Vol. 12/ Núm. 3 2025 pág. 2456
https://doi.org/10.69639/arandu.v12i3.1486
Using Communicative Language Teaching (CLT) to improve
speaking skills in a1-level 8th graders
Usar la Enseñanza del Lenguaje Comunicativo (CLT) para mejorar las habilidades
orales en estudiantes de octavo grado de nivel A1
Adriana Salomé Rivera Rivera
asriverar@ube.edu.ec
https://orcid.org/0000-0003-0937-0692
Universidad Bolivariana del Ecuador
Ecuador – Guayaquil
María José Acosta Ortega
mjacostao@ube.edu.ec
https://orcid.org/0009-0008-9970-0280
Universidad Bolivariana del Ecuador
Ecuador – Guayaquil
Carmen Andrea Letamendi Lazo
caletamendil@ube.edu.ec
https://orcid.org/0009-0009-2209-7038
Universidad Bolivariana del Ecuador
Ecuador – Guayaquil
Josué Reinaldo Bonilla Tenesaca
jrbonillat@ube.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad Bolivariana del Ecuador
Ecuador – Guayaquil
Artículo recibido: 18 julio 2025 - Aceptado para publicación: 28 agosto 2025
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study evaluated the impact of implementing Communicative Language Teaching (CLT)
strategies on the development of English-speaking skills among eighth-grade students at the A1
level. A mixed-methods approach with an explanatory sequential design was used, combining
quantitative oral assessments conducted before and after the CLT program implementation with
qualitative data obtained through student surveys. Forty students from a public basic education
school in the city of Guayaquil participated, engaging for five weeks in communicative activities
such as role-plays, collaborative pair work, and listening comprehension exercises. Quantitative
results showed significant improvements in students’ fluency, pronunciation, and coherence in
conversations. Additionally, qualitative data demonstrated an increase in student motivation and
participation. Despite some difficulties, the results show that this communicative methodology
is effective and can be applied in similar environments.
Keywords: communicative language teaching (CLT), speaking skills, fluency
development, pronunciation accuracy, EFL pedagogy
Vol. 12/ Núm. 3 2025 pág. 2457
RESUMEN
El estudio evaluó el impacto de la aplicación de estrategias de Enseñanza Comunicativa del
Lenguaje (CLT) en el desarrollo de la habilidad de hablar en inglés en estudiantes de octavo grado
de nivel A1. Se utilizó un enfoque de método mixto con un diseño secuencial explicativo que
combinó las evaluaciones orales cuantitativas antes y después de la implementación del programa
CLT, con los datos cualitativos conseguidos mediante encuestas estudiantiles. Participaron
cuarenta estudiantes de una institución educativa en la ciudad de Guayaquil, quienes, durante
cinco semanas, realizaron actividades comunicativas como juegos de rol, trabajo colaborativo por
parejas y ejercicios de comprensión oral. Los resultados cuantitativos mostraron una mejora
significativa en fluidez, pronunciación y coherencia en las conversaciones de los estudiantes. En
los resultados cualitativos se observó un incremento en la motivación y participación estudiantil,
a pesar de los desafíos identificados, como el contexto de sobrepoblación en el aula y la escasez
de recursos para impartir la asignatura. A pesar de estas limitaciones, los resultados demuestran
que la estrategia es eficaz en este contexto y que puede aplicarse en otros escenarios similares.
Palabras clave: enseñanza comunicativa de lenguas (CLT), habilidades orales, fluidez,
pronunciación, aprendizaje de inglés
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
RESUMEN
El estudio evaluó el impacto de la aplicación de estrategias de Enseñanza Comunicativa del
Lenguaje (CLT) en el desarrollo de la habilidad de hablar en inglés en estudiantes de octavo grado
de nivel A1. Se utilizó un enfoque de método mixto con un diseño secuencial explicativo que
combinó las evaluaciones orales cuantitativas antes y después de la implementación del programa
CLT, con los datos cualitativos conseguidos mediante encuestas estudiantiles. Participaron
cuarenta estudiantes de una institución educativa en la ciudad de Guayaquil, quienes, durante
cinco semanas, realizaron actividades comunicativas como juegos de rol, trabajo colaborativo por
parejas y ejercicios de comprensión oral. Los resultados cuantitativos mostraron una mejora
significativa en fluidez, pronunciación y coherencia en las conversaciones de los estudiantes. En
los resultados cualitativos se observó un incremento en la motivación y participación estudiantil,
a pesar de los desafíos identificados, como el contexto de sobrepoblación en el aula y la escasez
de recursos para impartir la asignatura. A pesar de estas limitaciones, los resultados demuestran
que la estrategia es eficaz en este contexto y que puede aplicarse en otros escenarios similares.
Palabras clave: enseñanza comunicativa de lenguas (CLT), habilidades orales, fluidez,
pronunciación, aprendizaje de inglés
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 3 2025 pág. 2458
INTRODUCTION
Developing oral proficiency in English as a foreign language (EFL) represented a challenge
for students, especially beginners. This was even more so in limited educational environments, as
is the case in Ecuador and other Latin American countries, where they faced difficulties such as
overcrowding in classrooms, a lack of teaching materials, limited class time, and limited exposure
to the target language outside of school hours (Rodas & Rodas, 2021). These constraints
disproportionately affected A1-level students who were in the initial stages of acquiring
fundamental communication skills.
As outlined in the Common European Framework of Reference for Languages (Council of
Europe, 2022), learners at this level could comprehend and employ simple, everyday expressions,
but required substantial scaffolding to achieve meaningful interaction. This investigation
examined how Communicative Language Teaching (CLT) methodologies enhanced speaking
abilities among eighth-grade A1 students, with particular emphasis on fluency, pronunciation,
and coherence.
Traditional language teaching focused on correct grammar and repeating rote words.
However, the approach of Communicative Language Teaching (CLT) prioritized interaction and
real-life communication, promoted fluency, and built learner confidence through authentic
language use (Urgilés et al., 2024). Although CLT has been effective in studies, most of these
studies were conducted in areas with abundant resources. This left a gap in knowing how well
CLT worked in crowded or under-resourced classrooms (Qasserras, 2023; Salmanova, 2025).
According to the Ecuadorian government, by the Ministerio de Educación del Ecuador
(2025), students are required to take only three hours of English classes each week, which
significantly limits their engagement with the language. This study looked at how Communicative
Language Teaching was used in tough situations, trying to connect theory with how it was actually
used in classrooms. The ideas came from the main principles of CLT and the CEFR guidelines,
which both backed up teaching methods that focus on using language to communicate, not just
memorizing information (Blatchford & Russell, 2020; King, 2018).
Employing an explanatory sequential mixed-methods design, the study integrated
quantitative assessment of oral performance through pre- and post-intervention testing with
qualitative analysis of student survey. Building on this general aim, the study specifically
evaluated measurable improvements in students’ fluency, pronunciation, and coherence, as well
as student engagement and the practical challenges of CLT implementation.
The central research questions were: (1) how CLT activities relate to better speaking skills,
(2) how motivated students were when using CLT methods, and (3) the teaching challenges in
crowded classrooms.
INTRODUCTION
Developing oral proficiency in English as a foreign language (EFL) represented a challenge
for students, especially beginners. This was even more so in limited educational environments, as
is the case in Ecuador and other Latin American countries, where they faced difficulties such as
overcrowding in classrooms, a lack of teaching materials, limited class time, and limited exposure
to the target language outside of school hours (Rodas & Rodas, 2021). These constraints
disproportionately affected A1-level students who were in the initial stages of acquiring
fundamental communication skills.
As outlined in the Common European Framework of Reference for Languages (Council of
Europe, 2022), learners at this level could comprehend and employ simple, everyday expressions,
but required substantial scaffolding to achieve meaningful interaction. This investigation
examined how Communicative Language Teaching (CLT) methodologies enhanced speaking
abilities among eighth-grade A1 students, with particular emphasis on fluency, pronunciation,
and coherence.
Traditional language teaching focused on correct grammar and repeating rote words.
However, the approach of Communicative Language Teaching (CLT) prioritized interaction and
real-life communication, promoted fluency, and built learner confidence through authentic
language use (Urgilés et al., 2024). Although CLT has been effective in studies, most of these
studies were conducted in areas with abundant resources. This left a gap in knowing how well
CLT worked in crowded or under-resourced classrooms (Qasserras, 2023; Salmanova, 2025).
According to the Ecuadorian government, by the Ministerio de Educación del Ecuador
(2025), students are required to take only three hours of English classes each week, which
significantly limits their engagement with the language. This study looked at how Communicative
Language Teaching was used in tough situations, trying to connect theory with how it was actually
used in classrooms. The ideas came from the main principles of CLT and the CEFR guidelines,
which both backed up teaching methods that focus on using language to communicate, not just
memorizing information (Blatchford & Russell, 2020; King, 2018).
Employing an explanatory sequential mixed-methods design, the study integrated
quantitative assessment of oral performance through pre- and post-intervention testing with
qualitative analysis of student survey. Building on this general aim, the study specifically
evaluated measurable improvements in students’ fluency, pronunciation, and coherence, as well
as student engagement and the practical challenges of CLT implementation.
The central research questions were: (1) how CLT activities relate to better speaking skills,
(2) how motivated students were when using CLT methods, and (3) the teaching challenges in
crowded classrooms.
Vol. 12/ Núm. 3 2025 pág. 2459
In alignment with these questions, the study aimed to evaluate the impact of
Communicative Language Teaching (CLT) strategies on the speaking skills of A1-level eighth-
grade students. The research emphasized the development of fluency, accuracy, and
pronunciation through tasks that promoted authentic interaction. Additionally, this study sought
to explore students' participation levels and attitudes toward tasks designed using the
communicative approach, while also identifying the challenges and limitations of implementing
this methodological approach in classrooms with the aforementioned reality.
The article does not propose formal hypotheses; however, the study assumed that
measurable improvements in skills such as oral proficiency will occur, provided contextual
limitations are minimized. The research integrated empirical and qualitative data and suggested
practical recommendations for teachers working in contexts with limited pedagogical resources.
The results also showed the adaptability of the CLT approach while highlighting the necessity of
pedagogical changes to support safe language learning.
The CLT communicative approach underscored its effectiveness in addressing challenges
in English teaching, specifically in the development of oral expression in the previously indicated
group of students. Recent studies supported a shift away from grammar-based education to more
student-centered communicative methods. According to Bobarin (2021), the reduction of anxiety
and enhanced autonomy are additional practical contributions of communicative language
teaching that fostered a safe, interactive environment.
This theoretical foundation was based on several studies that demonstrated the practical
benefits of the methodological strategy. Lin et al. (2025), also found that speaking self-efficacy
is closely tied to English learning motivation, further supporting the use of confidence-building
strategies.
The literature reports additional and consistent achievements of the CLT strategy, with
respect to significant improvements in English speaking ability. The case in Indonesia, where
Fauzi and Ridwan's (2025) research yielded consistent results in favor of developing fluency,
pronunciation, and confidence in secondary school students. Campoverde et al. (2024) found that,
even in high-density classrooms in Ecuador, students responded positively to the CLT approach.
Both cases show similarities to the study presented in this article.
These empirical results aligned with the systematic review by Bobarin (2021), which
emphasized participatory learning and original collaborative tasks as central elements that served
as an effective communicative approach, proving effective at the high school level.
These findings validated the use of strategies that promote contextual vocabulary use, idea
sequencing, and communicative fluency, and underscored the need for continued research into
the implementation of CLT in resource-constrained educational environments, particularly in
public schools in Ecuador. It should be noted that the evidence not only supports the adaptability
In alignment with these questions, the study aimed to evaluate the impact of
Communicative Language Teaching (CLT) strategies on the speaking skills of A1-level eighth-
grade students. The research emphasized the development of fluency, accuracy, and
pronunciation through tasks that promoted authentic interaction. Additionally, this study sought
to explore students' participation levels and attitudes toward tasks designed using the
communicative approach, while also identifying the challenges and limitations of implementing
this methodological approach in classrooms with the aforementioned reality.
The article does not propose formal hypotheses; however, the study assumed that
measurable improvements in skills such as oral proficiency will occur, provided contextual
limitations are minimized. The research integrated empirical and qualitative data and suggested
practical recommendations for teachers working in contexts with limited pedagogical resources.
The results also showed the adaptability of the CLT approach while highlighting the necessity of
pedagogical changes to support safe language learning.
The CLT communicative approach underscored its effectiveness in addressing challenges
in English teaching, specifically in the development of oral expression in the previously indicated
group of students. Recent studies supported a shift away from grammar-based education to more
student-centered communicative methods. According to Bobarin (2021), the reduction of anxiety
and enhanced autonomy are additional practical contributions of communicative language
teaching that fostered a safe, interactive environment.
This theoretical foundation was based on several studies that demonstrated the practical
benefits of the methodological strategy. Lin et al. (2025), also found that speaking self-efficacy
is closely tied to English learning motivation, further supporting the use of confidence-building
strategies.
The literature reports additional and consistent achievements of the CLT strategy, with
respect to significant improvements in English speaking ability. The case in Indonesia, where
Fauzi and Ridwan's (2025) research yielded consistent results in favor of developing fluency,
pronunciation, and confidence in secondary school students. Campoverde et al. (2024) found that,
even in high-density classrooms in Ecuador, students responded positively to the CLT approach.
Both cases show similarities to the study presented in this article.
These empirical results aligned with the systematic review by Bobarin (2021), which
emphasized participatory learning and original collaborative tasks as central elements that served
as an effective communicative approach, proving effective at the high school level.
These findings validated the use of strategies that promote contextual vocabulary use, idea
sequencing, and communicative fluency, and underscored the need for continued research into
the implementation of CLT in resource-constrained educational environments, particularly in
public schools in Ecuador. It should be noted that the evidence not only supports the adaptability
Vol. 12/ Núm. 3 2025 pág. 2460
of this methodology but also demonstrates its potential to promote meaningful participation, even
in overcrowded conditions and with limited infrastructure.
MATERIALS AND METHODS
Research Design
This study adopted a non‑experimental mixed-methods design within the pragmatic
paradigm to examine the effects of Communicative Language Teaching (CLT) on A1‑level
eighth‑grade students’ speaking skills. Following an explanatory sequential approach, it began
with pre‑ and post‑tests to measure fluency, pronunciation, and coherence, followed by interviews
to explore student attitudes. This design offered both measurable outcomes and contextual insight.
Recent research by Fauzi and Ridwan (2025) supports the effectiveness of CLT in improving
speaking proficiency through a mixed-methods approach.
The research was conducted in a public school in Guayaquil, where A1-level students face
challenges like limited exposure and crowded classrooms. The explanatory sequential design
combined quantitative data on speaking improvements with qualitative insights from interviews
to understand student engagement and perceptions. This approach highlighted practical
challenges and adaptive teaching strategies, emphasizing CLT’s relevance in resource-limited
settings.
Population and Sampling
The study included 40 eighth-grade students, 22 girls and 18 boys. They were chosen
through purposive sampling, which means they met certain specific conditions. These included
enrollment in the same grade, English language proficiency aligned with A1 level, participation
in the same academic shift, and the provision of informed consent signed by their legal guardians.
This sampling technique ensured homogeneity across key contextual variables, thereby enhancing
the internal validity of the study. The results show that Communicative Language Teaching (CLT)
works well for beginning learners in public schools. Moreover, the teaching method used in this
study can be used again in similar school settings.
Data Collection Techniques and Instruments
Three instruments were used to evaluate the impact of Communicative Language Teaching
(independent variable) on students' speaking skills (dependent variable). The primary tool was a
standardized pre- and post-intervention oral test, assessed using a modified version of the MET
Go! Speaking rubric, aligned with CEFR A1 guidelines (Michigan Language Assessment, 2022).
Which measured fluency, pronunciation, coherence, interaction, vocabulary use, and grammatical
accuracy, offering a reliable framework for assessing oral performance at the beginner level.
In addition, the attitude survey gathered information on students’ motivation and
perceptions regarding CLT strategies, while a semi-structured survey explored contextual factors
of this methodology but also demonstrates its potential to promote meaningful participation, even
in overcrowded conditions and with limited infrastructure.
MATERIALS AND METHODS
Research Design
This study adopted a non‑experimental mixed-methods design within the pragmatic
paradigm to examine the effects of Communicative Language Teaching (CLT) on A1‑level
eighth‑grade students’ speaking skills. Following an explanatory sequential approach, it began
with pre‑ and post‑tests to measure fluency, pronunciation, and coherence, followed by interviews
to explore student attitudes. This design offered both measurable outcomes and contextual insight.
Recent research by Fauzi and Ridwan (2025) supports the effectiveness of CLT in improving
speaking proficiency through a mixed-methods approach.
The research was conducted in a public school in Guayaquil, where A1-level students face
challenges like limited exposure and crowded classrooms. The explanatory sequential design
combined quantitative data on speaking improvements with qualitative insights from interviews
to understand student engagement and perceptions. This approach highlighted practical
challenges and adaptive teaching strategies, emphasizing CLT’s relevance in resource-limited
settings.
Population and Sampling
The study included 40 eighth-grade students, 22 girls and 18 boys. They were chosen
through purposive sampling, which means they met certain specific conditions. These included
enrollment in the same grade, English language proficiency aligned with A1 level, participation
in the same academic shift, and the provision of informed consent signed by their legal guardians.
This sampling technique ensured homogeneity across key contextual variables, thereby enhancing
the internal validity of the study. The results show that Communicative Language Teaching (CLT)
works well for beginning learners in public schools. Moreover, the teaching method used in this
study can be used again in similar school settings.
Data Collection Techniques and Instruments
Three instruments were used to evaluate the impact of Communicative Language Teaching
(independent variable) on students' speaking skills (dependent variable). The primary tool was a
standardized pre- and post-intervention oral test, assessed using a modified version of the MET
Go! Speaking rubric, aligned with CEFR A1 guidelines (Michigan Language Assessment, 2022).
Which measured fluency, pronunciation, coherence, interaction, vocabulary use, and grammatical
accuracy, offering a reliable framework for assessing oral performance at the beginner level.
In addition, the attitude survey gathered information on students’ motivation and
perceptions regarding CLT strategies, while a semi-structured survey explored contextual factors
Vol. 12/ Núm. 3 2025 pág. 2461
such as overcrowding and access to resources. All instruments were validated by an expert and
pilot tested to ensure clarity, consistency, and appropriateness for the A1-level context.
Data Analysis Procedures
For the quantitative analysis, descriptive statistics were used to summarize how test scores
were spread out and what the average scores were. Paired sample t-tests were also done to check
if there was a significant difference between scores before and after the intervention. Particular
attention was paid to emerging themes about motivational factors and practical constraints that
affected the CLT implementation process.
Ethical Consideration
Ethical considerations were rigorously upheld throughout the research process. The parents
of the students who participated signed permission. Strict confidentiality protocols were
implemented, and participant identities were anonymized through coded identifiers. A key
strength of the methodological approach was its capacity to examine both the extent of student
learning and the contextual factors within the school environment that influenced such outcomes.
However, However, purposive sampling limited the study's external validity due to its non-
randomized nature, and the brief intervention period further constrained the generalizability of
the results.
To ensure the reliability and validity of the data, all instruments were pilot-tested and
validated by experts to confirm their clarity and suitability for the A1-level target population.
Data collection procedures were standardized; the researcher conducted a preliminary analysis to
minimize bias during test and interview administration. These procedures contributed to the
reliability and validity of the findings, strengthening the methodological rigor.
RESULTS
The results from the pre and post tests showed that students improved in their spoken
English across four areas: how well their ideas fit together, their use of language, how they
interacted, and how clearly, they spoke. At the start, the overall average score across all four
speaking performance criteria was 8 out of 20, indicating limited oral proficiency among students.
After implementing a five weeks CLT based intervention, the average increased to 12/20,
equivalent to a 50% improvement rate.
Table 1
Average Scores per Criterion in Pre-Test and Post-Test
Criterion Pre-Test Average Post-Test Average Improvement (%)
Coherence 1.9 3.1 +63%
Language 2.1 3.2 +52%
Interaction 1.7 2.8 +65%
Pronunciation 2.3 3.4 +48%
Note. Scores based on the MET Go! speaking rubric adapted to CEFR A1 level.
Source: Own elaboration based on collected data
such as overcrowding and access to resources. All instruments were validated by an expert and
pilot tested to ensure clarity, consistency, and appropriateness for the A1-level context.
Data Analysis Procedures
For the quantitative analysis, descriptive statistics were used to summarize how test scores
were spread out and what the average scores were. Paired sample t-tests were also done to check
if there was a significant difference between scores before and after the intervention. Particular
attention was paid to emerging themes about motivational factors and practical constraints that
affected the CLT implementation process.
Ethical Consideration
Ethical considerations were rigorously upheld throughout the research process. The parents
of the students who participated signed permission. Strict confidentiality protocols were
implemented, and participant identities were anonymized through coded identifiers. A key
strength of the methodological approach was its capacity to examine both the extent of student
learning and the contextual factors within the school environment that influenced such outcomes.
However, However, purposive sampling limited the study's external validity due to its non-
randomized nature, and the brief intervention period further constrained the generalizability of
the results.
To ensure the reliability and validity of the data, all instruments were pilot-tested and
validated by experts to confirm their clarity and suitability for the A1-level target population.
Data collection procedures were standardized; the researcher conducted a preliminary analysis to
minimize bias during test and interview administration. These procedures contributed to the
reliability and validity of the findings, strengthening the methodological rigor.
RESULTS
The results from the pre and post tests showed that students improved in their spoken
English across four areas: how well their ideas fit together, their use of language, how they
interacted, and how clearly, they spoke. At the start, the overall average score across all four
speaking performance criteria was 8 out of 20, indicating limited oral proficiency among students.
After implementing a five weeks CLT based intervention, the average increased to 12/20,
equivalent to a 50% improvement rate.
Table 1
Average Scores per Criterion in Pre-Test and Post-Test
Criterion Pre-Test Average Post-Test Average Improvement (%)
Coherence 1.9 3.1 +63%
Language 2.1 3.2 +52%
Interaction 1.7 2.8 +65%
Pronunciation 2.3 3.4 +48%
Note. Scores based on the MET Go! speaking rubric adapted to CEFR A1 level.
Source: Own elaboration based on collected data
Vol. 12/ Núm. 3 2025 pág. 2462
Additionally, 60% of the students were able to initiate and sustain brief conversations
without requiring prompts, which was a considerable advancement compared to the 30%
observed in the pre-test stage. There was also a noticeable improvement in how clearly students
spoke. About half of the group reached a level that was considered “clearly understandable” based
on the rubric used.
Gender-related differences were also noted. Both groups improved, but girls scored slightly
better in pronunciation. Before the lesson, girls had an average of 2. 4, while boys had 2. 1. This
pattern continued after the lesson.
Regarding topic-related challenges, topics like “Favorite Food” and “Best Friend” showed
persistent difficulty among several participants. Before the intervention, 12 out of 40 students
scored 6 points or less in “Favorite Food,” mainly due to underdeveloped procedural language.
Post-test observations, however, revealed enhanced use of connectors (e.g., “first,” “then”) and
sequencing words, particularly among those same students.
Figure 1
Distribution of Individual Student Gains (Pre- and Post-Test)
Note. The graph displays mean scores in four speaking performance criteria; coherence, language, interaction, and
pronunciation, before and after a CLT based instructional program. Results show consistent improvement, with
interaction and coherence showing the highest percentage gains (+65% and +63%, respectively).
Source: Own elaboration from post-intervention test results.
Additionally, 60% of the students were able to initiate and sustain brief conversations
without requiring prompts, which was a considerable advancement compared to the 30%
observed in the pre-test stage. There was also a noticeable improvement in how clearly students
spoke. About half of the group reached a level that was considered “clearly understandable” based
on the rubric used.
Gender-related differences were also noted. Both groups improved, but girls scored slightly
better in pronunciation. Before the lesson, girls had an average of 2. 4, while boys had 2. 1. This
pattern continued after the lesson.
Regarding topic-related challenges, topics like “Favorite Food” and “Best Friend” showed
persistent difficulty among several participants. Before the intervention, 12 out of 40 students
scored 6 points or less in “Favorite Food,” mainly due to underdeveloped procedural language.
Post-test observations, however, revealed enhanced use of connectors (e.g., “first,” “then”) and
sequencing words, particularly among those same students.
Figure 1
Distribution of Individual Student Gains (Pre- and Post-Test)
Note. The graph displays mean scores in four speaking performance criteria; coherence, language, interaction, and
pronunciation, before and after a CLT based instructional program. Results show consistent improvement, with
interaction and coherence showing the highest percentage gains (+65% and +63%, respectively).
Source: Own elaboration from post-intervention test results.
Vol. 12/ Núm. 3 2025 pág. 2463
Figure 2
Rubric Dimension Gains by Gender
Note. Gender differences after the intervention are shown in the four dimensions. Both groups showed improvement,
with students surpassing them in pronunciation and coherence.
Source: Own elaboration from post-intervention test results.
The attitude surveys showed similar results. Most students had a good view of CLT
methods: 60% said the activities were fun, and 55% felt they learned real vocabulary. However,
20% said they felt nervous speaking English in class, mostly because they worried about saying
words wrong or getting judged by others.
Table 2
Student Attitude toward CLT Strategies (n = 40)
Response Category Percentage of Students (%)
Agree (4–5) 60%
Neutral (3) 30%
Disagree (1–2) 10%
Source: Own elaboration based on collected data.
Figure 2
Rubric Dimension Gains by Gender
Note. Gender differences after the intervention are shown in the four dimensions. Both groups showed improvement,
with students surpassing them in pronunciation and coherence.
Source: Own elaboration from post-intervention test results.
The attitude surveys showed similar results. Most students had a good view of CLT
methods: 60% said the activities were fun, and 55% felt they learned real vocabulary. However,
20% said they felt nervous speaking English in class, mostly because they worried about saying
words wrong or getting judged by others.
Table 2
Student Attitude toward CLT Strategies (n = 40)
Response Category Percentage of Students (%)
Agree (4–5) 60%
Neutral (3) 30%
Disagree (1–2) 10%
Source: Own elaboration based on collected data.
Vol. 12/ Núm. 3 2025 pág. 2464
Figure 3
Student Attitude Survey Results
Note. Survey results show that 60% of students agreed (ratings 4–5) that CLT-based activities were enjoyable and
useful. Meanwhile, 30% remained neutral and 10% expressed disagreement. These findings support the positive
affective response toward communicative strategies.
Source: Own elaboration based on collected data.
As for the classroom environment, about 30% of students said being too crowded made it
hard to take part, and 20% were unhappy with how comfortable the furniture was, showing that
things like space and seating can quietly affect how much students engage.
Table 3
Perceived Overcrowding Impact on Participation
Perception Category Percentage of Students (%)
Agreed it hindered participation 30%
Neutral 50%
Disagreed 20%
Source: Own elaboration based on collected data.
Table 4
Physical Comfort – Furniture Evaluation
Comfort Level Percentage of Students (%)
Positive (4–5) 37%
Neutral (3) 32%
Negative (1–2) 30%
Source: Own elaboration based on collected data.
Figure 3
Student Attitude Survey Results
Note. Survey results show that 60% of students agreed (ratings 4–5) that CLT-based activities were enjoyable and
useful. Meanwhile, 30% remained neutral and 10% expressed disagreement. These findings support the positive
affective response toward communicative strategies.
Source: Own elaboration based on collected data.
As for the classroom environment, about 30% of students said being too crowded made it
hard to take part, and 20% were unhappy with how comfortable the furniture was, showing that
things like space and seating can quietly affect how much students engage.
Table 3
Perceived Overcrowding Impact on Participation
Perception Category Percentage of Students (%)
Agreed it hindered participation 30%
Neutral 50%
Disagreed 20%
Source: Own elaboration based on collected data.
Table 4
Physical Comfort – Furniture Evaluation
Comfort Level Percentage of Students (%)
Positive (4–5) 37%
Neutral (3) 32%
Negative (1–2) 30%
Source: Own elaboration based on collected data.
Vol. 12/ Núm. 3 2025 pág. 2465
Figure 4
Perceived Overcrowding and Physical Comfort
Perceived Overcrowding Impact on Participation
Note. Thirty percent of students agreed that classroom overcrowding negatively affected their participation, while 50%
remained neutral and 20% disagreed.
Source: Own elaboration based on collected data.
Physical Comfort – Furniture Evaluation
Note. Students' perceptions of physical comfort varied: 37.5% rated furniture positively, 32.5% were neutral, and 30%
reported discomfort.
Source: Own elaboration based on collected data.
DISCUSSION
This study shows that using Communicative Language Teaching (CLT) methods really
helps A1-level students improve their speaking skills. This supports the main objective of
checking how effective CLT is in busy classrooms with limited resources. Improvements in
fluency, accuracy, and pronunciation align with the first specific objective. These gains were not
only measurable through test results but also supported by students’ active participation in role-
play and peer interaction, reinforcing the idea that authentic communication enhances oral
development.
Student feedback revealed increased motivated and engagement, directly contributing to
the second objective. As Salam and Luksfinanto (2024) affirm, CLT fosters learner confidence
and communicative competence when adapted to local conditions. In this regard, the teacher’s
flexibility in applying CLT under challenging circumstances proved crucial. Adeoye (2023)
reminds us that although non-probability sampling limits generalization, valuable insights can
still emerge from real classroom contexts.
Challenges such as overcrowded classrooms and lack of resources affected the level of
interaction, thereby addressing the third objective. However, peer support and scaffolding
strategies enabled even less confident students to participate meaningfully in speaking tasks.
This study suggests that CLT, when creatively adapted, holds strong pedagogical value
even in public systems with limited support. Its scientific contribution lies in demonstrating how
CLT principles function in Ecuadorian classrooms, offering practical applications for teacher
Figure 4
Perceived Overcrowding and Physical Comfort
Perceived Overcrowding Impact on Participation
Note. Thirty percent of students agreed that classroom overcrowding negatively affected their participation, while 50%
remained neutral and 20% disagreed.
Source: Own elaboration based on collected data.
Physical Comfort – Furniture Evaluation
Note. Students' perceptions of physical comfort varied: 37.5% rated furniture positively, 32.5% were neutral, and 30%
reported discomfort.
Source: Own elaboration based on collected data.
DISCUSSION
This study shows that using Communicative Language Teaching (CLT) methods really
helps A1-level students improve their speaking skills. This supports the main objective of
checking how effective CLT is in busy classrooms with limited resources. Improvements in
fluency, accuracy, and pronunciation align with the first specific objective. These gains were not
only measurable through test results but also supported by students’ active participation in role-
play and peer interaction, reinforcing the idea that authentic communication enhances oral
development.
Student feedback revealed increased motivated and engagement, directly contributing to
the second objective. As Salam and Luksfinanto (2024) affirm, CLT fosters learner confidence
and communicative competence when adapted to local conditions. In this regard, the teacher’s
flexibility in applying CLT under challenging circumstances proved crucial. Adeoye (2023)
reminds us that although non-probability sampling limits generalization, valuable insights can
still emerge from real classroom contexts.
Challenges such as overcrowded classrooms and lack of resources affected the level of
interaction, thereby addressing the third objective. However, peer support and scaffolding
strategies enabled even less confident students to participate meaningfully in speaking tasks.
This study suggests that CLT, when creatively adapted, holds strong pedagogical value
even in public systems with limited support. Its scientific contribution lies in demonstrating how
CLT principles function in Ecuadorian classrooms, offering practical applications for teacher
Vol. 12/ Núm. 3 2025 pág. 2466
training and curriculum development. The outcomes support the feasibility of CLT in complex
educational realities and call for additional longitudinal research and comparative studies with
other instructional methods, enriching the broader field of applied linguistics.
The findings consistent with the study’s research objectives; the study provides a grounded
perspective on the potential of CLT in improving spoken English in public education.
CONCLUSION
This study demonstrates that the use of Communicative Language Teaching (CLT)
methods significantly helps A1-level students improve their spoken English skills, particularly in
overcrowded and resource-limited public-school classrooms. Throughout the teaching process,
students showed clear progress in fluency, accurate pronunciation, effective communication, and
coherent organization of ideas. These improvements were visible not just in higher test scores,
but also in students' feedback, which showed their changing attitudes, behaviors, and active
participation in real-world communication tasks.
The chosen mixed-methods research design allowed us not only to measure concrete
improvements in students' skills, but also to gain valuable insights into how to implement
communicative approaches in educational contexts similar to the one in the study. In addition to
the quantitative progress in students' oral expression skills, the study also reveals personal and
contextual factors that influence learning. Importantly, the success of the teaching approach
depended not only on the method itself but also on the teacher's capacity to adapt CLT principles
to address real classroom challenges. The research results provide guidelines for educators
working in similar contexts with beginning students.
In sum, the findings respond clearly to the study's general and specific objectives,
confirming CLT's potential for strengthening oral competence in vulnerable educational contexts
among beginner English learners. These findings set up a good base for future long-term studies
and for using this communicative approach in different places. This could help make English
language education fairer and more effective in public schools in Ecuador. The way the study was
done and the good results it found can be used and improved in future research and teaching
practices.
training and curriculum development. The outcomes support the feasibility of CLT in complex
educational realities and call for additional longitudinal research and comparative studies with
other instructional methods, enriching the broader field of applied linguistics.
The findings consistent with the study’s research objectives; the study provides a grounded
perspective on the potential of CLT in improving spoken English in public education.
CONCLUSION
This study demonstrates that the use of Communicative Language Teaching (CLT)
methods significantly helps A1-level students improve their spoken English skills, particularly in
overcrowded and resource-limited public-school classrooms. Throughout the teaching process,
students showed clear progress in fluency, accurate pronunciation, effective communication, and
coherent organization of ideas. These improvements were visible not just in higher test scores,
but also in students' feedback, which showed their changing attitudes, behaviors, and active
participation in real-world communication tasks.
The chosen mixed-methods research design allowed us not only to measure concrete
improvements in students' skills, but also to gain valuable insights into how to implement
communicative approaches in educational contexts similar to the one in the study. In addition to
the quantitative progress in students' oral expression skills, the study also reveals personal and
contextual factors that influence learning. Importantly, the success of the teaching approach
depended not only on the method itself but also on the teacher's capacity to adapt CLT principles
to address real classroom challenges. The research results provide guidelines for educators
working in similar contexts with beginning students.
In sum, the findings respond clearly to the study's general and specific objectives,
confirming CLT's potential for strengthening oral competence in vulnerable educational contexts
among beginner English learners. These findings set up a good base for future long-term studies
and for using this communicative approach in different places. This could help make English
language education fairer and more effective in public schools in Ecuador. The way the study was
done and the good results it found can be used and improved in future research and teaching
practices.
Vol. 12/ Núm. 3 2025 pág. 2467
REFERENCES
Adeoye, M. A. (2023). Review of sampling techniques for education. ASEAN Journal for Science
Education, 2(2), 87–94. https://www.researchgate.net/publication/370358209
Blatchford, P., & Russell, A. (2020). Rethinking class size: The complex story of impact on
teaching and learning. London: UCL Press. https://doi.org/10.14324/111.9781787358799
Bobarin, C. E. (2021). Development of oral communicative competence in English. Horizontes.
Revista de Investigación en Ciencias de la Educación, 5(19), 1–15.
https://doi.org/10.33996/revistahorizontes.v5i19.232
Campoverde, H. C., Campoverde, L. J., & Bonilla, T. J. (2024). Communicative language
teaching principles to improve students' talking time in A1-level students. Revista PUCE,
119(2), 1-15. https://www.revistapuce.edu.ec/index.php/revpuce/article/view/557
Council of Europe. (2022). Common European framework of reference for languages: Learning,
teaching, assessment. https://rm.coe.int/common-european-framework-of-reference-for-
languages-learning-teaching/16802fc1bf
Fauzi, A., & Ridwan, M. (2025). The impact of communicative language teaching on English
speaking skills. Dinasti International Journal of Education Management and Social
Science, 6(3), 1-15. https://doi.org/10.38035/dijemss.v6i3.3819
King, J. (2018). The impact of multilingualism on global education and language learning.
Cambridge Assessment English. https://www.cambridgeenglish.org/Images/539682-
perspectives-impact-on-multilingualism.pdf
Lin, Y., Mohamad, M. B., & Mahmud, M. I. (2025). Exploring the relationship between English-
speaking self-efficacy and English learning motivation among polytechnic EFL learners.
Arab World English Journal, 16(1), 55-69. https://doi.org/10.24093/awej/vol16no1.4
Michigan Language Assessment. (2022). MET Go! speaking rater guidelines. University of
Michigan. https://michiganassessment.org/wp-content/uploads/2022/08/22.7.METGo-
Speaking-RaterGuidelines.pdf
Ministerio de Educación del Ecuador. (2025). Currículo priorizado. Ministerio de Educación del
Ecuador. https://educacion.gob.ec/curriculo-priorizado/
Qasserras, L. (2023). Systematic review of communicative language teaching (CLT) in language
education: A balanced perspective. European Journal of Education and Pedagogy, 4(6),
17–23. https://www.ej-edu.org/index.php/ejedu/article/view/763
Rodas, P. F., & Rodas, B. E. (2021). Lenguaje, aprendizaje de lenguas extranjeras, inglés e
interculturalidad: una perspectiva ecuatoriana. INNOVA Research Journal, 6(3), 1-16.
https://doi.org/10.33890/innova.v6.n3.2021.1726
REFERENCES
Adeoye, M. A. (2023). Review of sampling techniques for education. ASEAN Journal for Science
Education, 2(2), 87–94. https://www.researchgate.net/publication/370358209
Blatchford, P., & Russell, A. (2020). Rethinking class size: The complex story of impact on
teaching and learning. London: UCL Press. https://doi.org/10.14324/111.9781787358799
Bobarin, C. E. (2021). Development of oral communicative competence in English. Horizontes.
Revista de Investigación en Ciencias de la Educación, 5(19), 1–15.
https://doi.org/10.33996/revistahorizontes.v5i19.232
Campoverde, H. C., Campoverde, L. J., & Bonilla, T. J. (2024). Communicative language
teaching principles to improve students' talking time in A1-level students. Revista PUCE,
119(2), 1-15. https://www.revistapuce.edu.ec/index.php/revpuce/article/view/557
Council of Europe. (2022). Common European framework of reference for languages: Learning,
teaching, assessment. https://rm.coe.int/common-european-framework-of-reference-for-
languages-learning-teaching/16802fc1bf
Fauzi, A., & Ridwan, M. (2025). The impact of communicative language teaching on English
speaking skills. Dinasti International Journal of Education Management and Social
Science, 6(3), 1-15. https://doi.org/10.38035/dijemss.v6i3.3819
King, J. (2018). The impact of multilingualism on global education and language learning.
Cambridge Assessment English. https://www.cambridgeenglish.org/Images/539682-
perspectives-impact-on-multilingualism.pdf
Lin, Y., Mohamad, M. B., & Mahmud, M. I. (2025). Exploring the relationship between English-
speaking self-efficacy and English learning motivation among polytechnic EFL learners.
Arab World English Journal, 16(1), 55-69. https://doi.org/10.24093/awej/vol16no1.4
Michigan Language Assessment. (2022). MET Go! speaking rater guidelines. University of
Michigan. https://michiganassessment.org/wp-content/uploads/2022/08/22.7.METGo-
Speaking-RaterGuidelines.pdf
Ministerio de Educación del Ecuador. (2025). Currículo priorizado. Ministerio de Educación del
Ecuador. https://educacion.gob.ec/curriculo-priorizado/
Qasserras, L. (2023). Systematic review of communicative language teaching (CLT) in language
education: A balanced perspective. European Journal of Education and Pedagogy, 4(6),
17–23. https://www.ej-edu.org/index.php/ejedu/article/view/763
Rodas, P. F., & Rodas, B. E. (2021). Lenguaje, aprendizaje de lenguas extranjeras, inglés e
interculturalidad: una perspectiva ecuatoriana. INNOVA Research Journal, 6(3), 1-16.
https://doi.org/10.33890/innova.v6.n3.2021.1726
Vol. 12/ Núm. 3 2025 pág. 2468
Salam, M. Y., & Luksfinanto, Y. (2024). A comprehensive review of Communicative Language
Teaching (CLT) in modern classrooms. Lingeduca: Journal of Language and Education
Studies, 3(1), 58–70. https://doi.org/10.70177/lingeduca.v3i1.1338
Salmanova, S. (2025). Communicative approach in foreign language teaching: Advantages and
limitations. Euro-Global Journal of Linguistics and Language Education, 2(2), 79-89.
https://doi.org/10.69760/egjlle.250009
Urgilés, I. A., Vargas, P. L., & Magallanes, C. R. (2024). Embracing Communicative Language
Teaching: Fostering Fluency, Accuracy, and Authentic Communication. Ideas y Voces,
4(3), 117-130. https://doi.org/10.60100/bciv.v4i3.164
Salam, M. Y., & Luksfinanto, Y. (2024). A comprehensive review of Communicative Language
Teaching (CLT) in modern classrooms. Lingeduca: Journal of Language and Education
Studies, 3(1), 58–70. https://doi.org/10.70177/lingeduca.v3i1.1338
Salmanova, S. (2025). Communicative approach in foreign language teaching: Advantages and
limitations. Euro-Global Journal of Linguistics and Language Education, 2(2), 79-89.
https://doi.org/10.69760/egjlle.250009
Urgilés, I. A., Vargas, P. L., & Magallanes, C. R. (2024). Embracing Communicative Language
Teaching: Fostering Fluency, Accuracy, and Authentic Communication. Ideas y Voces,
4(3), 117-130. https://doi.org/10.60100/bciv.v4i3.164