language instruction This approach proves to be particularly effective and engaging for developing speaking skills in young learners This thesis investigates the implementation of CLT by English teachers at Trieu Thi Trinh Primary School, specifically examining its application in enhancing speaking abilities among primary students.
CLT is implemented in teaching for the exploration of its characteristics which could develop speaking skills for young learners in the classroom This study is based
Real-life communication is essential for authentic language use, as highlighted by Harmer (2007) Teachers can create engaging activities that mimic real-life scenarios, including role-playing, storytelling, and information gap tasks Emphasizing interactive learning, educators encourage collaboration through pair and group work, such as discussions and debates Littlewood's (1981) methodological framework guides the implementation of Communicative Language Teaching (CLT) in speaking activities, prioritizing fluency over grammatical accuracy This approach allows students to express themselves freely during fluency-focused tasks, with targeted feedback provided later on specific language elements Utilizing age-appropriate authentic materials, like videos and simplified texts, enhances learners' real-world language skills and fosters meaningful discussions, connecting language use to real-life contexts (Savignon, 1987).
Communicative Language Teaching (CLT) prioritizes the ability to communicate effectively in the target language, shifting away from the traditional emphasis on grammatical competence Hymes (1966) emphasized that practical use of language is essential, stating that "rules of use without which the rules of grammar would be useless." The objectives of this research are to improve the speaking performance of young learners and to understand their perceptions of learning through CLT This approach highlights the significance of interaction, problem-solving, and contextual learning CLT encompasses three key concepts: first, it emphasizes communication and practical use of language rather than isolated grammar practice; second, it adopts a student-centered approach, encouraging learners to create with language rather than passively receive explanations; and third, it values the understanding of conveyed messages over grammatical accuracy In a CLT classroom, teachers collaborate with students towards shared learning goals, focusing on what learners can achieve with the language.
In a Communicative Language Teaching (CLT) classroom, authentic communication is prioritized, even if there are occasional inaccuracies in language use (VanPatten, B., 2003) Assessment in this context emphasizes students' practical abilities, focusing on their capacity to create products or complete tasks, such as developing presentations, brochures, or surveys This research study highlights the implementation of CLT through collaborative activities like pair work and group work, which are essential for enhancing English speaking skills.
Empirical studies on CLT
Numerous studies have focused on enhancing speaking performance, a significant concern in language education (AL-Garni & Almuhammadi, 2019) This research examined the impact of Communicative Language Teaching (CLT) on speaking skills among 42 EFL learners at the University of Jeddah, divided into an experimental group and a control group The control group received traditional instruction, while the experimental group engaged in communicative activities such as interviewing, problem-solving, and role-playing A quasi-experimental design was utilized, incorporating pre- and post-tests to assess differences in performance between the two groups Results indicated that the experimental group outperformed the control group, highlighting the positive implications of implementing CLT practices at the English Language Institute.
In Vietnam, English teachers face significant challenges in implementing Communicative Language Teaching (CLT), as highlighted by Hiep (2007) These difficulties stem from various factors, including the educational system, cultural influences, and personal constraints Key obstacles include teachers' limited knowledge of CLT, along with their lack of confidence and skills Additionally, students contribute to the challenges with their low English proficiency and resistance to active participation in class.
27 participation, their unfamiliarity with CLT, and their lack of motivation or need to use English
In the South Korean EFL context, Li (1998) identifies three primary challenges to implementing Communicative Language Teaching (CLT): students' low English proficiency, lack of motivation to enhance their communicative skills, and reluctance to participate in class These factors hinder effective communicative activities, leading to teacher frustration and, in some cases, abandonment of CLT methods Additionally, systemic issues such as large class sizes, grammar-focused assessments, insufficient teaching resources, inadequate support, the persistence of traditional teaching practices, and limited class time further complicate the adoption of CLT in South Korea.
Research into the challenges of implementing Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) contexts highlights large class sizes as a significant obstacle (Anderson, 1993) Additionally, there are inherent methodological issues within CLT, as it lacks clear guidance on effective teaching practices (Li, 1998).
In-service training courses for teachers can range from a few days to two years, covering various topics to enhance their English proficiency and teaching strategies Programs may include practical skills for managing large classes, fostering student engagement in communicative activities, and designing effective materials for communicative language teaching (CLT) Additionally, the training emphasizes classroom management techniques for different interaction tasks, such as individual, pair, and group work However, the principles of CLT often clash with the educational values of many non-Western countries, highlighting the need to adapt these values—especially regarding the roles of teachers and students—to ensure the successful implementation of CLT in English as a Foreign Language (EFL) classrooms.
Teachers should transition from being mere knowledge transmitters to facilitators who create an engaging classroom environment that encourages active student participation and the development of communicative competence No single teaching method is universally effective; rather, the best approach depends on the specific context, as emphasized by Prabhu (1990), who asserts that there is no superior method Speaking is a vital means of communication, yet students at Mts Ja-alhaq often default to Arabic or Indonesian instead of English due to uninspired traditional teaching methods that fail to foster an engaging learning atmosphere This research aims to analyze the factors hindering students from speaking English in daily conversations and to implement the Communicative Language Teaching (CLT) method to enhance their speaking skills CLT emphasizes teaching language functions over mere grammar and vocabulary, focusing on training students to use language appropriately across various contexts and purposes (Oradee, 2012).
The Communicative Language Teaching (CLT) approach emphasizes the importance of ample exposure to language and opportunities for students to use it, fostering their development and skills (Harmer, 1998) In this process, students are encouraged to communicate orally and develop their communicative competence, while teachers act as motivators, assessors, facilitators, and correctors during discussions To maintain student engagement, lessons should be made interesting (Harmer, 1998) A study was conducted at Mts Ja-alhaq, Sentot Ali Basa Islamic Boarding School in Bengkulu during the 2011 academic year to evaluate the effectiveness of the CLT method on first-year students’ speaking achievements Utilizing classroom action research (CAR), the study involved four cycles of planning, acting, observing, reflecting, and evaluating, with data analyzed through percentages of individual scores The findings indicate that the implementation of the CLT method significantly improved the speaking achievements of the students.
Recent studies, including Wu (2010), support the effectiveness of Communicative Language Teaching (CLT) in enhancing learners' speaking abilities Mangaleswaran and Aziz (2019) explored both teachers’ and learners’ perceptions regarding CLT, highlighting its potential to improve speaking skills while addressing the challenges faced by educators in its implementation This study aims to identify effective strategies for applying CLT to further develop learners’ speaking skills Utilizing a quasi-experimental design, data was collected through observations, pre- and post-tests, and teacher interviews The analysis focused on the changes in learners' pre- and post-test scores, as well as feedback from both teachers and students Results indicate a modest improvement in overall speaking skills following the application of CLT, with communicative activities playing a crucial role in facilitating this approach.
In the classroom, educators engaged students in speaking activities through role-playing exercises and peer interviews, enhancing their communication skills Learners participated in debates on current topics sourced from newspapers, fostering critical thinking and discussion To support these activities, instructors provided diverse learning materials, including textbooks, ensuring a well-rounded educational experience (Wahyuni et al., 2021).
A study by Korean researchers aimed to enhance learners' oral skills by implementing the Communicative Language Teaching (CLT) approach in English classrooms The research focused on the strategies and resources utilized by teachers, with a participant group of 105 students from the 2nd and 3rd grades.
A study conducted in a public primary school in Loja, Ecuador, focused on 4th-grade English learners using a mixed-method approach Data was collected through questionnaires administered to English teachers and through class observations The findings indicate that key strategies such as repetition, pair and group work, and modeling significantly enhance students' communicative competence.
In a study examining the implementation of the seventh national curriculum focused on Communicative Language Teaching (CLT) among Korean primary and secondary teachers, 37 English educators participated through surveys and interviews The sample included 16 primary school teachers, all homeroom instructors teaching English for three hours weekly, and 21 secondary teachers, with 13 from high schools and 9 from middle schools, teaching between 16 to 21 hours weekly Findings revealed that elementary teachers prioritized creating engaging lessons to motivate young learners, while secondary teachers expressed concerns about the practicality of CLT due to students' lack of motivation and the reading-focused Korean SAT (KSAT) Additionally, students required more practice to enhance their performance, and thinking skills were identified as a vital component for implementing CLT, encouraging students to analyze and create conversations However, the emphasis on essential skills like reading, writing, and grammar for exams hindered the focus on communicative practices.
Communicative English was seen as a vital confidence booster for students, encouraging them to engage in conversations beyond the classroom While many teachers acknowledged the significance of Communicative Language Teaching (CLT), they often lacked the confidence to implement it effectively in their teaching practices.
Recent studies have examined the application of Higher-Order Thinking Skills (HOTS) within Communicative Language Teaching (CLT), highlighting the differences in cognitive skills between students in rural and urban schools (Reda, 2013) HOTS encompasses essential elements such as applying, analyzing, evaluating, and creating, which are crucial for enhancing students' learning experiences.
Communicative Language Teaching (CLT) has gained immense popularity in language learning and teaching, particularly in Asia, where many individuals study English as a Second Language (ESL) and English as a Foreign Language (EFL) It is widely implemented in universities and high schools; however, both teachers and students encounter various challenges with this approach Despite these issues, limited research has explored the application of CLT to improve young learners' speaking skills in Vietnam Therefore, this study aims to enhance speaking performance among young learners in Vietnam from an early age through the implementation of CLT.
Summary
This chapter outlines the essential principles of Communicative Language Teaching (CLT), emphasizing its application in teaching speaking skills It highlights the importance of engaging young learners, who require focused attention when learning a foreign language due to their unique psychological traits The development of communicative competence is identified as a primary goal of language acquisition Effective techniques such as pair-work, group activities, information gaps, role plays, and games are discussed as methods that enhance the learning experience, positioning the teacher as a facilitator and the students as active communicators While CLT offers numerous advantages, it also presents certain challenges The following chapter will detail the research methodology employed in this study.
RESEARCH METHODOLOGY
Research site
This study focuses on Trieu Thi Trinh Primary School in Ho Chi Minh City, Vietnam, where an extensive English program begins at age six According to the Ministry of Education and Training (MOET), class sizes are capped at 35 students to ensure effective learning The primary aim of the teaching methods employed is to enhance students' communication skills in English Teachers predominantly use the Audio Lingual Method (ALM) to facilitate the development of the four essential skills, particularly oral communication While MOET promotes Communicative Language Teaching (CLT) in the 2018 general education program, its application in teaching speaking skills to young learners remains limited, despite its effective strategies like authentic materials and collaborative activities.
Participants
This study employed a convenient sampling method, a widely used form of non-probability sampling that targets participants who are easily accessible to the researcher (Fraenkel & Wallen, 2009).
This study involved 58 young learners, all 10 years old, who were selected based on convenience to participate in an extensive English program consisting of eight periods per week The participants were divided into two groups: a control group (CG) consisting of 30 students from class 5/6 and an experimental group (EG) with 30 students from class 5/5 It was assumed that both groups had comparable English proficiency, with all participants required to achieve at least an A1 level in English.
Cambridge (CEFR) The students in both groups had the same level and starting point of learning English Their schedules and qualities for each program were alike
The data reveals that the CG program consisted predominantly of female participants, with a gender ratio of 18 females to 11 males, while the EG program had a similar ratio of 17 girls to 12 boys Both programs featured the same total number of students, and since they were both aimed at fifth-grade children, there was no age difference between the two classes.
In short, there was almost no difference between the gender ratio and the age in this research.
Research design and methodology
Choosing the right research methodology is crucial for making informed initial decisions in research This approach enables researchers to tailor their fact-finding process, ensuring that data is collected and analyzed effectively to fulfill its intended purpose (Sekaran & Bougie, 2010) A well-structured research design guides the logical collection, organization, refinement, and synthesis of data, while also revealing deeper meanings within the findings.
An experimental design was utilized to evaluate the impact of Communicative Language Teaching (CLT) on the English speaking performance of young learners, comparing pre-test and post-test results to determine the effectiveness of the approach.
The questionnaire comprises 10 items inspired by various authors' theories According to Richards (2006), a key objective of Communicative Language Teaching (CLT) is to enhance fluency in language use, which informed the creation of item 3 Additionally, CLT emphasizes understanding language beyond its structural components, such as grammar and vocabulary, by focusing on its communicative functions, as noted by Littlewood et al (1983), leading to the development of item 4.
Incorporating pair or group work activities offers numerous advantages for learners, as highlighted by Richards (2006) This approach fosters cognitive skill development, particularly when comparing students in rural schools to those in urban settings (Reda, 2013) Additionally, higher-order thinking skills (HOTS) encompass critical cognitive processes such as applying, analyzing, evaluating, and creating, which are essential for comprehensive learning outcomes.
An overall approach in educational research, as defined by Lincoln (1998), serves as a guiding principle that emphasizes a clear understanding of the purpose, focus, data, analysis, and the connections between the data and their references This framework is essential for achieving project objectives and addressing research questions The quantitative method plays a crucial role in social science research (Bamberger, 2000; Bouma, 1996), allowing for efficient data collection and analysis through statistical software, which minimizes subjective interpretation by the researcher (Young & Hagerty, 2007).
A quasi-experimental design involves two groups: an experimental group and a control group, enabling researchers to explore potential cause-and-effect relationships between independent and dependent variables (Creswell, 2012, p 295) This approach focuses on examining the impact of Communicative Language Teaching, identified as the independent variable (IV), on the dependent variable.
This study investigates the role of Communicative Language Teaching (CLT) in enhancing students' speaking skills, utilizing a quantitative research approach By employing statistical software to analyze data collected through a questionnaire, the research minimizes subjective interpretation, ensuring reliability The study specifically focuses on pre-test and post-test data to assess the effectiveness of CLT in teaching young learners to improve their speaking abilities.
Table 3.2 The comparison of the teaching methods between the two groups CG and EG
The control group The experiment group
Pair-work and group-work: rarely
Dialogue is the main feature of the ALM syllabus
Techniques: Drills and pattern practice are typical (Richards, J.C et al., 1986)
+ Repetition: the student repeats an utterance as soon as she hears it
+ Inflection: one word in a sentence appears in another form when repeated
+Replacement: one word is replaced by another
Pair-work and group-work: always
Activities are the main feature of the CLT syllabus
+ Role-play: role-play is an oral activity usually done in pairs, whose main goal is to develop students' communicative abilities in a certain setting
+ Interviews: an interview is an oral activity done in pairs, whose main goal is
The Audio-Lingual Method (ALM) was utilized in the control class to enhance speaking skills, with a detailed lesson plan available in Appendix 1 In contrast, the Communicative Language Teaching (CLT) approach was implemented in the experimental class to foster children's speaking abilities, as outlined in Appendix 2 In ALM lessons, the teacher played a central role, guiding students through imitation and repetition (Mart, 2013) Conversely, CLT lessons focused on student engagement, encouraging learners to exchange information and build their communicative competence collaboratively while acquiring the foreign language.
+Restatement: the student rephrases an utterance
ALM focus on helping students develop perfectly grammatical structures to develop students' interpersonal skills in the target language
+ Group work: group work is a collaborative activity whose purpose is to foster communication in the target language, in a larger group setting
+ Information gap: information gap is a collaborative activity, whose purpose is for students to effectively obtain information that was previously unknown to them, in the target language
+ Opinion sharing: opinion sharing is a content-based activity, whose purpose is to engage students' conversational skills, while talking about something they care about
CLT places great emphasis on helping students use target language in a variety of context
37 language via such activities as pair-work, or group work, and the interview, and the presentation activities
The study utilized the Cambridge Flyers textbook simultaneously for both the control group (CG) and the experimental group (EG) over a two-month period, from September 5 to November 5 The CG employed the Audio-Lingual Method (ALM), where the teacher facilitated most activities through pattern drills, while the EG utilized the Communicative Language Teaching (CLT) method, emphasizing student-centered activities that promoted speaking practice The curriculum included 32 periods focused on speaking skills, with a structured approach comprising three stages: pre-speaking, while-speaking, and post-speaking During the pre-speaking stage, the teacher introduced essential vocabulary, including abstract words and phrasal verbs, often using the students' first language (L1) for clarity The while-speaking stage featured a variety of communicative activities such as role plays, problem-solving tasks, interviews, storytelling, and surveys, allowing students to engage in authentic conversations and practice language in real-life contexts Additionally, information gap activities were designed to encourage communication among students as they shared different pieces of information to complete tasks.
Promoting information exchange and collaboration, story-telling activities enable students to enhance their critical thinking and speaking skills By sharing personal anecdotes and creating narratives, students practice sequencing events and employing descriptive language Working in pairs or small groups encourages them to engage in real-life English conversations, fostering more speaking opportunities and boosting their confidence Additionally, teachers must consider the essential characteristics of genuinely communicative activities to maximize student engagement and interaction.
Communicative Language Teaching (CLT) fosters a need for English communication among students, positioning the teacher as a facilitator rather than a traditional instructor (Chomsky, 2007) By incorporating free activities, teachers enhance students' speaking abilities During the while-speaking stage, CLT emphasizes interaction as both a means and the ultimate goal of language learning, leveraging its core principles to create an engaging learning environment.
A quantitative data collection was performed through a pre-test to establish a baseline for the learners' speaking abilities, which was later compared to post-test results The post-test aimed to assess the effectiveness of the intervention and facilitate comparison with a control group Both the pre-test and post-test utilized the Flyers speaking test format to evaluate the speaking skills of students in both the Control and Experimental groups.
Pre-test and post-test format based on the Cambridge A2 Flyers Speaking test which has four parts
Table 3.3 The format of the four parts of the Flyers speaking test
During the examination, the examiner will welcome the children and inquire about their names, surnames, and ages Following this introduction, the children will analyze two similar pictures that contain distinct differences The examiner will prompt the children to identify and describe four specific differences between the images.
3) practice understanding and talking about the differences between pictures They should talk about color, size, number, position, how people/things look, what people are doing, etc
In this interactive activity, both the child and the examiner possess two similar pictures, such as different classrooms The examiner holds information about one picture while the child is informed about the other Initially, the examiner poses questions regarding their picture, followed by the child asking comparable questions about theirs This exercise enhances the students' skills in providing short answers and formulating inquiries to gather information effectively.
In this engaging exercise, the examiner presents four sequential pictures that collectively narrate a story, starting with the first image The child is tasked with continuing the narrative by describing the remaining three pictures, using the provided title and names of the main characters as a guide This activity, part of the third segment, helps students enhance their comprehension of story beginnings while fostering their ability to elaborate on visual prompts.
Data analysis procedure
This study employs descriptive analysis, including mean, median, and standard deviation, to compare pre-test and post-test scores of both the control and experimental groups Additionally, an Independent Samples T-test is utilized to determine the significant differences in scores between these two groups.
The speaking test was assessed by two examiners using a ten-point scale, evaluating both the control and experimental groups before and after treatment The assessment criteria included vocabulary and structure, pronunciation, and interaction, with each criterion receiving a maximum score of ten Ultimately, each examiner calculated the overall score by averaging the scores from the three criteria.
In the study conducted during the first semester of the 2022-2023 school year, quantitative data was collected over two months, from September 5 to November 5, 2022 The researcher obtained permission from the Principal of Trieu Thi Trinh Primary School to conduct the research, and questionnaires were distributed to students in September 2022.
After collecting the questionnaire responses, the researcher analyzed the data to ensure students clearly understood all items, as explained in class According to Thomas (2003), questionnaires are highly effective for quantitative research, allowing for the rapid collection of large amounts of data Consequently, a questionnaire was utilized to gather information from students, facilitating the investigation of hypotheses, testing of theories, and exploration of specific phenomena This structured approach enabled effective data collection from participants in speaking classes.
This method involves teachers and students using their native language to clarify concepts in the target language, as noted by Dodson (1960) It is particularly useful when tools are translated into a regional language To assess students' perceptions of learning speaking skills through Communicative Language Teaching (CLT), a five-point Likert scale was utilized, ranging from 1 ("strongly disagree") to 5 ("strongly agree").
The following scale was used to interpret the extent to which the learners thought about each of the items in the questionnaire
Validity and reliability
The reliability and validity of research instruments are critical aspects extensively discussed in research Validity in speaking tests pertains to how effectively the test measures the intended communication skills in the target language (Smith, 2002) For questionnaires, validity reflects the accuracy of concept measurement in quantitative studies As noted by Fraenkel and Wallen (2009), validity encompasses the appropriateness, meaningfulness, correctness, and usefulness of the inferences drawn by researchers.
Reliability refers to the consistency of results obtained from a measurement tool when used repeatedly The reliability coefficient indicates how effectively a test measures achievement, representing the proportion of variance in observed scores that can be attributed to true scores Ensuring both validity and reliability in data collection instruments is crucial; if these instruments are not valid and reliable, the results will be questionable, jeopardizing the integrity of the study (Cargan, 2007).
This study utilized the test from "Cambridge: A2 Flyers Authentic Practice Test" (Cambridge English Language Assessment, 2018) and incorporated a rubric assessment based on Cambridge's recommendations The Student's Book features three authentic Cambridge English: Flyers papers, which include engaging activities and vibrant illustrations designed to motivate learners.
Engaging 44 young learners at this level offers a valuable chance for children, parents, and teachers to become acquainted with the test format Additionally, Cronbach's alpha coefficient serves as a key indicator of scale reliability, reflecting the internal consistency of the assessment.
The validity of a questionnaire is assessed by determining if it accurately measures the intended constructs, as defined by the Standards for Educational and Psychological Testing (2014) which states that validity reflects the extent to which evidence supports the interpretation of test scores for their intended use A validated questionnaire is designed for the target respondents and is evaluated for reliability through the Test-retest Reliability method, with a Cronbach alpha value of 0.7 considered acceptable Additionally, when a questionnaire is translated into a regional language, a bilingual expert assesses its face validity to ensure the tool's effectiveness in both languages.
This chapter outlines the research methodology, presenting the primary research questions and their corresponding sub-questions It provides a justification for the chosen research design, detailing the research site, population, and instruments utilized The study primarily employs two instruments: tests and a questionnaire.