The use of communicative approach to develop speaking skills in secondary education
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Abstract
This study examines the effectiveness of the Communicative Language Teaching (CLT) approach in developing speaking skills among secondary school learners in Kazakhstan. Using a quantitative survey design with a 30-item instrument, we collected responses from Grades 9–12 students on familiarity with CLT, perceived effectiveness, activity frequency, self-assessed speaking competence, and barriers to implementation. Descriptive analyses indicate that CLT-oriented tasks (pair work, role plays, group discussions) are associated with increases in self-reported fluency and confidence, with reported preference for CLT over form-focused lessons. Key constraints include large class sizes, time limits, and variable teacher preparation. We discuss practical implications for teacher development, curriculum design, and policy within Kazakhstan’s trilingual education agenda.
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References
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