An investigation into the effects of applying the activities of communicative language teaching approach on English learners’ speaking skills in Libya

Abstract

The central research question guiding this study is as follows: ‘To what extent do specific Communicative Language Teaching (CLT) activities enhance the speaking skills of university students compared to Grammar Translation Method?’. In the Libyan context, studies such as Alhmali (2007) and Orafi and Borg (2009) have investigated English language teaching, yet there has been limited emphasis on enhancing the speaking skills of Libyan English language learners. The significant gap in research on enhancing the speaking skills of Libyan English language learners is underscored by the considerable challenges they face in developing speaking proficiency, primarily due to an education system traditionally focused on grammar and a lack of exposure to spoken English in daily life. The combination of a GTM-focused educational approach and limited exposure to English creates a significant barrier for Libyan learners aspiring to achieve speaking proficiency. To address the gap identified by Richards and Rodgers (2014) suggest that CLT activities can enhance learners' speaking skills. Therefore, this study explores the impact of CLT activities specifically problem-solving and role-play on Libyan learners' speaking skills. The study hypothesizes that learners exposed to CLT activities will improve their speaking abilities more than those taught using the Grammar Translation Method (GTM). Using an experimental design, data from 45 participants were analysed over six weeks. Participants were divided into three groups: a control group using GTM, and two experimental groups engaged in CLT activities one focusing on role-play and the other on problem-solving. The study employs pre- and post-tests to assess speaking proficiency, measuring fluency, accuracy, and vocabulary use. The control group followed GTM instruction, while the experimental groups practiced CLT activities, with the role-play group simulating real-life situations and the problem-solving group tackling communicative challenges through collaboration and verbal interaction. The outcomes of the analysis reveal that all groups improved between pre- and post-tests. The CLT role-play and CLT problem-solving groups showed greater improvements than the GTM control group, with the overall largest improvement observed in the CLT role-play group, across all measures of speaking skills studied in this research.