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Effectiveness of Communicative Language Learning Activities on Students'

Communicative Competence

Research · December 2021

DOI: 10.13140/RG.2.2.17113.85604

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 11

Effectiveness of Communicative Language Learning Activities on

Students’ Communicative Competence

Brandon N. Obenza
Makilala Institute of Science and Technology
ORCID No. 0000-0001-6893-1782

Riceli C. Mendoza
University of Southern Mindanao
ORCID No. 0000-0002-3497-5071

Abstract

This quasi-experimental study investigated the effectiveness of communicative

language learning activities (CLLAs) in developing college students’ communicative
Competence (CC) as opposed to the traditional approach. The study respondents were
second-year college students of a local higher education institution in North Cotabato,
Philippines. The control group was taught using the traditional approach, while the
experimental group was exposed to CLLAs. The piloted CC test was then used for the
pretest and posttest of both groups. Scores obtained from the tests were then analyzed
using a t-test. The investigation findings revealed that the CCLAs are effective in
improving the communicative competence of the students. The study recommends the use
of communicative language learning activities, specifically at the tertiary level, to achieve
communicative goals in language classes. This paper provided language pedagogical
implications and recommendations.

Keywords: Communicative competence, language teaching, communicative language

teaching (CLT), communicative activities, quasi-experiment

Introduction

The advent of technological innovations In the Philippines, communicative

and economic development has helped competence (CC) in the English language is
accelerate globalization. This has enabled of paramount importance among language
people from various borders and cultures learners. This is because the teaching and
to interact, communicate, and exchange learning of almost all other subjects or
information. With over 7,000 languages across disciplines are in English. Moreover, the
the globe (Eberhard et al., 2020; Finegan, ultimate goal of teaching and learning a language
2008) English language dominates and has is to develop language learners’ communicative
become the lingua franca or bridge language for competence (Koosha & Yakabi, 2013).
international communication. Additionally, the Similarly, the Philippines’ English language
English language is now predominantly used in education aims to develop the learners’ CC (K
education, politics, business, and international to 12 Curriculum Guide- English, 2016; and
relations (Patel, 2016; Rao, 2019). Purposive Communication Syllabus-CMO 20
12 Asia Pacific Journal of Social and Behavioral Sciences Volume 19 2021

series of 2013). This can be achieved using This study is timely and significant in the
communicative approaches to teaching, such field of applied linguistics, more notably in
as communicative language teaching (CLT). language teaching, for it attempted to provide
language teaching methodologies/techniques
Despite extended years spent attending that could improve language learners’ CC.
English courses, many English language Moreover, this study sought to provide
learners in the Philippines do not demonstrate language teachers, practitioners, students,
CC. They have difficulty deciphering discourses and administrators tools to address Filipino
and struggle with expressing themselves in students’ CC development constraints by
English. Based on the worldwide study of the designing communicative language learning
Organization for Economic Co-operation and activities. Thus, this paper specifically aimed
Development (OECD, 2019), participated by to investigate and evaluate the effectiveness of
79 countries, the Philippines scored lowest in CLLAs in developing the CC of the students.
reading comprehension in the Programme for Subsequently, this paper would offer ESL
International Student Assessment (PISA, 2018), learners opportunities to maximize language
which sought to examine the knowledge of use and production and help language teachers
students in reading, science, and mathematics. facilitate or realize the communicative goals
of language programs or courses. Also,
Javid, Al-thubaiti, and Uthman (2013) instructional material (IM) developers could
conveyed that the mediocre development of improve IMs using the CLLAs to offer more
CC is a repercussion of the difficulties that selections of communicative materials for
confronted language teachers in operating language classes.
communicative language teaching. Some of
the challenges include overcrowded classes, Framework of the Study
availability and accessibility of materials, time
constraints, students’ disinterest in learning Communicative Language Teaching
English, and many more. Additionally,
Wu (2009) also identified challenges in CLT is a theoretical model that has been
CLT implementation based from students, dominating in English language teaching
educational systems, and the approach itself. (Celce-Murcia, 2002). Richards and Rodgers
Some of these are grammar-focused tests and (2001) regarded CLT as an approach instead
instructional contents, declining proficiency in of a method, and so do several linguists
English, insufficient cultural knowledge and and language teachers. The development of
communicative materials, and passive learning language learners’ communicative competence
attitude. is the goal of CLT. According to Brown (2007),
CLT is the response to the traditional approach in
Several studies explored the language language teaching that highlights rote learning
teachers’ perception, understanding, and and “structurally (grammatically) sequenced
implementation of communicative language curricula”; Finocchiaro and Brumfitqtd (n.d.,
teaching (Rahman et al., 2018; Mulaudzi, 2016; as cited in Brown (2007), asserts that learning
Rahman & Asmari, 2015; Jafari, Shokrpour, takes place in a CLT environment “through the
& Guetterman, 2015). Quite a few researches process of struggling to communicate.”
investigated the labyrinths on the practices and
teachers’ knowledge of CLT. However, most CLT advocates that grammatical accuracy
of these studies barely offer language teachers may be developed later as long as the intended
an intervention or remediation for developing message can successfully get across. According
learners’ CC, particularly in the Philippine to Widdowson (1983, as cited in Lasala, 2013),
setting, considering the identified setbacks or language learning should not be limited to
difficulties. the acquisition of linguistic forms but also
Effectiveness of Communicative Language Learning Activities 13
the acquisition of the ability to use them for that refers to the information on the linguistic
communication. In the language teaching- rules of language and the skill to comprehend
learning process, learners are regarded to have and convey denotative meanings of utterances
active participation. CLT is a learner-centered accurately. Second is discourse competence,
approach. Thus, teachers serve as facilitators which refers to the ability to manipulate
during the communication process and enhance linguistic forms and meaning in producing
language learners’ motivation in learning the language with coherence and cohesion to
target language (Savignon, 2004). However, attain several purposes. Thirdly, sociolinguistic
traditional/ classical learning, like deductive competence refers to the skill to achieve
methods, is direct and deduces general communicative goals in several social
concepts to specific ones (Prince & Felder, situations. Last is strategic competence, which
2006). Additionally, Elison (2010), Davtyan denotes the language user’s degree of mastery
(2014), Rodríguez González et al. (2016), of the communication strategies in verbal and
Saumell (2012), and Slavin (2010) claimed that non-verbal forms.
classical methods like the deductive method are
less motivating to students during the learning Improving Communicative Competence Using
process according to educational psychologists’ Communicative Activities
perceptions.
Issues on ESL/ EFL learners’ lagging
CLT employs communicative activities and development of communicative competence
task-based instructions that maximize language despite long years spent in language classes
use and production. Communicative intent have been attempted to be addressed by various
in authentic and real-world communicative researchers. In her quasi-experimental research,
tasks/situations is the main intention of Chaundhury (2015) used language-based
CLT activities. Correspondingly, in their activities (LBA) to develop the communicative
experimental study, Losada et al. (2016) opined competence of ESL undergraduate students.
that authentic tasks and materials significantly The study was conducted in one academic
and positively contributed to the development year and came out with desirable results.
of textual, grammatical, oral, illocutionary, According to Chaundhury (2015), the outcome
and sociolinguistics competencies of the obtained from the data analysis showed that
learners, which are some of the sub-skills of the language-based activities significantly
communicative competence. improved students’ communicative competence
in the experimental group. It could be
Literature Review concluded that those communicative activities
are vital in developing learners’ communicative
Communicative Competence competence since they provide a genuine
or authentic experience of the functional or
Dell Hymes (1972), a sociolinguist, coined communicative aspect of language in the actual
the term communicative competence (CC). In context of communication.
reviewing the history of CLT since the 1970s,
Savignon (2004) readdressed the concept of CC Similarly, Owen and Razali (2018)
as the ability in expressing, interpreting, and confirmed that the development of CC, more
negotiating meanings which involves contact specifically the speaking ability is more likely
between two or among people, and therefore, to happen by engaging in language practice
should not be construed as a static concept, through communicative activities. Further,
but a dynamic one. Canale and Swain (1980) according to Ismaili and Bajrami (2016), in
identified four dimensions of communicative language teaching, communicative activities
competence. First is grammatical competence are more efficient in developing language
14 Asia Pacific Journal of Social and Behavioral Sciences Volume 19 2021

skills than the traditional methods. However, skills. Further, a mixed-methods study of
a study by Shoomossi and Ketabi (2007) Ahmed et al. (2014) that included almost 300
argued that non-authentic materials also bear students from various schools in Malaysia
value as authentic materials do, especially to shared similar results in which communicative
learners whose proficiency in receptive skills tasks improved students’ speaking skills.
is low. Further, the research of Kienbaum
et al. (2014, as cited in Losada et al., 2017) Hypotheses
suggests that learners who are exposed to either
The following are the null hypotheses as
communicative tasks or non-communicative
reflected from the objectives of the study:
tasks develop a parallel level of communicative
competence.
Null Hypothesis 1: There is no significant
The same is true to the experimental research difference between the control group’s
of Abu Bakar et al. (2019) in their attempt to pretest and posttest scores.
improve the oral communicative competence
of Malaysian learners of the English language. Null Hypothesis 2: There is no significant
In 12 weeks, Project-based Learning (PjBL) difference between the experimental
activities were used as an intervention during group’s pretest and posttest scores.
instruction. PjBL is rooted in constructivism, in
which students accomplish a particular project Null Hypothesis 3: There is no significant
over some time while exploring or constructing difference between the experimental
knowledge. They have concluded in their study and control groups’ gain scores.
that PjBL activities effectively and significantly
Methodology
improved the Malaysian English language
learners’ oral communicative competence. Also,
This study employed quasi-experimental
such activities perfectly suit teaching learners
research design, the pretest and posttest con-
of the English language whose proficiency is
trol-group design in particular. Moreover, this
low. Also, English language communication
study used and randomly selected natural or
opportunities are made available in every
intact groups or classes. There were 33 college
collaborative or group presentation (Shanthi &
students in the control group and 36 college
Rao, 2015; Habók & Nagy, 2016).
students in the experimental group.
Enhancing learners’ communicative This study used the researcher-made
competence is the aim of language learning communicative competence (CC) test and the
and teaching. Learning is fostered when real communicative language learning activities
communication is involved in using interactive (CLLAs) as study instruments. Four professors
activities. For example, communicative of the graduate school who held doctorate
activities in the form of language games motivate degrees in applied linguistics validated both the
and help learners to utilize the target language instruments. The test consisted of 40 questions
and share information through interaction with on linguistics, discourse, sociolinguistics,
other interlocutors in meaningful contexts and, and strategic competence that were at the
therefore, maximize language educational same time based on the topics included in the
effect (Dewi et al., 2016; Wang, 2010). Efrizal material. The CC test was piloted to 40 college
(2012), who engaged in classroom action students and underwent a reliability test using
research, also concluded that communicative Cronbach’s alpha. The Cronbach’s alpha value
activities develop communicative competence of the CC test was 0.83, which is considered
and CLT improves motivation and speaking acceptable (Tavakol & Dennick, 2011). The CC
Effectiveness of Communicative Language Learning Activities 15
test was utilized to measure the respondents’ Subsequently, t-tests were employed via SPSS
communicative competence level before and 16.0 to perform the statistical analysis of the
after the treatment of the study. data.

Ethical Considerations
Results and Discussion
The ethical considerations stipulated by
Pretest and Posttest
Grady (2006) were observed to the utmost
extent during the entire conduct of the study. Control Group
These ethical considerations were deemed cru-
cial in doing this research to avoid ethical con- In the control group, the traditional approach
troversies such as, but not limited to, falsifica- to classroom instructions was employed where
tion of data and fabrication. Thus, consent and it was purely lecture or teacher-dominated.
other necessary documents were secured for the The data in Table 1 show that the average
conduct of the study. All participants were in- posttest score is significantly higher than the
formed about the research and were aware that average pretest score, with a mean difference
they could withdraw from participating without of 4.91. The control group’s standard deviation
any liabilities or prejudice. of 4.20 and 3.38 for the pretest and posttest,
respectively, indicate that the pretest scores are
Data Gathering Procedure and Analysis more dispersed than that of the posttest scores.
Furthermore, the mean scores of the pretest and
Using the CC Test, a pretest on both posttest were analyzed using paired samples
the control and experimental group was t-test.
administered. The conduct of the three-hour
instruction per session for two months or The statistical analysis reveals that there is
equivalent to a total of 24 hours of instruction to a highly significant difference between the two
both groups with similar topics took place. The measures (t = 12.138, df = 32, p-value = .000
traditional approach to teaching was employed < 0.01), and that the observed improvement
in the control group. In contrast, the CLLAs scores on the CC test are statistically significant,
that served as the treatment of the study were which also means that the first null hypothesis
utilized in the experimental group. Lastly, a of the study is rejected. It can be argued that
posttest was administered to both groups using non-authentic materials like the ones used in
the same CC test, and all the data or scores this group, the traditional approach, also bear
from the pretest and scores of both groups value as authentic materials do, especially to
were tallied, summarized, and interpreted. learners whose proficiency in receptive skills is
low (Shoomossi & Ketabi, 2007).
Table 1
Test of Significant Difference between the Pretest and Posttest Scores of the Respondents in the
Control Group Using Paired Samples T-test
Standard Mean
VARIABLES Mean % t df p-value
Deviation Difference

Pretest Score 19.03 47.57 4.20

4.91 12.14** 32 .000
Posttest Score 23.94 59.85 3.38

** - highly significant at 0.01 level

16 Asia Pacific Journal of Social and Behavioral Sciences Volume 19 2021

The researchers employed a traditional of the time students in each class were doing
approach in the control group within two months the CLLAs. The data in Table 2 illustrate that
with one meeting each week. The traditional the average posttest score is higher than the
approach employed deductive methods, which average pretest score, with a mean difference of
were direct and deduced general concepts to 12.78. The standard deviations of 3.65 for the
specific ones (Prince & Felder, 2006). Each pretest and 2.79 indicate that the pretest scores
session in the control group started with the of the respondents in the experimental group
presentation of learning objectives and a quick were more spread than their posttest scores.
check of students’ background/prior knowledge Furthermore, the mean scores of the pretest and
on the topics. Subsequently, topics such as posttest were analyzed using paired samples
the communication process, communication t-test.
barriers, globalization through communication,
language register, academic presentation, and Subsequently, the pretest and posttest mean
public speaking were discussed. Formative scores were analyzed using paired sample t-test
assessments in paper-and-pencil tests were and generated a highly significant difference
then used to measure the students’ extent of between the pretest and posttest scores (t =
understanding or competence on each topic. 26.177, df = 35, p-value = 0.000 < 0.01). The
The evaluation results served as the basis result implies that the second null hypothesis of
whether the lessons were successful or have to the study is rejected since there is a significant
be retaught. Moreover, the researchers observed difference between the experimental group’s
that students in this group were inactive and pretest and posttest scores. It also indicates
disinterested in the class since there was not that the CLLAs employed in this group are
much engagement between the students and the remarkably effective in improving students’
teacher, and students were less involved in the communicative competence. This substantiates
discussion. This is consistent with the findings Efrizal’s (2012) findings that communicative
of Davtyan (2014), Rodríguez González et al. competence is developed through the use of
(2016), and Slavin (2010) that educational communicative tasks: students’ speaking skills
psychologists perceived traditional approaches and motivation also significantly improved
like the deductive method less motivating to using communicative language teaching.
students during the learning process. Further, a mixed-methods study of Ahmed et al.
(2014) that included almost 300 students from
Experimental Group various schools in Malaysia shared similar
results in which communicative tasks advanced
The experimental group received the students’ speaking skills.
treatment of the study in which communicative
language learning activities were introduced. The experimental group was exposed to
It was generally student-centered, where most the communicative language learning activities

Table 2
Test of Significant Difference between the Pretest and Posttest Scores of the Respondents in the
Experimental Group Using Paired Samples t-test.

Standard Mean
VARIABLES Mean % t df p-value
Deviation Difference

Pretest Score 19.08 47.71 3.65

12.78 26.18** 35 .000
Posttest Score 31.86 79.65 2.79
** - highly significant at 0.01 level
Effectiveness of Communicative Language Learning Activities 17
for two months, with one meeting each week. to the lessons or topics in the worktext; lastly,
The said CLLAs paved the way for the practice they must be suitable to college students in that
of the English language in a natural context the students will not get bored or frustrated in
of communication. Communicative activities doing the activities.
allow language learners to use authentic
language and deal with real-world tasks All classroom instructions in the
rather than artificial ones (Brown 1994). Also, experimental group adopted the communicative
communication opportunities using English are language teaching approach, where the teacher
provided in every group presentation with these facilitated the activities in the class. It was
communicative tasks (Shanthi & Rao, 2015; highly student-centered (Savignon, 2004),
Habók & Nagy, 2016). Further, Widdowson where each lecture or teacher talk was a fraction
(1983, as cited in Lasala, 2013) views that of the allotted time. Most of the time was spent
language learning should not be limited to on the preparation for and presentation of
acquiring linguistic forms and acquiring the activities. The teacher began each lesson with
ability to use them for communication. a preliminary activity, informed the students of
the guidelines and rubric, gave students ample
Each lesson had a preliminary activity and time for the preparation, monitored the class
assessment activity. Some of the preliminary and responded to the queries of students during
activities included were a debate, on-spot- the preparations, asked students to perform or
dialogue, devil’s advocate, picture analysis, present their outputs, evaluated the outputs or
and video presentation. These activities were performances of students using the rubric, and
used to set the communicative atmosphere of provided students with feedback or comments
the class, activate prior knowledge, and prepare including their scores. A similar sequence was
the learners for the lessons. On the other hand, also used to conduct assessment activities done
assessment activities were paper presentation, at the end of the lesson. In activities that required
impromptu speech, writing a letter, story students to speak unrehearsed, the researchers
analysis, and role-play. These activities were observed that some students struggle to express
employed to determine the extent to which themselves orally in English. Moreover, it
learners understand the lesson. was also evident that students were active and
more involved in the class. This observation
These activities were selected according to conforms with Finocchiaro and Brumfit’s
the following criteria: first, they must be aligned (n.d.) as cited in Brown (2007) comment that
with the communicative language teaching in language classes using CLT learning takes
(CLT) or must require students to make use of place “through the process of struggling to
the target language in an authentic context of communicate.”
communication; second, they must be relevant

Table 3
Test of Significant Difference between the Gain Scores of the Control Group and Experimental
Group Using Independent Samples t-test

Standard Mean
GROUP N Mean t df
Deviation Difference

Control Group 33 4.91 2.32

7.87 12.29** 67 .000
Experimental Group 36 12.78 2.93

** - highly significant at 0.01 level

18 Asia Pacific Journal of Social and Behavioral Sciences Volume 19 2021

Gain Score Result since there is a statistically significant difference

between the gain scores of the control and
The gain scores of both the control group experimental group. Additionally, this indicates
and the experimental group were further that both of the communicative competence of
analyzed to determine the progress of the the respondents in the control and experimental
respondents from the outset and the completion group statistically and significantly improved.
of the experiment. It is indubitable that it is the score of the
Table 3 shows that the average gain score of experimental group that remarkably improved
the experimental group is higher than that of the compared to the control group. It can,
control group having a mean difference of 7.87. therefore, be said that communicative language
On average, respondents in the experimental learning activities could better develop the
group where the treatment or CLLAs were communicative competence of language
utilized had higher gain scores than those in the learners. This corroborates the findings of
control group where the traditional approach Ismaili and Bajrami (2016) and Asrobi et al.
was used. Communicative activities are (2013) that communicative activities are more
elements of communicative language teaching efficient than the traditional approach.
(CLT). As Ahmad et al. (2014) opined, an Moreover, Chaundhury (2015), in her
interactive learning environment is created quasi-experimental research, claimed that
when the CLT approach is called upon and communicative activities like language-based
could provide opportunities for learners to activities are vital in developing communicative
use the target language in authentic contexts. competence. Further, Abu Bakar et al. (2019)
Researches have also shown that when learners conducted experimental research and claimed
are actively involved in the learning process, that communicative activities like project-based
teaching is most effective. learning activities used as teaching strategies
could significantly improve communicative
Moreover, Wang (2010) and Dewi et competence, particularly oral communicative
al. (2016) asserted that communicative competence. However, it is imperative to
activities like language games, role plays, and note that scaffolding is of vital importance in
simulations which are some of the activities utilizing communicative activities to support or
used in the experimental group, could motivate facilitate students’ learning or engagement. Al-
and help students utilize the target language Bulushi and Al-Issa (2017) claimed that though
and exchange information through meaningful some teachers do not have a positive attitude in
interaction with peers and teachers; therefore, CLT, they still believe that language skills can
make the most of language education effects. be improved in a playful environment where
learners are required to communicate and
The standard deviations of 2.33 and 2.93 for interact authentically.
the gain scores of the control and experimental
groups respectively, indicate that the gain scores Conclusion
of the experimental group are more dispersed
than the control group. Moreover, these average This study’s communicative language
gain scores were analyzed using a t-test for learning activities, such as debate, paper
independent samples to determine if there exists presentation, role-play, letter writing,
a significant difference between the gain scores simulations, and the like, facilitated CLT
of both groups. The result of statistical analysis utilization in language classes. CLT provided
indicates a significant difference between the language learners avenues to the functional
gain scores (t = 12.289, df = 67, p-value = 0.000 aspect of language, where they could practice
< 0.01). Moreover, the result also indicates that expressing themselves, interpreting discourses,
the third null hypothesis of the study is rejected and negotiating meaning in the English
Effectiveness of Communicative Language Learning Activities 19
language. In view of the current study’s Abu Bakar, N., Noordin, N., & Razali, A.B.
findings, it can be concluded that the level of (2019). Improving oral communicative
communicative competence in the control competence in English using project-based
group taught using the traditional approach learning activities. English Language
and the experimental group exposed to the Teaching, 12(4).
CLLAs improved significantly. Moreover, the
experimental group obtained a higher increase Brown, H. D. (1994). Teaching by principles:
of CC level compared to the rise of CC level An interactive approach to language
in the control group. Furthermore, it can be pedagogy. Englewood Cliffs, NJ: Prentice-
concluded that the communicative language Hall Regents.
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teachers and learners may consider the use of language-based activities in business
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their classrooms. Also, a series of studies may Soft Skills, 9(3).
be undertaken to verify the effectiveness of Celce-Murcia, M. (2002). On the use of
communicative language learning activities in selected grammatical features in academic
other groups of language learners or contexts writing. Developing advanced literacy in
like EFL students and ESL students in first and second languages: Meaning with
Education courses and related fields. Further, power, 143-158.
a similar experiment may be conducted in
a more conducive classroom environment Celce-Murcia, M. (2002), Teaching English
and with more availability of teacher-made as a second or foreign language (3rd
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advantage of in transforming and designing ASEE 2014 Zone I Conference, April (pp.
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22 Asia Pacific Journal of Social and Behavioral Sciences Volume 19 2021

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