Comparative Study of the Effects of Traditional and

Communicative Strategies on Students Learning

In the Subject of English at Secondary Level

THE UNIVERSITY OF LAHORE

By
MubasharMahmood Khan
Registration No: DPE01173008
For
Doctor of Philosophy in Education
 Department of Education
The University of Lahore
Chapter 1
1.1 Introduction

In current age, relations are spreading and changing among countries at

international level that leads to an important role of English language to build relations.

English language knowledge paves the way for a successful career and everyday life

dealings. English language runs like blood through the veins of nations worldwide. It is a

burning desire for most of the people in the world to have a good control over English

language. It is the need of the hour that we must have good communication skills in

English language. Currently communicative competency in the target language is more

valuable source of development than it was ever before. It seems to be the desire of the

whole world to enhance English language teaching skills. A majority of the population

today tries to improve their command over English language. They also want to ensure that

their children should have achieved a good command over English language. It shows a

worldwide demand for quality English language teaching, provision of improved language

teaching material and up to-date resources (Richards, 2006).

Bahrani (2011) claimed that English is considered as an international language

and is not considered as a complicated language. It has very short grammatical structures

and rich in vocabulary. English is used as a spoken language in most parts of the world.
Different methods and strategies have practically been used in the teaching of English

language throughout the world. Each one tries his best to find out the way which reflects

our learning potentials in acquisition of a second language.

Delgado (2010) describes that Language is a useful tool of communication. It

makes possible to exchange views and thoughts with other people. Language is basically

defined as a source of communication. It refers to sharing of our feelings, thoughts and

views in proper and attractive way. It is a reality that language can be learned in conducive

classroom environment. Especially in target language learning, the learner needs friendly

atmosphere to discuss one’s point of view and retain the basic fundamental rules of English

language. We learn our mother language through the proper use of our native language, the

learner uses two basic skills listening and speaking. We are to be were proficient in these

skills besides reading and writing at the initial level of language learning.

Moore (2014) argued that new words, new ideas and effective teaching

strategies are important for effective teaching. It is a proved reality to acquire the standard

of effective teaching. It needs to teach logically and systematically, making the situation

favorable for the students to swallow, grasp, understand and apply the language.

Communicative Language Teaching (CLT) is considered a best strategy in teaching of

English Language. The history of linguistics in Europe acknowledged this reality.

Sabiha (2008) stated that the teacher employs strategies and different

techniques for the teaching of English language, if these strategies are not found according

to needs and requirements of the second language learners. It makes difficult for the

teachers and learners to acquire the second language effectively.

 Over the passage of time, rapid changes have been brought about in our life

style and advancement in English language teaching learning techniques. It has become the

need of the hour, to utilize such English language learning methods, which can go by the

basic skills of language learning in a systematic procedure. Traditional teaching methods

are still used but not successful enough in the changing classroom environments. The

researcher identified that the needs of the present-day learners are not fully realized, as the

learning process has totally been changed in current scenarios (Ur, 2008).

Arvaja, Häkkinen, Eteläpelto and Rasku-Puttonen (2000) describe that there

are long range of approaches and techniques in the teaching of English language. Due to

the changing scenarios and situations in teaching learning process, some methods and

strategies have gained significance at international level. It is needless to say that no

teaching method and strategy has gone worthless. All strategies and methods have their

own effectiveness and significance at certain levels.

A successful teacher always employs an effective method of teaching,

based on his training, experience and exposure. He uses proper methods to explain the

difficult words in simple language. He explains alternative words in second language with

suitable examples. The teacher utilizes the whole activities within a time frame to acquire

the desired objectives of teaching learning procedure (Cohen, 2014).

Traditional method is considered as classical one. Teacher takes care of

students’ emotions and feeling. There exists no principle to handle this kind of situation.

The reason is evident that there is no close relationship between teacher and students and

they have extremely formal relationship. The teacher never invites the students to make

some fun or joke. In simple words, there exist a big communication gap between the
teacher and students. In comparison, CLT is considered a modern technique, where the

students’ and the teacher work as partners in learning process. Students feel comfortable to

work with the teacher when they are offered such opportunity. In CLT students are allowed

to express their feelings, hobbies and ideas freely. In addition, students make observations

in CLT classroom, on the other end teacher motivates the students and they learn actively

to achieve their objectives (Brown, 2007).

Garton, Copland and Burns (2011) claimed that traditional teaching methods

are being practiced in our institutions since independence. Due to this reason, teachers are

facing problems to use communicative strategies practically in the class rooms. Teachers’

hesitate to exercise new knowledge and new strategies in classroom teaching. The

researcher further stated that technology has crept into the system of education. It is

demanded by the teachers to undergo training sessions to be well versed and enabled to

implement new teaching strategies, such as computer aided learning, computer managed

learning and communicative language teaching. Actually, teachers show their slackness to

learn about these strategies. Global and innovative changes in science and technology, the

era of internet and computer has come to rescue the deficiency of traditional teaching. It

included available software’s and teaching instruments. It is the need of the hour that we

have to enhance our speaking skills to make our communication skills better, which would

be surely useful in our practical life to earn livelihood and feel comfortable to complete

different tasks.

An observation is that the use of Traditional methods (TM) is not producing

desired results in the teaching of English. The domains of knowledge are expanding

rapidly. Current globalization trends have increased the use of English language in all
spheres of life. It inspires the coming generations to become experts in the use of English

language, not only in written form but also in oral communication. English teachers

complain that students do not participate in classroom interaction, whereas they are more

active in learning of other subjects. English language teacher starts looking at different

strategies to increase the students’ interest. Less use of teaching strategies especially in the

teaching of English is another reason to conduct this research. Therefore, the researcher is

trying to explore the effects of traditional and communicative strategies on students

learning in the subject of English at secondary level (Daun, 2007).

Andrew (2007) observed that, CLT is the latest strategy of teaching of

English language. It proved useful for text book writers, curriculum designers, curriculum

developers, evaluators and implementers of curriculum material. It is also useful for

working and prospective English language teachers. If the curriculum is designed and

organized according to the CLT based activities, then it may be more beneficial for English

language teachers and learners.

Rao (2002) stated that communicative language teaching (CLT) comprises

activities within and outside the classroom. It provides a free and friendly communicative

environment both for the teacher and learners. Presentation skills, group discussion, fair

work and demonstration skills are the main features of CLT. The English language teacher

organizes different activities in the classroom. The class teacher attracts the attention of

students to participate actively. CLT supporters have the view that the students are unable

to take part in classroom proceedings without any hesitation. The basic function of CLT is

to encourage the learner, enabled to present their point of view in a friendly environment
without any hesitation. English language learners can participate where need arises and put

them on the end of the proceedings.

According to Coskun (2011) Communicative Language Teaching is not

confined to spoken form of language learning, it also encourages the structural use of the

target language. CLT focuses on the style and approach to present something differently.

The main focus remains on the four basic skills of language learning which make possible

for the learners to speak fluently and accurately following native speakers’ dialect.

Ruesch (2017) reported that Cultural background serves as the base for

communication process. It offers the community to have a particular discussion.

Communication is more than an interchange of words between people. Communication is a

progressive technique; where we go for exchange of our thoughts, senses and facts of ages.

As Bovée (2016) described about the skills of communication as more or less a focused

process. It not only embraces the oral or recorded sentence but covers individual gestures,

personal habits, living styles and something which adds meaning to a text or message.

Jimenez and Rose (2010) argued about the teaching learning procedure of

communication skills. The researchers believed on sustained and systematic effort to attain

the purpose. Otherwise it may be damaging for students learning, communal development

and curriculum centered achievement. People have the desire to learn some well- known

applications of communication skills. It looks very common in Pakistan, that students from

rural side do not have good command over communicative ability. This point of view is

commonly assumed by the researchers that competent teachers may provide some benefits

to the learners, which may help them, to develop communication skills.

 Watkins (2007) further expressed that in Pakistan over the past few years,

there is seen an increasing demand of teaching of communication skills at all academic

levels. The researcher has drawn the conclusion about the use of native conversation,

during the CLT activities exercised in the classroom. Pakistan is a multidimensional

country and there are many professional fields which are bilingual.

Paul and Norbury (2012) stated that teaching of communication skills are a

type of ability, where the learner displays conversation to fellows, officers, agents and

teachers in a very practical way. Communication skills are very important for everyone.

Speaking, reading, Listening and writing are four basic language skills, equally essential

for the learners as well as for the teachers.

Richards (2001) believed that the teaching a Second or foreign language is

one of the world’s largest educational enterprises. Millions of children and adults are

devoting their time and efforts to become proficient in a new language. Teaching of

communication skills has now become a special task in the world. English has now become

a native language, as well an international language. People are learning the English

language as a second language or foreign language.

As Kankaanranta (2011) argued about the professional fields, English is

used as a target language for the expression of knowledge. There seems an emergence and

need over the last few decades to have basic knowledge to communicate properly. In order

to get successful effects of CLT skills on students learning. Learners should master

vocabulary, pronunciation, grammar and four basic language skills; listening, reading,

speaking, and writing. The researcher further described that the use of accurate vocabulary
influences, grammatical correctness, and language comprehension which seems more

effective in teaching of communication skills at all academic levels.

Akram and Mahmood (2011) observed that Language learning approaches

and communicative language teaching have presented positive relationship. The purpose of

study is to evaluate the practical implementation of CLT approach in the teaching of

English in Pakistan at secondary level. The English language teachers mostly use the

traditional methods of teaching to teach English, which in Pakistan has created a situation,

where unskilled users of English language are produced.

The difference of English as a Second Language (ESL) and English as a

foreign language (EFL) is one of the major challenges encountered in adopting the CLT

approach in Pakistan. English language practitioners are trying their best to implement

CLT strategy to learn English as EFL (English as first language) and ESL (English as

second language) equally. The difference between these two contexts has been described

well by Ellis in the following words:

ESL is defined as it is designed to help individuals to function in the society.

While EFL is a part of the school curriculum, it helps local community to be proficient in

English language ability and support the government policy as well (Hur&Suh, 2010).

Communicative Language Teaching provides the most suitable framework.

It can be used effectively in the teaching of English as first language (EFL) and English

language teaching. The basic objective of teaching through CLT strategy is to gain

communicative competence, which refers to the development of ability to exchange

information in English language with the native speakers (Weiping & Juan, 2005).
 Richards (2006) Considered CLT approaches as a student-centered

technique. It is also a beneficial strategy for the teaching of English as second language.

Akram and Mahmood (2011) argued that communication is the most important skill that

the learners do possess. Communication is like the life and blood in schools. It provides a

link among individuals, groups and organizations.

Communicative language teaching strategy is now being applied in many

non-native countries, where English has taken the place of a foreign language. To

understand the situation clearly about English language teaching in an (EFL) situation, we

should take a cursory look at some of the countries, where CLT is being implemented

practically. The purpose of this investigation would be to find similarities and

dissimilarities of the issues pertaining to its implementation. CLT has their own origin in

the varying socio-economic and cultural conditions (Ahmad, 2013).

1.2 Statement of the problem.

It necessities the conduct of study keeping the efforts focused on, comparative study of

the effects of traditional and communicative strategies on students learning in the subject of

English at secondary level, to be absent with the situation that prevails necessity. Pakistan is a

multilingual country, where students take English as compulsory subject from class one to

twelve but they show weakness in all four skills in English learning. It is observed that English

language teachers are facing problems such as centralized education system, grammar based

annual exams, overuse of traditional methods of teaching such as lecturing, large class size and

lack of teachers training. Traditional teaching methods support rote learning in students and they

only learn reproducing of sentences. It demands that the coming generations must have

command over in oral communication.

 The researchers have observed in preliminary studies that the teaching communicative

skills have positive effect on students’ academic life. The rational of this study urges the

researcher that all areas related to the teaching of English are weak in particular, the

communicative skills at secondary level students. Students felt shy, hesitant and incompetence to

communicate in English language. It is evident that students must have the ability to

communicative skills at secondary level. English language is a key to executive jobs and

academic success in Pakistan.

Communicative skills are useful in second language learning because it reveals the

problem of teachers, syllabus designers and textbook writers (Daun 2007). In this regard, the

results of this study will be beneficial to English language teachers, curriculum planners,

syllabus designers, textbook writers and for the researchers as revealing to them student’s

progress. Further research in CLT based studies should be conducted on a large scale. The

practical application of the CLT strategy should be examined on different levels of Education

such as primary, elementary and on higher education. All of the four basic language skills should

be included in further studies. There stands a need to undertake a study in the focus on

comparative study of the effects of traditional and communicative strategies on students learning

in the subject of English at secondary level.

1.3 Objectives of the Study

The following were the objectives of the study:

1. To identify the modern instructional strategies for the teaching of English at

secondary level.
 2. To explore the teachers’ perception about the theory and practice of

communicative language teaching approach.

3. To compare the effects of communicative strategies of teaching English with

traditional teaching methods.

4. To find out the effects of communicative strategies of teaching English on

students learning of English

5. To identify the various difficulties in implementing the communicative language

teaching approach in Pakistan.

1.4 Research Questions of the Study

To achieve the objectives of the study, the researcher has addressed the

following questions.

1. What instructional strategies are being used in the varied scenarios pertaining to

learning of English?

2. What perspectives are held by the teachers about the theory and practice of

communicative language teaching as a strategy?

3. What difference is found between the traditional teaching and teaching of

communicative learning?

4. What way the communicative language teaching effect the learning of English by

students?

5. What difficulties are found in the use of communicative language teaching for the

subject of English at secondary level?

1.5 Significance of the study

English language has a special place in the world, significant position especially in the

academic domain. All the students want to learn this language to secure their future. However, it

has often been observed that many students in Pakistan remain deficient in their ability to

communicate properly in English. In spite they have received several years of formal education

about the learning of English language (Shuib, 2009).

English has a role as international language. It has also become the language of research,

science, technology, trade, offices and language for communication. English language is rated as

indispensable forever growing necessities for socio-economic development in Pakistan. As a

result, English is introduced as a compulsory subject from primary education to higher education

in colleges and universities of Pakistan. Although since independence, English language is used

as lingua franca in Pakistan but there seems no favorable conditions for English language

teaching and learning (Mansoor, 2004).

In Pakistan, teaching of English language starts from class one. In spite of this all

students related to rural areas cannot communicate in English language easily. They feel

deficiency in all four language skills. This situation is due to the reason that teaching learning

skills used in Pakistan are not communicatively up to the mark. English is taught in Pakistan as a

second or foreign language. Some people use Urdu (National Language) as mother tongue. They

learn English as a second language, but the other people use provincial languages such as

Punjabi, Sandhi and Pashtu as their mother as second tongues. They learn English as a foreign

language, because Urdu works as a language of communication for them (Jallani & Warsi,

2004).
 The importance and demand of communicative strategy in modern era urges the

researcher to conduct a research on communicative strategies. The purpose of this research is to

enhance the oral communication and writing skills among students at secondary level in Tehsile

Renala khurd (Pakistan). This research is integrated with units of 10th class English book

National curriculum for English Language NCEL (2006). This experimental research is

conducted in multi-characteristics school i.e. Government Higher Secondary School Renala

khurd Punjab (Pakistan), where students enroll with different socio-economic background.

Students take admission in Govt. Higher Secondary School Renala Khurd both from rural and

urban areas. Speaking English is a symbol of social prestige that empowers one to prove his

potential to exploit and take benefit of the opportunities offered. Proficiency in English language

communication empowers the elite class to rise to the optimum and get power in society

(Rahman, 2002).

The subject linguistic of English in Pakistan should be introduced in applied form.

Students’ real life situations and their classroom activities show no link to gain the desired

results of the teaching learning process. There are some misconceptions in Pakistani society

about the status of English language to be considered as a foreign or a second language. The

activists of this frame of mind claim that English is the language of educational matters, military

affairs and the language of business and every day dealings. Besides all these, it is not used as a

means of communication in the country. There is no space to practice English Language inside

or outside the classroom. Since English is considered as a foreign language in Pakistan (Jilani &

warsi2004).
 Brackett and Katulak (2006) observed through preliminary studies that teaching

communication skills have a positive effect on students’ academic life. Students of English

language face several difficulties in the learning of communicative skills. This difficulty might

be a result of teachers’ ineffective communication skills, less participation of students’ in

classroom activities and due to the traditional teaching methods, which has a great effect on their

vocabulary achievement. Thus, the students' less proficiency in learning communicative and

writing skills require a serious research for alternative and effective teaching techniques. It may

increase students' achievement and motivation.

Ahmad and Bukhari (2011) argued that English language is considered as a second

language in Pakistan. But the syllabi of English language do not fulfill the desired goals. Mostly

teachers are not well-trained and they are not equipped with modern teaching techniques. The

majority of the teachers use outdated teaching methods in classrooms. They use irrelevant text-

books to teach English as second or foreign language. Examination system in Pakistan does not

asses the English language proficiency level. It also shows slackness to include modern

assessment and evaluation methods in annual exams.

Alam and Bashiruddin (2013) described that there is no exposure in English language

communication in everyday life in Pakistan. Teacher educators and learners use Urdu or the

regional languages to communicate inside or outside the classrooms; almost their English

communication remains very weak. Tarranam and Majoka (2017) describes about the real

picture of public sector schools in Pakistan. Teachers have minimized their role in teaching

learning process. They act as director or instructor in the class room. Language learning activity
is learned only for sake of passing annual exams. Teachers and students do not improve their

listening, speaking and sharing of skills.

This study would contribute to improve teaching and learning of communicative

strategies at secondary level. Positive effects of teaching communication skills would tell the

teacher that how the learner progresses towards his goals. It is important to identify the student’s

level of achievement in communicative skills and the problems they encounter in the process of

learning communicative skills (Kurtz, Draper & Silverman, 2017).

It would be beneficial to develop awareness about the importance of foreign language in

the current scenario of life. This awareness would lead the teacher to make amendments in

teaching strategies. It would make clear about objectives and goals of the study. It would be

helpful for teachers to develop strategies to meet those goals. In this way, English language

teachers at secondary level can enable the students to deal more effectively in the learning of

English.

The results of the study would be fruitful in improving English language strategies, to

increase the performance of learners and decrease the problems in the teaching and learning

process at secondary level. The CLT approach is the product of educators and linguists who have

grown dissatisfied with the Audio-lingual and Grammar Translation method for the teaching of

English. Students after study do not know how to communicate, by using the appropriate social

language, gesture or expression.

The researcher hopes that this study would provide effective strategies to curricular

designers that should be used to develop English textbook at secondary level. This study has
investigated the effects of communicative strategies on students’ learning in the subject of

English at secondary level.

This part of research focused on three specific areas. These communicative strategies

have been selected from National curriculum for English book 10 th class, currently used in

public-sector in Punjab at secondary level described as under.

1. Oral communication

2. Group discussion

3. Presentation skills

Due to increasing demand and importance of the communicative strategies, these skills

are taught to students at secondary level. Students at 10 th grade and teachers focus a lot more on

scheme of studies, which were included in the annual paper pattern, Board of intermediate and

secondary Education (BISE).

1.6 Delimitations of the Study

The study focused on students and did not pay much attention to the other

stake holders. Due to non-availability of standardized test, lack of resources and time

constraints the study was delimited as under.

1. This study was delimited to the Government Higher Secondary School Renala

khurd 10th grade students.

2. This study was restricted to the male students of 10th grade.

 3. Only academic achievement in the subject of English remained the concern of

study.

1.7 Theoretical framework

The present study is aimed to examine the effects of traditional and

communicative strategies on students learning in the subject of English at secondary level.

The most transparent characteristic of communicative strategy is that, it serves the

communicative purpose and meanings are given top priority. The activities included in 10 th

class English syllabus provide an opportunity to trace improvement in oral communication

skills of secondary level students. Noam Chomsky (1960) developed the basic theory

focusing on “competence and performance”. Further, the conceptual basis for

communicative language teaching was developed by Michael Holliday in 1970 in Great

Britain. Dell Hymes (1972) introduced a wider theory of communicative competence. It is

considered the most important element in CLT strategy. In same era wilkins (1972)

presented the theory of “Notions and Functions”. Burmfit (1980) purposed language

functions and its structural core. Canale and Swaim(1980) purposed three crucial

components described as grammatical competence, sociolinguistic competence and

strategic competence. In addition Canale (1983) refined in his previous model by adding

discourse competence. It has concepts of cohesion and coherence. In mid 1990s Dogme 95

manifesto attracts the linguistics through “Dogme language teaching movement” which is

based on that communication can lead to explanation (Luke & Scott, 2009). Brandl (2007)

demonstrates the basic principle and practices of CLT and task-based instructions. CLT

seems a revolutionary strategy in the sense that, it categorically shifts the attention from

language competence to communicative competence.

 Ahmad and Rao (2013) conducted an experimental study” Applying

communicative approach in teaching English as a foreign language in Pakistan” The

particulars of this study, relates to the present study. The researcher used pre-test, post-test

equivalent group design to draw the conclusions. The main objectives were to investigate

the comparative effectiveness of grammar translation method and communicative language

teaching approach in the teaching of English language. The achievement scores of pre-test

and post-test were computed and compared with each other.

It is observed that the use of traditional teaching methods is not producing

desired results in the teaching of English at secondary level. The domains of English

language are expanding rapidly. Current trends of globalization have increased the use of

English language in all spheres of life. In Pakistan, teaching of English starts from class

one. Students specially related to rural areas cannot communicate in English language

easily. This situation is due to the reason that teaching strategies used in Pakistan are not

communicatively up to the mark. CLT inspires the coming generations to become experts

in the use of English language, not only in the written form but also in oral communication.

English language teachers complain that students do not participate fully in the teaching of

English through traditional methods, whereas they are more active in the teaching of other

subjects. English language teachers start looking at different strategies. There the

researcher has searched that seemed as your take-off point.

The current syllabus of English for grade 10th (NECL, 2006) provides an

opportunity to English language teachers at secondary level to implement communicative

language teaching strategies. These strategies allow the students to work individually, in

pairs, in small groups and then in class discussion using a variety of learning styles. The
activities included in 10th class syllabus also encourage students to accept other people’s

ideas to share knowledge and opinions and gain confidence in expressing themselves.

Therefore the researcher is trying to explore the effects of traditional and communicative

strategies on students learning in the subject of English at secondary level.

Pre-test, post-test equivalent group experimental design is used for

experimental group while control group is taught through traditional methods for a period

of two months. Government Higher Secondary School renala khurd is taken as sample. The

selection of students from different sections of 10 th class is made through random sampling

and students are equally divided on the basis of pre-test scores in control and experimental

group. Sample size of this experiment is sixty students. Thirty students are included in

control group and same numbers of students are placed in experimental group. On the

continuation of treatment, a teacher- made post-test is used to examine the achievement

scores of both the groups. The researcher applied independent t-test to evaluate pre-test and

post-test in different groups while paired t-test is used to examine the data in same group.

The overall difficulty level of test items are 70% and overall discrimination level is 40%.

Reliability level of pre-test items is 0.84 and reliability of post-test is 0.90 which is

considered excellent. As co-efficient of determination is 0.96. It means that regression

model explains 96% of variation. It shows a strong relationship between control and

experimental group. Comparative data analysis discloses that control and experimental

groups are almost equal at the beginning of the study. The experimental group surpasses

the control group in post-test results showing supremacy of communicative strategies.

1.8 Operational definitions

a. Academic achievement
 It describes about the skills and knowledge gained by the students in school

subjects. It is evaluated mostly by test results or by marks awarded by the teachers (Good

& Teller, 1973).

b. Communicative learning

Communicative procedure based on that language student needs to

understand and express. Instead they describe the core rules of grammar and vocabulary

through traditional concepts (Wilkin, 1976).

c. Traditional learning

Traditional learning method describes about instruction-centered

assignments and lectures with competitive grading system (Johnson, Johnson & Taylor,

1993).

d. Group work

The word work indicates that it involves two or more people interacting and

doing work together (Good& Teller 1973).

e. Large class

It refers to the class which has the strength of more than 45 students, is

considered as large class (Government of Pakistan, 2006).

 Chapter 2

Review of Related Literature

To examine review of existing ideas is an important element in the field of

general research particularly in Education. Review of related literature provides relevant

material and information. Such information and material are very important for the

researcher to conduct a successful research. The procedure to conduct review of related

literature has totally been changed in the recent years. Electronic devices such as

computers and internet services provide a vast literature. It enables the researcher to get the

relevant material with in less time and least effort (Bandara, Miskon & Fielt, 2011).

Review of related literature is a type of survey and detailed discussion of the

literature in the relevant area of study. It is the summary or overview of the relevant

material, which has been studied, argued to establish some facts about a topic. It is usually

organized chronologically or thematically. All types of previous research publications can

be fruitful for reviewing the related studies. These are research monographs, published

articles, Journals, Education Resources information Center (ERIC), Educational current

practices, Debates on education, and previous published and unpublished doctoral theses.

The basic need for review of related literature is to develop a sense of knowledge and

understanding. The researchers apply some relevant steps in their study. Secondly the

reason for review is to get an insight of views in the relevant area of research and not to

reveal what other researchers have discovered in particular. The studies reviewed are

classified into International and National categories. The present experimental study was

organized to examine the effectiveness of traditional and communicative strategies in the

teaching of English at secondary level (Ridley, 2012).

2.1 Description of Communicative strategy in Language Learning

The origin and concept of communicative approach looks like a teaching strategy. If we

look into the history of communicative language teaching till 20 th century. Most of the changes

and impetus were found in teaching methods. The concept of teaching and systematic notion of

teaching approaches is based on different theories of language learning. Since the beginning of

the 20th century, language learning theories have powerful impression and a quest for improved

language learning methods, for teachers and linguists. During the last 100 years many methods

have emerged in language learning process and subsequently discarded in pursuit to find out the

best one. The following chronological periodic description upholds the historical background of

language learning.

⮚ Grammar Translation Method (1800-1900)

⮚ Direct Method (1890-1930)

⮚ Structural Method (1930-1960)

 ⮚ Reading Method (1920-1950)

⮚ Audio-Lingual Method (1950-1970)

⮚ Situational Method (1950-1970)

⮚ Designer Method (1970-1980)

⮚ Communicative Method (1970- to Present era) (Santhi, Edward & Selvam 2017).

Noam Chomsky presented language learning theories focusing on competence and

performance in 1960s. This notion gave rise to communicative language teaching approach. In

1970s Michal Halliday laid the conceptual basis for CLT approach, who stated that how

language functions are expressed through grammar (Schmenk, 2017).

Hymes (1972) a North American linguistic scholar laid the theoretical foundation of

communicative language teaching. He has a point of view that the knowledge of language does

not mean to describe the knowledge of grammar rules of the language or linguistic competence.

Instead it should clarify how to use the language through communicative competence. Hyme

(1972) has a view point of communicative competence and suggested seven basic functions of a

language. These are described as under:

Function of the language Uses

Instrumental To acquire things

Regulatory To control the behavior

International For interaction

Personal To express personal feelings

Heuristic To learn and discover more

Imaginative To imagine different things

Representational To communicate and represent information

In same era wilkins (1972) presented the theory of “Notions and Functions”. This

theory reinforced the idea that language could not be explained through grammar, syntax

instead it relied on real interaction. Burmfit (1980) purposed language functions and its

structural core. Canale and Swaim(1980) purposed three crucial components described as

grammatical competence, sociolinguistic competence and strategic competence. In addition

Canale (1983) refined in his previous model by adding discourse competence. It has

concepts of cohesion and coherence. Howatt (1984) considered two aspects of CLT

approach. When it defends communicative features of language, it looks strong where as

when CLT presents the structural practices, it looks as a weaker aspect. In mid 1990s

Dogme 95 manifesto attracts the linguistics through “Dogme language teaching

movement” which is based on that communication can lead to explanation. CLT seems a

revolutionary strategy in the sense that, it categorically shifts the attention from language

competence to communicative competence.

Communicative language teaching is the product of the educators and

linguists. There were those who disagreed with the situational approach, grammar

translation method and audio-lingual method for the teaching of a foreign language. They

had a point of view that students of foreign language were not learning enough skills about

the language as a whole. The students did not know how to communicate using proper

social language; signs of expressions and use of gestures in a brief reply. Foreign language

learners were at the loss to communicate properly in the cultural context (Spada, 2007).
Brown (2007) offered four interrelated features as a definition of CLT.

⮚ Classroom objectives are intensive on all parts of communicative competence.

These objectives are not limited to grammatical or linguistic competence.

⮚ Language techniques are planned to involve pupils in practical, accurate and

purposeful practices. These practices are well-designed about the use of language

for meaningful objectives. Organizational language forms are not the key concern;

these include such aspects of language that ensure the students to achieve the

required goals.

⮚ Fluency and accuracy are seen as compulsory principles in communicative

techniques. At times fluency may have to take on more importance than accuracy.

It keeps students expressively involved in the use of language.

⮚ Communicative classroom ultimately urges the students to use the language

productively and receptively in a general way.

Chang (2011) stated that communicative language teaching can be taught as a set of

rules relating to the objectives of language teaching. How students memorize a language,

the types of classroom activities that promote learning process, and the roles of instructors

and students in the classroom.

According to Frewan (2015) that even though, there is a scope for individual

interpretation in terms of strategy and techniques. Research scholars agreed that CLT

began from a theory to communicate use of language. It was drawn-out into as a strategy

for instruction, resource, classroom technique, for teachers, and learners. The aim was to

improve students’ communicative competence.

2.2 Communicative Competence

 Vongxay (2013) explained “Communicative Competence” in which; speaker needs

to know in order to communicate in a speech community, as it is in the real world. It is not

expected from a speaker to produce a grammatical sentence. The speaker should also

consider the exiting situation or context in which the sentences are used.

According to Durrani (2016) Communicative competence should be taken as the

overall underlying knowledge and ability for language which the speaker-listener

possesses. It is taken as the concept of communicative competence, the knowledge of the

language and the speakers’ ability to use the knowledge in the context.

Canale (2014) stated that it may be concluded that communicative competence

consists of knowledge of linguistic rules, appropriate language usage in different situations,

language strategies and connection of utterances in a discourse.

Fauziati (2015) presented four parts of communicative competence. First part is

formally possible or not, it refers to the notion of grammatical competence. It is concerned

with correct grammatical utterances. The second point refers to something that is feasible.

It deals with its acceptability in grammatical domain. For example, it is possible that some

grammatical sentences cannot be a part of communicative competence, because the

humans’ ability possesses the restricted information. Thirdly, whether something is

appropriate, it means that a sentence should be appropriate to the context in which it is

used. Finally, whether something is in fact done, implies a question that a sentence may be

grammatically correct, feasible, and appropriate in the context. But have no probability of

actual occurrence.

2.3 Difference between Communicative strategies and Grammatical

Competence
 Communicative language teaching sets its goal as to acquire the teaching of

communicative competence. What does this term explain? We can explain this term by making

comparison with the concept of grammatical competence. Grammatical competence is described

as the knowledge of a language that accounts for our ability to produce sentences in a language.

It deals with the facts of the building chunks of sentences such as the parts of speech, tenses,

phrases, clauses and sentence patterns. It further investigates that how sentences are designed.

The main intention of grammar practice book is to gain grammatical competences. It describes

commonly a rule of grammar on one page, and exercises to practice using the rule on the other

page. The basic tool of assessment is to construct a sentence and to check the learning through

practice on books. Grammatical competence is a crucial aspect of language learning. It does not

clear all that is involved in language learning. It seems not useful that one can master the rules of

sentence formation in a language and become very successful to use the language for meaningful

communication. It is the latter’s capacity which is understood by the term communicative

competence (Jafari, 2015).

2.4 Characteristics and principles of Communicative language Teaching

Spada, (2007) described various characteristics and principles of communicative

strategies which can be summarized as under:

⮚ CLT based teaching embraces on students centered activities that fulfill the

students’ interests and needs.

⮚ The foreign language is learned through interaction. CLT encourages the

meaningful interaction and negotiation among learners.

 ⮚ CLT technique presents authentic examples of target language learning in English

language.

⮚ Target language formal characteristics are never addressed in isolation. These

characteristics are always treated in a communicative practice.

⮚ Learners of target language are encouraged to find useful structure of language

learning.

⮚ Communicative Language Teaching is a technique, which integrate the four

traditional approaches of language learning.

To conclude the discussion, it looks clear that the process of foreign language

learning is an unpredictable developmental procedure. The learner of target language must

show cooperative interaction and communicative negotiation. Chung and Huang (2009)

argued that CLT theory starts with promoting language communication and its main object

remains to develop communicative competence in language learning.

CLT has a strong and a weak version. CLT’s strong version claims that, it not only

activates the existing knowledge, besides activating the inert knowledge of language

learning. CLT also contributes towards stimulation and development of language learning

process. The weak version of CLT gives importance on providing language opportunities

to the learners for communicative purpose. This version should integrate such activities

according to the characteristics of CLT and transform a wider program of language

learning (Ahmad & Rao,2013).

Richards (2005) described about the former one that he uses English to learn it and

the latter one learns English language to use it. What I must have done here, that
characteristic of CLT to be described under present scenario of the definition of the weak

version of CLT techniques.

In today’s world most of the language teachers, are asked to find-out the strategy,

they use in their classroom, they pick out communicative strategies. They choose it for

their classroom. CLT has a clear definition of what they meant by communicative strategy.

The given explanation of the said term is given as is widely described by the researchers

(Gatbonton, 2005).

The most transparent characteristic of CLT technique is that almost everything

included there, it serves the communicative purpose only. In CLT technique meanings are

given top priority. The researcher has suggested a variety of communicative activities e.g.

Role- plays, games, simulations and problem-solving activities. These earlier described

activities provide an opportunity to practice a meaningful communication in different

contexts with different roles. During performance, use of students’ native language is

ignored and their error correction may be either infrequent or absent (Rao, 2002).

Communicative language teaching has another characteristic that these activities

are often carried out by students in small groups. In CLT strategies students are expected to

learn interaction with each other and learn to negotiate meanings in the allotted time.

Students are engaged in activities through the small groups, resultantly their engagement

becomes meaningful and authentic towards language learning. Students do not learn

merely mechanical practice of language pattern. CLT introduces them with the authentic

material. CLT as such is based on students-centered and experience-based in view of

second language teaching (Richards, 2005).

 Wu (2010) claimed that teacher also plays an important role to implement CLT

approach. First of all, teacher encourages the communicative process, occurring between

the learners in the classroom. Teacher acts as a co-communicator in language learning, by

remaining intact in communicative activities with pupils.

CLT method facilitates as the means of teaching, through its developed

communicative competence in the real sense. There is a continuous growing need to get

best communication skills from all around the world. English has also been established

with a vast demand for English language teaching. Billions of people in the world are

trying to boost up their command over English language. People have been provided

various opportunities to learn English language utilizing formal system of instructions,

travel to study, study abroad, through media and the internet source. English language is

encountering a huge demand for quality language teaching and provision of resources for

language teaching in the world (Brook, 2010).

CLT approach looks as an integral part of teaching English as a foreign language in

modern age. Its main purpose is to support and enhance students’ English language

abilities in communicative domain effectively, which comes true because of the awareness

of English language at international level. English language is used to make extensive

communication in the world. English serves the purpose of different fields because of its

extensive vocabulary, language use in science, technology and business. Furthermore, CLT

strategy has also been used to solve the problems of traditional language teaching methods

i. e. lecture method of teaching and grammar translation method as used in the teaching of

English as foreign language learning. These old methods of teaching are used for the
development of the abilities of students to use English language in the real context (Butler,

2011).

CLT technique has been famous and common in the teaching of English as second

or foreign language. Instead traditional methods are teacher-centered, where the teacher is

considered a competent person to give information and the learners are the receptors. CLT

method develops more social relationship between teacher and students, as CLT method is

taken students-centered strategy, it endows the pupils with a sense of owner-ship in

learning language and manages to enhance their motivation level (Villacís Villacís, 2018).

2.5 Modern instructional strategies for the teaching of English

Acquisition of second language is a great skill. It is very sad aspect that Pakistani

students, who are studying English from class 1 to 12, cannot communicate in English language.

Especially students related to rural areas, for whom English stands as third or fourth language.

Students lack in all four basic skills reading, writing, listening and speaking. It is a matter of

concern that Pakistani English language teacher go through such methods that do not generate

creative skills in students. Currently these methods are used in the teaching of English at

secondary level in Pakistan (Awan & Hiraj, 2016).

Ahmad and Rao (2013) argued that various instructional strategies were being used for

the teaching of English in Pakistan. It included grammar translation method which was

commonly used as teaching strategy in Pakistan. Secondly direct method was also introduced in

the end of 19th century. Its main purpose was that students must learn to communicate in foreign

language. Thirdly direct method was revised through audio-lingual method and last one was the

communicative approach proposed through NCEL (2006) for the teaching of English at

secondary level in Pakistan.

2.5.1 Grammar translation method/ Traditional method

Awan et al (2016) considered GTM as the most effective teaching method in developing

counties like Pakistan. Basically this method was used to teach classical languages like Greek

and Latin in 15th century. Mostly it focused on literature, reading, writing, translation,

vocabulary, sentence making and memorization of grammar rules. There is a frequent use of

mother tongue in GMT method of teaching. Students taught through this method were able to

have command over grammar rules through the similarity of native grammar rules. Awan and

Yasmin (2015) argued that memorization of words, sentences, and grammar rules were the first

step and the creation of creativity through different ways in students considered as second step.

Chang (2011) argued that GMT proved more effective method than CLT in the teaching of

foreign language in Taiwan.

2.5.2 Direct method

Direct method of language teaching was introduced to oppose the effectiveness of

grammar translation method in the teaching of foreign language. GMT basically focuses on the

comprehension of learners ability and on the other hand direct method concentrates to enhance

the communicative abilities in foreign language learning. The most important characteristic of

direct method is that no use of translation and making interaction with students in the target

language directly without considering native language (Awan et al, 2016).

2.5.3 Audio –lingual method

The audio- lingual method is also called army method. It was established during the

Second World War. Audio- lingual method focused to teach the second language whereas

students listen to the teacher using target language and thereafter students repeat after the
teacher. Its main characteristics are memorization through drill, use of technology, oral

repetition, scripted dialogue, less use of native language, listening and speaking. Audio -visual

aids may be applied through flash cards, charts, different pictures, models computers and

overhead projectors in Pakistan. But the classroom situation in Pakistan does not support such

material in public sector schools (Awna et al, 2016).

2.5.4 Communicative method

According to Christopher (2002) communicative approach allows the students to make

communication with one another. Students freely talk about the different aspects of life, through

their communication students generate creativity. Students learn to communicate without the

help of other people. It is considered the most perfect and precious method for the learning of

foreign language. Students discuss different issues fluently and they feel no problem in the

expression of their ideas.

2.5.5 Content-Based Instruction

Richards (2005) described about content-based instructions. It is called the teaching of

content or information in the language learning. The student can learn it with little effort. It is

separate from the content being taught to the learners. Snow (2016) described an example about

a program prepared in content-based instructions (CBI) approach in Australia. The topic for this

study was chosen from mainstream subjects for ESL learners. These topics primarily catered a

wide range of students’ needs and interests. In content-based instructional approach, linguistic

appropriateness was also taken into account. Topics for such kind of approaches range from

multiculturalism, the nuclear age material, games and sports, green movement, teenage smokers

and kids in street.

2.5.6 Task-Based Instruction

Farrell and Jacobs (2010) suggested six-step programmed-based tasks as the basis for

TBI in language learning.

⮚ Prepare a checklist If the students are going on a beach of sea, they might have

prepared a check list of things they want to pack.

⮚ Sorting and ordering the items Usually students work in groups and pairs to

achieve the target. They prepare a list of the most important and an ideal vacation.

⮚ Comparing the situation Students compare the situation to get the advantage of

two different items.

⮚ Problem-solution Generally in drill students read a letter. They suggest an advice

to columnist and present a solution to the writer’s problems.

⮚ To share personal experiences Students, share and discuss their personal reactions

about experiences gained out of an ethical or moral situation.

⮚ Complete creative tasks: To achieve the desired objectives students design plans

for redecorating a house.

Richards (2005) described TBI as a short period program, stating that it was a task-based

program which, was replaced by grammar-based curriculum. Aubrey (2015) discussed that

proposed task-based instructions was one component of the course. They conducted a study of

12-week course for 2nd year students in Japan. This study was based on a survey where students

distributed a survey form, got filled, collected back and analyzed for data. At the same time

learners were also involved in classroom activities. This work was related to a direct approach to
teaching and speaking skills. Learners received clear instructions for specific strategies; they

needed micro-skills to develop conversation.

2.5.7 Text-Based Instructional approach

Mohlabi-Tlaka (2016) described text-based instructional approach as an approach to

teach the language. The teaching approach under TBI is very clear about the structure of

language, written texts and grammatical approaches of spoken language. TBI also designs units

of work which enhance the development of skills in relation to whole text. It also links the

written and spoken texts to use these in cultural contexts. Students required guided practice,

which developed their language skills for meaningful communication through whole text. For

example, these texts formed the part to study in an English-medium university, English-medium

primary or secondary level school, to work in a restaurant, office, or in a store.

2.5.8 Task-completion activities

It included puzzles, games, map-reading, and other kinds of classroom activities in tasks-

completion. Through these activities’ students are made to focus on using their language ability

to complete a task (Asmara, Anwar & Muhammad, 2016).

2.5.9 Information-gathering activities

Information-gathering tasks were based on surveys, interviews and searches.

Students were required to collect information by using linguistic resources to collect the

said information (Vescio, Ross & Adams, 2008).

2.5.10 Opinion-sharing activities

 English language teacher compare values, opinion and beliefs. In this way students

can rank the tasks. Students listed six qualities according to their importance. They can use

the list to choose date or spouse (Verhulst, 2016).

2.5.11 Information-transfer activities

The English language teachers used such activities, where students took

information that was presented in one form and again the same information represented in

different forms. For example, learners may read some instructions on how to take

information from A to B, and then draw a map showing the sequence of information or

they may read information about a subject and after that it was represented in a graph (Chi,

2009).

2.5.12 Reasoning-gap activities

There involve receiving some kind of new information from the given set of

information. It is obtained through the process of practical reasoning activities and process

of inference. For example, school administration works out on a teachers’ timetable. It may

be based on the work schedule already given in class timetables (Hedgcock, 2004).

2.5.13 Role plays

Role play comprised on such activities, where students were assigned roles and

improvise scene on given information or clues (Yusuf & Adeoye, 2012).

2.5.14 Pair and Group Work

Hayati and Mohammadi (2009) described the characteristic aspect of CLT

activities. These are designed to be completed in shape of small groups and in pair work.

Students can obtain several benefits to work in groups and pair work. The members of
group used the language learning. Other members of group learn and take benefit from it.

Learner produces a great amount of language words, and then they produce before teacher.

There was no stress, so their fluency level surely increased.

2.6 Comparison of the effects of communicative and traditional Strategies

Communicative language teaching and traditional teaching strategies are clear in

their nature. Both are very different in their use and principles. Therefore, these two

strategies are presented through a table below making it easier to understand the

comparison completely between CLT and traditional strategies ( Miskimmon, Loughlin &

Roselle, 2014).

CLT approach Traditional

Principle
teaching
method
Type of Interaction. Teacher acts as a facilitator The process of
and co-communicator. interaction within class
Students personally interact is mostly controlled by
with each other. the teacher.
Students’ participate the
least.
Minor interaction is
observed among
students.
Encourage students’ CLT approach motivates the No principle related to
emotional passion students. this area in traditional
and feelings. The students express their teaching persists.
individuality.
Cooperative interaction
enhances students’
 confidence.
Role of Native Students are permitted to use Teacher make clear the
language in native language. meaning of the target
students’ learning. Learners complete most of language, he translates
the activities by using target the material into the
language. They use native learners’ native
language only for certain language.
things.
In teaching learning
process native language
is mostly used.

Emphasis on The more complex language Emphasis remains

language skills. skills are emphasized and focused on learning of
their functions are grammar and
reintroduced. vocabulary.
From the start learners use all Reading and writing are
four language skills viz. focused and considered
listening, reading, writing as primary skills.
and speaking.

Teachers’ role in In fluency-based activities Write answer is

correcting students’ students’ errors are tolerated. considered significant.
errors. The teacher note the If the learners make a
students’ mistakes and mistake, the teacher
correct them with accuracy- provides students, with
based activities the write answer.

(Larsen-Freeman and Anderson, 2011: 19-20 &122-125)

CLT approach looks as an integral part of teaching English as a foreign language in

modern age. Its main purpose is to support and enhance students’ English language

abilities in communicative domain which comes true because of the awareness of English

language at international level. English language is used to make extensive communication

in the world. English serves the purpose of different fields because of its extensive

vocabulary is used in science, technology and business. Furthermore, CLT strategy has

also been used to solve the problems of the traditional teaching methods i. e. lecture

method and grammar translation method frequently used in the teaching of English as
foreign language learning. These old methods of teaching are used to develop the abilities

of students to use English language in the real context (Butler, 2011).

CLT technique has been famous and common in the teaching of English as second

or foreign language. Instead traditional methods are teacher-centered, where the teacher is

considered a competent person to give information and the learners are the receptors. CLT

method develops more social relationship between teacher and students. CLT method is

taken as students-centered strategy, it endows the pupils with a sense of owner-ship in

learning language and manages to enhance their motivation level (VillacísVillacís, 2018).

Barnes-Hawkins (2016) described that both Traditional Methods and

Communicative language Teaching have specific features in teaching learning process.

There are five contrasting elements in both the methods. First one, the students are taught

by using mother tongue. The teacher acts as facilitator for the students. They learn target

language by using the native language. In addition, Chang, (2011) argued that whatever the

students learn and the teacher teaches about the target language, both of them first translate

the target language into mother language. As compared to traditional approach, the teacher

and students use native language in teaching learning process with certain specific words.

AS Farooq (2015) described that, during all the communications in teaching learning

process native language is not allowed. The teacher plays the role of a facilitator, where the

students use and learn target language through CLT. They use target language as a tool of

communication during interaction.

The second element in traditional method is vocabulary learning, where students

keep focus on memorization of vocabulary. They translate the vocabulary in the native
language, which seems useful for students to know about the target language (Tavernier,

2011).

In CLT strategy, students are made to learn the vocabulary of target language, they

do not use the mother tongue as a source of reflection. In addition, the teacher helps the

students to acquire the target vocabulary through real world contexts, such as real-life

picture, objects associated with real life and use of words in a sentence or expression

(Yakhabi, 2013).

Thirdly the traditional method gives importance to understand grammar rules

before producing the sentence of text. Grammar rules are taught to the learners through

deductive methods. Sanjaya (2014) argued that CLT approach encourages the learners to

make communication using target language. CLT approach does not focus on to know

about grammar rules at first stage.

In CLT strategies, teachers focus on the students’ willingness. They communicate

with each other by using target language. Teachers monitor or revise the students’

grammar ability, whereas students’ produce the target language sentences or text. The

students enjoy their lessons and they do not hesitate and feel shy to produce the target

language. They take it as the method through which they learnt the first language or mother

tongue. If the teacher fails to teach students grammar rules at the end of lesson, learners are

confronted with a lot of problems in use of grammar rules (Widodo, 2006).

Hiep (2005) observed about the comparison and use of authentic material in

traditional method. There are no instructions found about the use of authentic material. All

the teaching materials relate to teacher. The teacher has already selected materials for

students from the textbook. So, the students’ do not get familiar with social language and
fail to apply it in the social and daily context. They do not show the capability to use the

target languages. But there is a positive side also; all those bad things do not enter into the

students mind from outside the class room. Students’ become aware of the bad attitude that

the authentic material has been brought from outside the classroom. Traditional and CLT

strategies use the authentic materials to understand the real context of the subject.

Linn (2008) described that it looks useful for learners if they enter at the end of the

learning process, directly into the social life. They would become the social members in

real context. But point is that, teacher has to take careful measures. He has to filter the

authentic materials carefully. He must discourage the use of unnecessary items during

learning process; those may disturb students’ attitude or mind. The purpose of the study in

traditional method is not to force the students to make communication in the target

language, while CLT method emphasizes the students to communicate in target language

for daily life situation and in teaching learning process. Traditional teaching method

prepares the students to just analyze the target language, rather than to use the target

language properly in the true sense.

According to Celce-Murcia (2001) CLT methods prepare the learners to make use

of the target language in teaching learning activities where as Traditional methods are

used, just to analyze the target language. Larsen-Freeman, (2011) stated that the main goal

of our language learning practice is to increase the students’ ability to communicate by

using the target language.

2.7 Nature of Interaction in traditional and CLT teaching

a. Teacher – student interaction

 Traditional method is one-way source of interaction in teaching learning process.

Most of the activities are put forward by the class teacher regarding his training, tastes,

temperaments and exposure. Brown, (2007) put his point of view it is the type of method,

where the teacher uses to perform traditional resource in teaching and learning process.

The teacher uses relevant materials to demonstrate and deliberate in the classroom. The

only way left for the students is to pose questions to the teacher. When students are unable

to understand the form of given sentences. In such situation, the teacher may respond

directly to answer the students to make them understand the given lessons. In comparison,

CLT strategy encourages an active interaction between the teacher and the learners. They

discuss the subjects mutually and the teacher treats the students in a friendly way.

Teacher’s friendly gesture makes the students to pluck up courage to learn of their own.

Teacher turns into a main source in teaching learning process and help the students to

achieve their desired goals (Chen, 2003).

b. Student – student interaction

Hiep (2005) claimed that previous analysis of traditional methods indicates that, it is

evident that there is little interaction between students in target language learning. In most

of the situations teacher never think to make an interaction among students in teaching

learning process. Because student’s knowledge remain confined to the teacher’s insight

and experience. They never used to communicate beyond the lesson. But CLT strategy,

focused on students’ interaction among themselves. They can make communication to

answer the teachers’ questions and to solve the problems.

2.8 Students’ native language role

 Chappuis (2002) stated that native language role is very important in traditional

methodof teaching. Both the teacher and students use native language to understand the

target language. It seems very surprising that the teacher and students are learning about

the target language and it is described in their native language. Besides this, both the

teacher and the students try to understand grammar rules pertaining to the native language.

The teacher tries to discover the grammar of target language through the use of native

language. In most of the situations, teaching learning processes are accomplished in native

language. Larsen-Freeman, (2001) claimed that CLT strategy, use native language in

certain situations i.e. to emphasize a specific word, to know about its meaning or to make

joke with students. It is customary in CLT strategy to follow target language for the

accomplishment of all teaching leaning objectives.

2.9 Emphasis on the Language Skills

There are four basic language skills, described as listening, reading, writing and speaking.

Language students try to achieve competence for better performance. It is for information that

reading and listening are receptive skills in language learning, while speaking and writing are

productive skills. Traditional method gives importance to reading and writing. It means that

students learn only one skill to get information and second is used to produce and deliver the

information. Therefore, traditional method is not useful to enhance students’ ability in language

learning and particularly in foreign language learning. When students are asked to learn about

reading and writing skills, naturally they focus on grammar rules vocabulary and ignore the

pronunciation, phonology and the use of context-oriented language. In other words, traditional

method expects from students to learn the language rules in class and then use it in daily life
situations. But till now, this has not become a customary part of the students’ daily life. Students

feel afraid, hesitant and shy to use the target language properly (Paul & Norbury, 2012).

In comparison CLT strategy encourages the students to learn the four basic

language skills from the beginning of teaching learning process. It is common practice in

CLT strategy that students are divided into small groups and learn the required four skills

through these small groups. Furthermore, they acquire competence and ability to perform

the target language in real sense. They act and react mutually in target language as the

members of small groups. This interaction and joint conversation influences their daily life,

though they may commit many mistakes in language learning. The crux of debate is that

CLT stratgy encourages the teacher and students to perform better on target language

learning than traditional methods of teaching (Rao, 2002).

2.10 Teacher Rectification to Students Errors

In traditional method, the process of accuracy in language learning is given due

importance. Teacher directly rectifies students’ mistakes. It looks true that students being

aware of their errors, lose their confidence to produce and perform in the target language. It

is because of the fact that they do not find themselves confident to perform in an error free

manner in classes or elsewhere (Hyland & Hyland, 2006).

In comparison CLT strategy looks humble. It accommodates students’ errors, the

teacher guides the students to analyze and revise their mistakes. It boosts up students

morale to learning and they feel comfortable and happy in language learning. They escape

from lack of confidence and shyness in the use of target language in daily life practices. In

short both the methods reveal the students response in different ways. Traditional method
helps the students directly while CLT strategy works indirectly. Both the methods have

their strengths and short comings (Ansarey, 2012).

2.11 Teachers' perceptions about communicative language teaching

Xiongyong and Moses (2011) deliberated upon the issue that how teachers’

perceptions get consolidation out of their thoughts. Teachers’ perceptions help to

understand their practices and decision-making process that paves the way to implement

CLT method. Teachers’ understanding and perception adds to our understanding and

extend justification to use CLT as a strategy to visit all the classrooms around the world.

For many years, it has been investigated in different countries about teachers’ perceptions

of CLT strategy. It seemed as an important factor to implement CLT practically. The

purpose of this study was to examine the teachers’ perceptions about CLT strategy and

identify the hurdles to implement CLT in the classrooms. It seems difficult for the

teachers to make perception-based decisions, while seeking, devising, adopting and

developing appropriate teaching methods and material to achieve the desired learning

objectives. Both the teachers’ and students understand that their perception may help to

them, but problem arises here in matching the content with the needs of learners. In this

sense Borg (2003) disclosed the term cognition; he used cognition as an inclusive term to

identify teachers’ complexities and their mental dispositions. It put the researchers on the

end to consider teachers’ perception as a dimension of their cognition, which links other

components, like ideas, concepts and intuition (Verloop,Van Driel, & Meijer 2001).

Gu (2016) explained in his study that intercultural communicative teaching has

emerged in response to the limitations of communicative language teaching. The

researcher understood teachers’ perceptions in CLT context and its internal concepts in

varied ways.

However, some other Chinese researchers had offered various solutions and

strategies to solve these difficulties. Lioa (2000) accepted Larsen- freeman absolutist

stance, the researcher further clarified that the adoption of CLT strategy at state level

indicates the government position. The implementation of CLT approach may bring

positive effect on English language teaching and learning process. Guangwei (2005)

claimed that “absolutist stance” in CLT is a universal aspect in every context of English

language learning. It seems a problematic approach, because it ignores the various aspects

of ELT and different learners’ needs in Chinese context.

Raissi, Reza, Mohammad Nor and Fazirah (2013) conducted a semi- structured

interviews-based study. There were 30 secondary school teachers who were the

participants of the study. The results of the study showed that Malaysian teachers thought

that CLT principles are to be effective and encouraging for students to speak in a tourist-

oriented country like Malaysia. But this study did not show a misunderstanding about the

implementation of CLT principles. It was observed that most of the teachers emphasized to

use grammar translation method in classroom. The participants focused on error correction

to avoid errors in target language learning. Students became fossilized in their minds but

they were clear on the teaching of grammar rules

Hong and Pawan (2015) conducted a study; the researcher used attitude scales to

look into the level of perception in 40 Greek language teachers. They were employed in

different private language institutions. The results of the research showed that teachers
took CLT approach in a positive way to teach target language. But their real practice in

classroom looked contrary to their belief about CLT approach. Mostly teachers follow an

eclectic approach in classrooms teachings, these eclectic approaches follow traditional

teaching methods.

Pathan, Khaiyali and Marayi (2016) conducted a study in Libya. This study was

about the challenges that the Libyan English language teachers faced in the teaching of

English as foreign language. The researcher has taken 12 different schools as sample of the

study. Data collection was done through teachers’ questionnaire, informal discussion and

observations. The findings of the study revealed that there was a lack of professional

development training in language teachers. The English language teachers were required to

follow a variety of teaching methods. It may be looked as inappropriate such as grammar

translation method, direct method and teacher-centered approaches. The questionnaire data

revealed the fact that 20% of the teachers believed that CLT is used to promote oral

communication in the classroom. It seems to review the available literature on CLT

approach does not support in Arabic or other languages teaching because CLT has broad

meanings.

Hall (2017) worked on teachers’ perceptions’ in CLT context. The researcher

studied teachers’ perceptions and implementation of CLT techniques in the practical

context. These activities were defined as group work, pair work and error correction

activities. The results showed that although teachers recognized the reality that group work

and pair work were effective activities to promote students’ autonomy in learning process.

In the same way teachers had a view point that these activities were highly time

consuming. It looked very difficult for the teacher to control and monitor all the students
during activities. The majority of the participants agreed that the activity regarding error

correction may be learned through grammatical rules.

As Levina (2017) conducted a study to examine teachers’ perception of CLT

approach in secondary language classrooms. The researcher used questionnaire and

interview as research tools. Through questionnaire, the researcher identified teachers’

perception about the basic idea of CLT approach, which included integration of skills,

students-centered approach, activity-based teaching, error correction practice and

importance of grammar rules. The findings of the study presented an overall positive trend

towards CLT approach. However, the result of this research was misaligned with the rules

of CLT approach, especially in error correction activity. Almost half of participants

regarded error correction as an important element in language learning process. Remaining

majority of participants aspired to learn grammar rules mechanically. Because these

participants considered grammar rules as having important features in language learning

process till now.

To sum up this discussion, it could be suggested for the successful implementation

of CLT approach, that English language teachers should have clear-cut ideas about CLT

model. As carless (2003) description for the teachers will have serious implications,

already they are facing challenges in implementation phase, as it is something new for

them. Teachers are the main actors to implement any kind of strategy. Their perceptions

should be addressed. Chang (2011) postulate that its implementation is the jurisdiction of

the class teacher, who decides what, may be put into practice in the classroom. Thus, it

becomes indispensable to study teachers’ perceptions’ regarding the practical

implementation of CLT approach. Ahmad and Rao (2013) concluded that CLT seemed a
potential model of teaching in (EFL) situation in Pakistan. CLT is based on form-focused

instructions, students-centered suggested class-room instructions and self assessment of

students. The practice of CLT strategy in (EFL) context was how ever seemed a complex

phenomenon.

2.12 Variety of Classroom Activities in Communicative Language Teaching

Burmfit and Christopher (1984) described some classroom activities; those are

effectively used in CLT practices. It includes group work, pair work and mention the

important role of fluency and accuracy-based activities in English language learning.

2.12.1 Fluency based activities

The researcher took a group of students from a class. They were carrying out mixed

language ability. The students did work in a role play. They adopted different roles and

responsibilities written for them on cue cards. The roles of students included the drivers,

witness to the incident and the police at a collision between two cars. The students entirely

improvised the target language according to the situation and characters (Brophy, 2006).

The researcher presented another example relating to fluency-based situation.

Class-teacher and students acted out a dialogue, where a customer returns a faulty item. He

purchased from a departmental store. The sale man inquiries about the problem and

promises to get a refund for the customer or to replace the item. In a group student tried to

generate a dialogue. They used language items of their choice in conversation. Students

were asked to create the situation. What happened there, they were asked to preserve the

meanings and finally students acted out their dialogue in front of class (Richards, 2005).

2.12.2 Accuracy based activities

 The researcher described the accuracy-based activities. The students participated in

a dialogue. The dialogue contained the example of falling intonation in why-questions. The

class was divided into a group of three. Two students took part in a dialogue and third

student acted as a monitor. The monitor went around other students and checked about, the

use of the correct intonation pattern and guided them where necessary. Turn wise students

rotated their roles among themselves. The teacher also walked around listening to the

groups of students’ and made correction in their language where it was necessary (O'Dowd

& Ritter, 2006).

2.13 Mechanical, Meaningful and Communicative Practice

Richards (2005) proposed a distinction between three kinds of practices named as

mechanical, meaningful, and communicative.

2.13.1 Mechanical practice

The researchers referred mechanical practice as a controlled activity. Students

could carry out the practice successfully without necessarily understanding about the

language, they were using. For example, the activities were substitution and repetition

drills. Such activities were designed to practice particular grammatical rules and for other

items of language teaching (Hubbard & Siskin, 2004).

2.13.2 Meaningful practice

It referred to the situation where students were required to choose meaningful

interactions. Language control was also to be followed by students, when they carried out

practice. For example, in order to practice the use of prepositions to describe some
locations and places. It was compulsory to provide them street map. Where they identified

different buildings situated in different locations. A list of prepositions was also provided

to the students such as across from, on the corner of, near and on next to. They were asked

answers to questions such as where was the book shop. Where was the cafe shop? The said

practices seemed meaningful because students responded according to the location of

places written on the map (Hughes & Reed, 2016).

2.13.3 Communicative practice

It is a kind of activity where language was used to exercise real communication.

The main focus of activity was to build the real communicative context. The use of the

language was not predictable during communicative practice. In communicative practice

learners might have to draw a map of their neighborhood surroundings. They tried to find

out the answers to questions about the location of different places, such as the nearest cafe

shop, the nearest bus stop and nearest market (Richards, 2005).

2.13.4 Information-Gap Activities

This approach referred to real communication process. Normally people

communicate to get some type of information they do not possess. It is a source to provide

more authentic communication in classroom. It is then possible when students go beyond

language practice. Students do this for their own sake. They use their linguistic ability and

communicative resources to obtain information. During these activities students used

available vocabulary, communicative strategies and grammar ability to accomplish the task

(Richards & Rodgers, 2001).

2.13.5 Jigsaw activities

 These activities are also based on the information- gap principle. The teacher

divided the class into three groups and each group has a part of information needed to

complete the activity. The teacher played a recording, where three persons with different

points of view discussed a matter. The teacher assigned three different learning tasks. Each

one of the group was focusing on their group and tried to understand the speakers’ point of

view. Students listened and prepared notes individually about speakers’ opinion. At the end

students were re-arranged their groups and constituted new group containing student from

group A, B and C after reshuffle. In the end they role-played discussing and sharing the

information they could obtain. (Ur, 2008)

2.14 The effects of Communicative Language teaching on students learning.

Farrell and Jacobs (2010) observed a shift towards CLT approaches. They marked this

complete change in their thinking about teachers teaching and learning practices. They identified

important components of this paradigm shift given as under.

⮚ Attention is diverting from the role of teacher rather than learners got external

inspiration from environment. CLT shifts center of attention from teacher to

students. It is generally known as shift from teacher- centered instructions to

learners- centered activities.

⮚ The learning process is minimized and attention is diverted to the product that the

learners produce.

⮚ In the past students learn as individuals, CLT pays a great attention on social nature

of learning the target language.

 ⮚ CLT encourages diversity among learners and view these matters in a normal

situation. It does not mean to create impediment conditions to learn. It is also

known as study of individual differences.

⮚ CLT advocates the context, such an idea to connect the school with the whole

world. It means to promote the holistic learning of students.

⮚ It also helps the learners to know the purpose of learning as they can develop their

own purpose.

⮚ It also encourages the part- to -whole approach instead of part-to- orientation. It

begins with meaningful text and then helps the learners to know the various

features of text to function.

⮚ The current trend in CLT, gives importance to meaning of text rather than rote

learning and drills.

⮚ CLT approaches provide like a lifelong learning process rather than to prepare

students for exams.

⮚ CLT approaches give preference to views of those who came from outside the

classroom through research and theory-building process.

2.15 Various difficulties in implementing CLT strategies in Pakistan

According to Yaqoob, Ahmad and Aftab (2015) it looked a general concept that CLT

approach appeared in 1970s. It was included in the curriculum of English language in Pakistan,

through text-book in National Education policy (2006) up to secondary level. It was proclaimed

that with the induction of CLT activities in English language syllabus, it enabled the students to

promote oral communication skills given at the end of each unit’s exercise. The included

activities surely develop communicative skills; these are in the form of role play, dialogue,
interviews, conversation and presentation skills. It was observed in Pakistani context that CLT

based activities were not conducted efficiently in daily routine English language teachings. It

was also observed that experienced English language teachers have no perception and believe

about CLT approach. Such teachers have given excuses for not practicing CLT activities, instead

they prefer to use mother tongue in class. Besides this mostly there were large classes, students

possessed a little command over oral proficiency, so teachers did not make much effort and

simply ignore CLT based activities. The newly inducted teachers have little concept in CLT its

principles and teaching strategies. They wanted to concentrate to apply these activities in

classroom teachings but they did not attain success perfectly in conducting CLT activities

because of low result ratio.

Ahmad and Rao (2013) argued that the results of the past studies suggested in perspective

to apply CLT strategy in (EFL) context. English language teachers believed that in Pakistan

education system was based on centralized system of education, large classes, grammar based

examination, lack of teacher training and non- availability of authentic- material made difficult to

implement student-centered approach in Pakistani context.

2.15.1 English Curriculum and its objectives

Designing English language curriculum for secondary level students, proficiency level

and language programs do not present curriculum objectives clearly. As a result, English

language teachers are incapable to sharpen the specific English language skills. Basically, the

learning of second language is a matter of skill acquisition. It looks in the interest of both the

students and teachers to make clearl about curriculum and its objectives from the beginning of

annual session. As stated by Memon, (2007) due to defective curricula, education system of
Pakistan is not performing well. The objection is based upon the ideas that current curriculum

allures the students to study the same old and fairy land away course. It does not prepare the

students to face the modern changing of the globalization. It is literature-oriented curriculum and

only 25% syllabus is about English language. Many scholars have appreciated the version to

merge Urdu and other classical languages with one another for better understandings.

2.15.2 Large Class

Raja and Saeed (2012) argued that in Pakistani institutes, there are large classes and

round about more than hundred students in a class. In those classes’ student related from various

multi-level and heterogeneous in their mental level. They also have different socio-economic

background. Therefore, it seems a problematic issue to remunerate the students with traditional

teaching methods. The large size of classes leaves no opportunity both for the teacher and

students to make an interaction. The teacher performs as an authoritative figure rather than as

facilitator in such large size classes. The researcher identified the fact that large traditional

teaching methods curtail students’ cognitive development.

2.15.3 Pronunciation Barriers

According to khan and khan (2016) that it looked very unfortunate in Pakistan that the

teaching and learning about pronunciation have never been a part of second language learning

(ESL) in classroom activities. Pronunciation of English as second language (ESL) has always

been ignored. There was no attempt to prefer and realize the importance of basic and significant

role of pronunciation in the teaching of English. Teachers do not pay sufficient attention on basic

features of pronunciation. Teachers and students are unaware about the techniques of
pronunciation. It includes vowels, monophthongs, diphthongs, short vowels and long vowels,

voiced and unvoiced consonants, rhythm stress and intonation

2.15.4 Lack of teachers training

Teacher’s training programs are not organized on professional basis in Pakistan. The field

of English language teaching suffered a lot and undergone many fluctuations over the past years.

Celec-Murcia (2001) conducted a survey to explore the obstacles in English language learning.

The survey results showed that five out of ten teachers have participated in short refresher

courses to equip themselves modern teaching methodologies. It refers that majority of teachers

do not participate to train themselves to know about the new challenges of teaching English

language.

2.15.5 Barriers in language skills

The syllabus of English language at secondary level is purely based on reading and

writing skills. Students at secondary level are facing serious problems in reading and writing

skills. The reason is evident that syllabus at secondary level is based on literature-oriented

material. During teaching, teachers read and explain facts and ideas in mother tongue but

students remain shy and inactive. Participation level of students in reading and writing activities

as practice work at school and at home remain very low. Speaking and oral communication

activities have no practical role in BISE annual exams, so teachers and students do not pay

attention towards oral communication skills.

2.15.6 The faulty examination system

 The annual examination system in Pakistan does not represent the true picture of English

language curriculum at secondary level. The English teachers usually utilize those chapters and

questions that are included in scheme of studies for annual exams. The teacher skipped CLT

based chapters and exercises as these are not included in scheme of study. Examination system in

Pakistan mostly revolves around written practices and the memory of students. Listening and

speaking skills are ignored by the teachers and students. As Jallani and Warsi (2004) argued that

in annual exams there exists a gap in the prescribed English syllabus and the cognitive problem-

solving tasks for the purpose of exams. English language learners faced problems that were not

addressed by the language teacher during semester demonstration.

2.15.7 Lack of supervision

According to Jallani and Warsi (2004) the basic theme of teaching organization is to

disseminate knowledge. They evaluate how successfully or unsuccessfully the teachers are

accomplishing his task. In institutions periodic observations are used to determine the

effectiveness of teachers’ performance. It looks logical that system of supervision provides

constructive criticism to the instructor performance whether the supervision meets the desired

results. In simple words there should be a feedback mechanism to monitor the effectiveness of

teachers’ performance. Unfortunately, there is no efficient system of supervision in Pakistan and

especially the shortage of trained specialists in rural areas. This slackness allows most of English

teachers to be casual about their performances and they do not take proactive measures to

develop their professional development.

2.16 World-wide Studies on Communicative Language Teaching

Richards and Rodgers (2001) believed that teaching of English as a Second or foreign

language is one of the world’s largest educational enterprises. Millions of children and

adults are devoting their time and efforts to become proficient in English language, which

is new to them. Teaching of communication skills has now become a specialty in the

world. English has become native language of the people at international level. Mostly

people are involved to learn English language or to master it as a second language.

Brown (2007) described that professional fields are seen in emergence to use

English as a target language for the expression of knowledge. It has become a need over

the last few decades. There is a requirement for basic statements, to get successful effects

of teaching communication on students. It stretches over vocabulary, pronunciation,

grammar and the four language skills, including listening, reading, speaking, and writing.

Effective teaching communication requires accurate use of vocabulary for language

comprehension ignoring the grammatical correctness.

Vanbhatte (2003) conducted an experimental study to analyze the common errors

committed by the students of 8 th class of Marathi medium schools in India. While speaking

about English language, the researcher had identified some common reasons and simple

errors. Furthermore, the researcher presented a comprehensive plan to improve the

speaking skills of the learners. The researcher compared the scores of pre-test post-test

groups. This score is the part of control group and experimental group. The main features

were that any error may be the outcome of the different causes. Direct teaching method can

also prove effective in the teaching of speaking skills. The researcher recommended that to

improve the sound skills of learners, it is necessary to make them familiar with the
articulation of sounds and their contrast with other sounds. It helps to develop and sensitize

the learners to comprehend the differences between significant sounds of English language.

The researcher had given the treatment in English language speaking, keeping English

language sounds isolated. The researcher created situations in the classroom environment,

which proved helpful to develop speaking skills for English language learners.

Sasikumar ,Dutta, Kiranmani , Rajeevan and Geetha (2007) explained in his book

titled “A course in listening and speaking” (A New Delhi Foundation Book) guided the

teacher of English language regarding different activities to improve the listening and

speaking skills. The writer focused mostly on sounds of English language, drill work,

giving importance to listening and to enhance speaking skills. The writer also provided a

tip for English language learners to eliminate the role of mother tongue in the acquisition

of second language. The author had developed 24 effective activities to minimize the

influence of mother tongue or Urdu language on spoken English. The author also prepared

activities to enhance face to face communication among students.

Taguchi (2005) conducted a survey study in Japan, named as the Communicative

Approach in Japanese Secondary Schools Teachers’ Perceptions and Practices. The main

objectives of the study were Japanese teachers’ self-reported comments on Oral

Communication course. This course was introduced by Ministry of Education in Japan. It

indicated their problems to implement CLT approach and gave useful guidelines. The main

objective of this study was to determine class activities, assessment methods, and

communicative teaching practice in oral communication classes. The researcher concluded

that there was a need to promote successful educational reforms in practitioners’ attitude. It

also provided basis for the revolution in traditional teaching behaviors. The researcher
further suggested that need-based in-service training program and orientation courses were

required to enhance teachers’ communicative ability in classrooms.

Alwan (2006) conducted a study in Kuwait, which was related to the relevance of

communicative approach in “Crescent English Course” to Arab students and English

language teachers in Kuwait. This study covered the areas of speculation on meanings of

the term “Communication” its definition and to know various kinds of communication. It

also studied the possibility and desirability to teach the communicative approach in English

language as a second or foreign language to Arab learners.

Savignon (2007) conducted a survey study in Taiwan, which is related to

“Students’ and Teachers’ beliefs about Communicative Language Teaching and English

Grammar Instruction in Taiwan” The main goal of the study was about students’ and

teachers’ beliefs relating to teach English grammar and communicative language teaching

in Taiwan. This study examined those teachers’ beliefs and identification of potential

mismatch to the degree of variations.

Kottler and Street (2008) described that with fluency stage at intermediate level,

students can speak but they commit grammatical errors. The researcher generated new

ideas and share experiences. National Curriculum guided both the teacher and students in

material and activities. Besides this all learning out comes (SLOs) were taken from NCEL

(2006). It has a purpose to enhance students’ competency, class rooms were integrated with

communicative language teaching (CLT) techniques. Task-based teaching strategies were

also used in the classrooms, which provided oral communication skills, practices and

conducive environment in the classroom.

 Jessa (2010) described various innovative elements about the teaching of English

language through his book “Efficient English Teaching” in India. The major themes

discussed in the book are related to creative methods of teaching in English language,

different approaches for teaching English Language and psychological theories which can

be used for the acquisition of second language. The writer also focused on the basic

knowledge of English Language like nature of English language and skills involved in

language learning. The topic “Methods and approaches” drew the attention of English

language learners towards various approaches, especially the communicative approach

which can be employed to enhance the spoken English language of Urdu medium students.

The writers’ theories proved to understand the psychology of Urdu medium students in the

learning of spoken English language.

Panigrahi (2009) described some facts in his book “Teaching of English.” This

study is a step forward to examine different approaches used in the teaching of English

language. These teaching approaches can be used at higher level as well as at lower level.

It can help the teacher to choose appropriate approach for the teaching of English as per

desired. The writer discussed components of English language learning such as

composition, grammar learning, poetry and prose. The writer discussed basic knowledge of

English language learning in detail, which is an important aspect of second language

learning. The writer further discussed CLT technique, which is useful in the preparation of

language learning program. CLT provides a clear insight about instructional media and

different aids to actually implement in the language learning program.

Fotos (2011) formulated some teaching techniques at secondary level for the

teaching and testing of English language. The researcher had specific focus to promote oral
communication skills in students. He further investigated that there were form focused

classroom activities. The study had the objectives like (1) To construct and administer a

questionnaire design and an interview schedule to collect information about the existing

ELT scene (2) To review some standardized tests of English and the related literature

available. (3) To analyze data collection during the experiment. (4) To review a set of

findings regarding the effectiveness of the method of teaching and testing in oral

communication. The overall objectives of the study were to arrange a set of techniques in

teaching and testing in oral communication with a view to promote language use in the

classroom.

According to Jimenez and Rose (2010) the teaching and learning procedure of

communicative skills in English language learning believed in sustained and systematic

effort to use CLT approaches. Otherwise it may damage the students learning in the sphere

of communal development. Mostly people follow curriculum centered approach and they

desire to learn some well- known applications of communication skills in English language

learning. CLT approach is considered as learner- centered which focused to assist the

English language learners to communicate eloquently.

Richard and Schmidt (2013) conducted a comparative study to judge the

effectiveness of traditional and structural approaches in the teaching of English. The

researcher desired to test different aspects of teaching English language, which included

vocabulary, applied grammar, comprehension of text and spellings. The researcher studied

the performance comparatively taught through traditional approach and structural

approach. The performance under structural approach was better than traditional approach

in vocabulary, applied grammar, pronunciation and comprehension skills.

 Vongxay (2013) conducted a case study of teacher’s beliefs and use of

communicative language teaching. The researcher identified various common ideas of CLT

technique suggested by the scholars. They also discussed strong points of CLT techniques

used in classroom practices. The main objectives of the study were (1) To study about the

teacher’s perception and common beliefs of CLT. (2) To study the difficulties faced by the

teachers in implementing the key factors of CLT. The case study made it clear that how a

group of teachers defined CLT techniques and appraised to implement the key elements of

CLT approach. The main finding of the study was that teachers have extreme desire to

implement the CLT approach as classroom activities. They faced many contextual factors

such as traditional system of examination, large size classes, cultural beliefs about the

specific role of student and teacher, classroom relationship among students, low standard

of motivation and imbalanced learners’ ability to take part in classroom activities. Beyond

all these factors teachers had limited expertise to implement CLT approaches like group

work in classroom. The researcher suggested implementing CLT approach in consultation

with policy makers in education, teachers’ peers and students. They think it as the way to

empower the teachers to implement CLT according to their desire.

Chen (2014) expressed that in Pakistan over the past few years, it had been seen as

an increasing demand of teaching of communication skills at all academic levels. On other

side, the implications of native conversation must be checked during the communication

among the teacher and learners. This conversation relates to two languages spoken in

Pakistan. There are many professional fields in Pakistan, which are bilingual as it is a

multidimensional country.
 Christ, Thomas, Makarani and Sakilahmed (2009) developed the theory that CLT

approach helps the learners to acquire the written and spoken skills along with

communicative competence. The author emphasized the use of CLT approaches in actual

classroom situation in India. The attitude of the teachers regarding the implementation of

CLT approaches in two schools was found positive. This article provided useful

information about teachers’ point of view and thinking about CLT approach. It also

addressed the actual problems in the implementation of CLT in the classroom.

Tamboli (2015) conducted a study named “the effectiveness of communicative

approach” The research was based upon a program in spoken English in Urdu medium 8 th

class students. The researchers had studied the differences among students’ gender wise.

They had used convenience sampling technique for the experiment. The findings of the

study were that, the spoken English language program was effective for Urdu medium

learners. Most of the students were eager to speak English language in the class room. The

female students participated in the activities more actively than the male learners. Parents

did agree to teach their children communicative strategies.

2.17 Studies on Communicative Language Teaching in Pakistan

It has been observed in Pakistan that English language learners showed weakness in

comprehension and in writing skills. Almost after 10 years of formal school education

students were exposed to English as second language. Majority of the students in particular

exhibited poor skills in comprehension and in writing skills both inside and outside of the

classroom. The said experimental study traces improvement in comprehension skills and in

writing skills particularly (Khan, Ahmad & Shah 2016).

 According to Panah (2000) English language teachers (ELTs) are not proficient in

speaking English language. This is the main obstacle in the way to teach English language

in Pakistan. There is lack of awareness of new methods and approaches to teach English

language skills. Besides this, these teachers excessively use mother tongue in the

classroom discourse and pay little attention on students listening and speaking skills.

Alam and Bashir-Ud-din (2013) described that there is no exposure in English

language communication in everyday life in Pakistan. Teacher and learners use Urdu or the

regional languages to communicate inside or outside the class. The exposure of students in

English communication is too less which keeps them very weak to communicate in

English. The researcher further described that English language teachers in Pakistan are not

competent in speaking English language in-side and out-side the classroom. It seems the

main hurdle in the teaching of OCS in Pakistan.

The same researcher concluded that these English teachers are unaware of new

methods and skills of teaching and speaking. Besides this weakness, they use mother

tongue excessively in the class room discourse and no attention is paid to enhance students

listening and speaking skills. The researcher pointed out to the fact that students cannot

speak accurately, fluently in classroom and become less participatory. Students feel

reluctant to speak whenever they are asked to speak; they feel hesitation, fear and shyness

because they could reach very low proficiency of Oral Communication Strategies (Alam &

Bashir-Ud-din, 2013).

National curriculum for English language (2006) also confirmed this notion that

English language teacher should include listening and speaking skills in the classroom
activities. There is a shortage of financial resources. It looks impossible to exercise OCSs

in all educational institutions. The English language teachers have designed written tests to

know about the better understanding and the use of communicative skills in different

contexts. Our National curriculum for English language clearly showed that language

teaching is based on written examinations and Oral communication skills are ignored and

occupy no space. This seems the main reason that students’ communication skills remain

poor. The English language teachers don’t find themselves comfortable enough to

communicate in a proper way in English language (Government of Pakistan NCEL, 2006).

Barboza (2010) also agreed on the point that teachers shamefully ignore the spoken

language strategies. The linguistics scholars have perfectly drawn the results that teachers

ignored OCSs skills. In the annual examination system, there is no assessment rule to

award marks on the bases of communicative skills. National curriculum for English

language (2006) also confirms the reality.

Alam and Bashir-Ud-din (2013) stated that resultantly students cannot acquire the

listening and speaking skills properly, when students were asked to speak in English. They

felt fear, shyness and hesitation. Students had no skills and practice to perform in Oral

communication skills. Khan and Khatak (2011) described that to start the intervention, a

pre-test was conducted to know the students ability in OCS. The researchers found it what

Kottler, Kottler and Street (2007) termed as pre- production state proficiency level. At this

early stage teachers and students were required to pay considerable attention to life related

examples of OCS for beginning students. It is a reality that students heavily rely on

teachers’ gestures; such activities play a key role in the development and understanding of

oral communication skills.

 Kottler, Kottler and Street (2007) described about that the fluency stage at

intermediate level. At this stage students can speak with grammatical errors, generate ideas

and share experiences. NCEL guided both the teacher and students in material and

activities shapes. Besides this student learning outcome (SLOs) were taken from NCEL for

English language 2006. This has a purpose to enhance students’ competency, classrooms

were integrated with communicative language teaching (CLT) and task-based teaching

strategies (TBTS). It will provide OCS practices and positive environment in the classroom

(Fitts & Bowers, 2013).

Language learning approaches and communicative language teaching have

developed positive relationship. The purpose of this study was to evaluate implementation

of CLT approach in teaching English in Pakistan at secondary level, where mostly the

Traditional Method of teaching had been used to teach English language. This type of

teaching in Pakistan created a situation where unskilled users of English language were

produced (Masood, 2013).

Ahmad and Rao (2013) described about applying communicative approach in

teaching English in Pakistan. This study was based on the Watanabe, Hare and Lomax

(1984) model. This was experimental in nature and the researcher had to use pre-test post-

test equivalent group design for this purpose. The scores of two groups in pre-test and post-

test were computed and compared with each other. Main findings of the said research are

described as under;

⮚ CLT approach is a true source to create communicative competence and it should

be acknowledged.
 ⮚ The education department, linguists and other stakeholders should create

opportunities to apply CLT approaches in the class rooms.

⮚ They should also understand the importance and use of CLT approaches to enhance

the communicative capability among the students. Besides this, attitude of the

students in the two groups before and after treatment was measured that CLT may

boost students communicative potential.

⮚ Communicative competence as a result of the CLT approach should be

acknowledged. This research may prove to be a milestone in this direction. The

education department and other stakeholders need to understand the importance of

using the CLT approach for helping learners to become well versed in English.

Bilal, Rehman, Rashid, Adnan, and Abbas (2013) indicated some problems faced

by English language learners especially in rural areas of Pakistan. The design of the

research was survey based where a questionnaire was used as tool to collect data. Research

indicated that there was lack of confidence and fear of English language speaking both in

teachers and students. Education system in Pakistan stresses on reading and writing skills.

No attention is given to listening, speaking, and vocabulary skills. There is domination of

L1 Punjabi language. There is a need to exposure friendly environment, where

communicative strategies may develop properly. Researchers suggested some solutions,

such as to bring change in Government policies, Re-organize the curriculum of English

language and make appointment of special English language teachers in education

department.

Zeeshan Muhammad (2016) conducted a survey based research paper in Quetta

(Pakistan) to measure Pakistani secondary school students’ attitude towards CLT and
grammar translation method. Data was collected from two government secondary schools.

The overall, results indicated that English language students showed favorable attitude

towards CLT approach. In contrast students showed neutral stance towards GT method.

Panhwar, Baloch and Khan (2017) explored through research paper named

communicative language teaching and its significance in language teaching situations in

Pakistan. The main purpose of this research paper was to investigate the causes of failure

of CLT in Pakistan and other developing countries. The researcher suggested ways to make

it successful in Pakistani context.

Tarranum and Mojoka (2017) conducted an experimental research paper in

Abbottabad (Pakistan). The main object of this research paper was to investigate the

comparative effects of communicative approach of teaching on male and female students’

retention in L2. The researcher applied pre-test post-test equivalent group design to draw

the results. The concept of CLT based approach is not new in Pakistan. The problem is

there that it is not implemented fairly in language classroom. This approach still demanded

a wide exploration in cultural context to implement fully in real classroom situations.

Conceptual framework

The present study examined the comparative effectiveness of traditional and

communicative strategies on students learning in the subject of English. The activities included

in 10th class syllabus provided an opportunity to trace improvement in oral communication and

writing skills of secondary level students. The description of variables in the study described as

under: communicative language teaching strategy works as independent variable while

achievement scores in post-test and traditional methods show the relationship of dependent

variables. The origins of communicative language teaching are to be found in 1960s in British
language teaching traditions. Noam Chomsky was among the first linguists who developed the

standard and structural theory, named competence and performance. This notion gave rise to

communicative language teaching approach. Michael Halliday (1970) promoted the conceptual

basis for CLT. Later on Dell Hymes (1972) introduced theoretical basis for CLT named wider

communicative competence. Wilkins (1976) presented Notions and Functions, as well as Carlin

suggested learner generated activities, Burmfit (1980) added the idea of language function and

structural core. Canale and Swain (1980) defined three major components: grammatical

competence, sociolinguistic competence and strategic competence. Little wood (1981) argued

that communicative language teaching needs not to be considered as teaching method. It should

be taken as teaching approach, construct absolute communicative vision, which retain its effect

long afterwards. In mid-way period Howatt (1984) suggested two aspects of CLT approach.

When it defends communicative features of language, it looks strong, where as presents the

structural practices, it seems a weaker approach. According to Richard and Rogers (2003) CLT

emphasizes on English text-book, which carried the communicative syllabus for students. It

contributed to spotlight the communicative expertise rather than to just mere mastering over the

structures of language. Macmillan Dictionaries (2012) defined CLT as learner-centered

approach. It helps the students to communicate eloquently. Ahmad and Rao (2013) concluded

that Pakistani students may boost their communicative potential at secondary level under the

umbrella of CLT approach. Zeeshan Muhammad (2016) indicated that CLT showed favorable

attitude for students in contrast students showed neutral stance towards traditional methods.

Tarranum and Majoka (2017) demanded a wider exploration in cultural context to implement

CLT fully in real class-room situation in Pakistan.

 Chapter 3
Method and procedure of research
The purpose of this study was to examine “The effects of communicative and traditional

strategies on students learning in the subject of English at secondary level”. This chapter has

been divided into the following parts:

⮚ Design of the current study

⮚ Population of the study

⮚ Sampling

⮚ Development of instrument

⮚ Pilot study of instrument

⮚ Selection and training for experimental group

⮚ Implementation of classroom activities used in communicative strategies in the

experimental group

⮚ Implementation of traditional teaching strategies in control group

⮚ Variables
 ⮚ Collection of data

⮚ Data analysis

3.1 Design of the current study

The rational of the current study was to examine the comparative study of the

effects of traditional and communicative strategies on students learning in the subject of

English at secondary level. An experimental research design was used to find the answer to

the research questions, validity, objectivity and offered an outline to study the relationship

between different variables. This research design provided an opportunity for the

comparison of hypotheses of experiment. It enabled the researcher to compose a

meaningful interpretation of the results of the study. The researcher used “pre-test post-test

equivalent group experimental design” adopted from Watenable, Hare and Lomax, (1984)

where two groups of students were taught for two months by using traditional methods

(TM) and communicative language teaching (CLT) strategies. The researcher applied a

teacher- made pre-test (Appenendix-1) to equate and formation of groups experimental and

control group. This design determined the proficiency level of students in oral

communication and writing skills in the subject of English at secondary level. Expert

teachers of English language at secondary examined the material of the test. When the

treatment was over, a teacher made post-test, (Appendix-11) similar in the difficulty level

with that of pre-test was conducted to measure the achievement of control and

experimental group taught with communicative and traditional strategies. After the

evaluation of instructional objectives, the researcher made suggestions for the promotion,

execution and modification of educational practices in classroom. These pre-test and post-
tests were comprised of communicative skills included in 10 th grade English syllabus

(NCEL, 2006).

3.2 Population of the study

This study was aimed at to examine “Comparative study of the effects of traditional

and communicative strategies on students’ learning in the subject of English at secondary

level”. Therefore, students studying at secondary level were taken as population of the

study. Secondary level education is referred to from class 9 th to 10th. The Secondary

Education helped to produce a large number of the skilled and literate workers. Modern

technology and society can develop and maintain these skills. Secondary education has

great importance in our country. A large number of students failed every year due to poor

writing. The students related from rural areas were unable to communicate easily in

English language.

3.3 Sampling

A sample of the study refers to a small proportion of the targeted population. In this

study one school i.e. Government Higher Secondary School Renala Khurd was selected

from amongst the typical Government Schools in Punjab (Pakistan). The researcher used

random sampling technique for the selection of participants out of four sections of 10 th

grade from the said school. The sample of the study consisted of 60 students of 10 th class.

Their ages ranged from 15 to 16 years. The selected students were taken from the school in

Punjab (Pakistan) i.e. especially in GHSS Renala Khurd, there were overcrowded classes,

congested class rooms and students belonged to different socio-economic background.

Both rural and urban population equally got admission in the said institution. The

experimental group included 30 participants who studied together in five teams of six
members. Same as 30 participants in the control group studied the same material with

traditional teaching methods. The researcher divided participants on the basis of pre-test

scores into two equal groups with 30 students in each, Control group (CG) and

Experimental group (EG). Every student of experimental group and control group

possessed the same abilities. A chart of activities was designed to assign the activities to all

groups, where high scorers and low scorers’ students were equally included.

3.3.1 Sample Equating Test

Participants were taken from four sections of 10 th class, studying at Government

Higher Secondary School Renala Khurd. The researcher further divided the participants

into the control group and experimental group on the basis of results of pre-test.

(Appendix-1) The scores of the pre-test were used to equate the groups, the experimental

group and control group.

3.3.2 Distribution of sample

Group

Treatment R O1 X O2

No. of students 30

Control R O1 X O2

No. of students 30
R: random assignment

O: Means an observation of some sort. O1 means pre-test scores while O2 means post-test
scores.

X: Intervention done with experimental group

3.3.3 Experimental and Control group

Four sections of 10th class were taken as sample from Government Higher

secondary school Renala Khurd. Participants were taken as (High achievers + Low

achievers)

15+15=30

15+15=30

The researcher selected the participants through random sampling and divided the

participants based on pre-test scores as (High achievers+ Low achievers). The table

showed that there were a total of 60 participants. The scores of pre-tests were used to

equate and for the formation of groups, the experimental and control groups. Thirty

students were there in each group. In these groups fifteen participants were high achiever

and fifteen participants were low achiever. The researcher constituted two equal groups for

experiment in such a way that high scorers and low scorers’ student were almost equal in

control and experimental group.

3.4 Description of Variables

Independent variable: Communicative Language Teaching strategy.

Dependent variable: Scores in achievement test (post-test) in the subject of English and

traditional methods

Controlled variables: Teacher, Time, Average age and class room conditions
Uncontrolled variables: I.Q. level of students, students’ previous achievement, and Socio-

economic status of students.

3.5 Research Instrument

The researcher used National curriculum for English language NCEL (2006) 10 th

class English subject syllabus as an instrument in this study. This experimental study also

presented a continuum of the students’ curricular activities in English subject. The present

study aimed not to waste students’ time for preparations of their final exams. In pre-test

and post-test, the participants were tested for communicative activities included in their

English syllabus. The researcher with the consultation of expert teachers in English subject

at secondary level identified eight units from the 10 th grade English text-book given as

under.

⮚ Hazrat Muhammad (SAW) an embodiment of justice.

⮚ Chinese New Year.

⮚ Try again.

⮚ First Aid.

⮚ The Rain (poem)

⮚ Television vs. News Papers.

⮚ Little by little one walks far.

⮚ Faithfulness

The researcher in consultation of expert English language teachers at secondary

level identified communicative skills included in 10 th grade English syllabus in the above

mention units i.e. group discussion, expression to explain one’s point of view, reasoning

for agreement and disagreement, asking and responding to questions of social nature,
expressions to ask and give directions, expression to show anger/ apology, a dialogue,

interview, answer/ question according to text-book material, choose the correct option

according to textbook/grammar and review of poems with the help of mind map (NECL,

2006).

3.6 Development of instruments

The researcher made an exploratory study before the selection and induction of

communicative skills. First of all, the researcher with the consultation of expert English

language teachers identified various communicative strategies being exercised at

elementary, secondary and higher secondary level. It was observed by the researcher that

there were some communicative strategies working accordingly and some did not prove

fruitful to enhance communicative skills and writing skills. To maintain the equation

between the two groups, “the control and experimental groups”. A teacher- made Pre- test

was organized on NCEL (2006) pattern (Appendix-A) before the formation of student’s

groups as experimental and control groups. When the treatment was over, a teacher-made

post-test that was also organized on NCEL (2006) pattern (Appendix-B) on the teaching of

English for the experimental and control groups was administrated. Test was based on

communicative skills. The detail of topics and distribution of marks is given as under:

⮚ Group discussion (05)

⮚ Expression to explain one’s point of view (05)

⮚ Dialogue (10)

⮚ Expressions to show anger and apology (05)

⮚ Expressions to ask and give directions (10)

⮚ Interviews (10)
 ⮚ Reasoning for agreement and disagreement (05)

⮚ Asking and responding to questions of social nature (10)

⮚ Answers and questions from exercises of 10th grade English book (10)

⮚ Review of poems through mind map (10)

⮚ Choose the correct answer according to the grammar (10)

⮚ Choose the correct answer according to text-book material (10)

Specific criteria were developed for the structure and evaluation of pre-test and

post-text. The researcher with the consultation of English language teachers identified such

communicative skills that were already included at secondary level and proved useful for

students. All sub-parts of pre-test and post-test questions were not possible to divide in ten

parts. Pre-test was comprised of 100 marks about communicative strategies included in the

10th grade syllabus. Post-test was also comprised of 100 marks and in the same way above

mention activities were included in the post-test. The experimental research design “Pre-

test Post-test equivalent group experimental design” Watenable, Hare and Lomax (1984)

was used to draw the conclusion. In this experimental design of research Pre-test was

applied before the application of control and experimental treatment and post-tests were

conducted at the end of treatment period. It was also a form of involvement in the study

because it covered all the communicative and traditional strategies.

3.7 Pilot Study of the instrument

A group of expert teachers of English language at secondary level in GHSS Renala

Khurd determined the validity of the test items. Pre-test was comprised of 100 marks.

There were ten questions and all questions carried 10 marks each. Pre-test was comprised

of communicative skills included in 10th grade English syllabus. Class teacher and English
language experts were involved to construct pre- test and post-test. The researcher used

pre-test, post-test equivalent group design to draw the conclusions. In this design of

research pre-test was used for the selection and equation of groups while post-test was

applied to examine the difference in achievement scores out of pre-test results. The

researcher with the consultation of expert English conducted a test to examine and compare

the results. On the basis of pre-test, post-test results the researcher concluded the final

results. Pre-test was taken before the formation of experimental and control group. Same

technique was used through post-test, at the end of the treatment to examine the difference

in achievement scores between the experimental and control group students. It was also a

form of involvement in the study because it covered all the communicative and written

skills. Students were able to achieve these communicative functions through spoken or

written practices (NCEL, 2006).

3.8 Reliability of the tests

The term reliability refers the consistency of the results. The researcher used split

half method (odd-even) to test the reliability of pre-test and posttests results. Spearman

Brown prophecy formula was applied to examine the reliability for the pre-test, post-test

scores. The above-mentioned formula was considered as the most effective one to

determine the reliability of the tests. To draw the conclusions, the individual halves of the

pre-test and post-test were compared. Following formula was applied to examine the

reliability (Callender&Osburn1977).

❑
6∑ d
2

❑
r =1−
❑

It depicts:
r = Spear man rank order correlation coefficient

Σ d2 = Sum of squared differences in ranks.

n = number of pairs of ranks (number of students)

Spearman-Brown formula.

2r
reliability= (Brown, 2001).
1+ r

3.9 Validity of the test items

It refers the accuracy of test items result. If the reliability of the test- item is to be

established once, the validity of test-items can be determined. The researcher prepared pre-

test, post-test on the basis of syllabus prescribed in (NCEL, 2006) of 10 th grade students in

Punjab (Pakistan). Following units of 10th grade students were selected with the

consultation of class teacher and expert teachers in English subject at secondary level.

⮚ Hazrat Muhammad (SAW) an embodiment of justice.

⮚ Chinese New Year.

⮚ Try again.

⮚ First Aid.

⮚ The Rain (poem)

⮚ Television vs. News Papers.

⮚ Little by little one walks far.

⮚ Faithfulness.
 The researcher developed pre-test, post-test based on CLT strategies in the above

mention units of the 10th grade (NECL, 2006). There were ten questions, containing 10

marks each. CLT based subjective and objective question were included in the test to

examine the students such as group discussion, Expression to show anger / apology,

Answer/ Question from the textbook material. Review of poems, Ask and give directions,

Interviews, Agree and Disagree, Asking and Responding, Multiple choices according to

text book material and choose the correct option according to the grammar. All the selected

items in pre-test, Post-test followed the principles and technique set by NCEL (2006) at

secondary level. Pre-test, post-test items were equal in difficulty level. The researcher

measured the test items and found that all the text items in pre-test, post-test were same in

difficulty level. Opinions, consents of the class teacher and English subject experts were

also taken into accounts seriously in test construction.

3.10 Item Difficulty

Item difficulty refers the proportion of the students who respond to the answers correctly.

Hotiu (2006) claimed that proportion value of item ranges from 0 to 1. When it is multiplied by

100, the proportion value converts to a percentage. It refers to the percentage of students who

found the item right. The higher proportion-value indicates that the test item was easy. The

researcher proposed a framework given as under

⮚ Proportion Value between 0.20 to 0.90 is taken as good and acceptable level.

⮚ The Proportion value between 0.40 to 0.60 is considered as excellent one. This level

shows maximum difficulty index at this range.

⮚ Item with proportion value (difficulty level) less than 0.20. It means item is too difficult.
 ⮚ Proportion value more than 0.90 refers too easy test item. These are not acceptable and

they need modification.

3.11 Discrimination index of the items

It refers to differentiate in between the percentages of high and low achievers, who found an

item right in the test (Carpenter, Just &Shell, 1990).

To draw the result in discrimination index, formula used is described as:

(UG−LG)
DI = , where UG refers the number of students in the upper group who attempts the
n

item correct and LG refers the number of students in lower group who attempts an item correct.

Test items which show the higher DI are considered better test items and there also discriminate

between the students who got higher test scores and those who got the lower test scores

(Quaigrain& Arhin,2017).

Ebel’s and Frisbie (1972) described the guidelines on classical item discrimination theory. It

was categorized as under and the items of the lists here finalized on the following criteria. The

first option for the list items has followed for retaining the items in a list.

⮚ If DI ≥ 0.40 then the test item is functioning very good.

⮚ If 0.20 ≤ DI≤ 0.39 then it required a little or no revision and it is functioning as good.

⮚ If 0.20≤ DI ≤0.29, then the item is marginal and needs revision.

⮚ If DI≤ 0.19, in this situation the item should be eliminated from the test or completely

revise it.
3.12 Regression analysis

It measures the relationship between the two or more than two variables (pretest

and posttest). Performance in posttest is analyzed on the basis of performance in pretest. It

is the general form of linear regression, considered as in this study (Fox, 1997).

(1)

Post test score

Pre test score

Intercept term

Regression Coefficient

Error term

Above model (1) will be estimated by using data collected in this research work, as

(2)

Experiment Setting

The researcher provided same teaching environment to both the groups. Same

teacher, same teaching conditions and same length of treatment was provided to the

groups. Both groups were taught communicative skills included in eight identified units of

10th grade syllabus. The study of the both groups lasted for two months from 15 th October

to 14th December 2019. There were two periods of 45 minutes duration daily. “The

Experimental group” was treated with communicative strategies and “control group” was
treated with traditional strategies. The researcher identified such a teacher who agreed to

teach experimental and control groups in similar teaching situations. The selected teacher,

who agreed to take part in the teaching process, was well trained. During the treatment

period, the two groups were taught eight units of 10 th grade English book. The selected

teacher applied different classroom activities related to CLT skills in NCEL (2006).

Further-more the same teacher used traditional methods of teaching was i.e. based on

grammar translation method, use of mother tongue to learn target language, stress on the

memorization of grammar rules in control group.

Selection and Training of Teacher for Experimental group

To launch the experiment CLT based classroom activities were applied to teach the

participants. An English language teacher was selected from Secondary wing of

Government Higher Secondary School Renala Khurd to teach the students with CLT

strategies. The researcher conducted 10 days training session for the selected English

teacher i.e. five days for practical teaching and five days for theory work. Tutor provided

detailed instructions about communicative strategies included in 10 th grade syllabus. The

researcher also made sure to enhance grammar skills to the concerned teacher.

3.13 Implementation of classroom activities employed in communicative

strategies to teach the Experimental Group

The researcher included following activities from the 10 th grade English book to

enhance the communicative competence of experimental group students. It included group

discussion, expression to explain one’s point of view, a dialogue, expression to show anger

and apology, expression to ask and give direction, interviews, reasoning for agree and

disagreement, asking and responding to questions of social nature, answers/questions,

review of poems through mind map and choose the correct answer according to the

grammar/textbook (NCEL, 2006).

3.13.1 Initial preparation

Formation of groups was essential element in communicative language teaching

strategies. There were heavy desks and benches in the class rooms at GHSS Renala Khurd.

The teacher asked the student No 1 to 6 to turn around and make a group. The teacher

assigned different ranks to the students on the basis of pre-test results. The participants

were thirty, so they were divided into five groups. To make the group balanced, groups

were formed on the basis of performance level in pre-test scores. It ranged from low

achievers to high achievers. In this way all groups in experimental were composed almost

equally balanced.

3.13.2 Group formation and discussion

This approach referred to real communication process. The teacher wrote down a

question on the white board. What reforms did the Rasool (SAW) brought to the judicial

system of Arabs? Firstly, the experimental group students discussed the question according

to the text book material. The students discussed the question in the shape of group

discussion.

⮚ In my opinion………………………

⮚ I have read that…………………….

⮚ I believe one can safely say…………

⮚ As far as I understand………………

⮚ As far as I know…………………….
 ⮚ From what I know……………….

The class teacher facilitated the students without any stress. Students use their

linguistic ability, communicative strategies, available vocabulary and grammar ability to

accomplish the task. (Hazrat Muhammad (SAW) an embodiment of justice (NCEL, 2006).

3.13.3 Competition among groups (Choose the option)

It referred to different kind of competitions where two groups competed for specific

group prizes. The class teacher announced a competition among the groups. The teacher advised

the students to choose the given option according to the 10 th grade text book. Class teacher

displayed following statements on the white board. Students choose the correct option according

to underlined words. For example:

1. He (SAW) devised the most equitable plan for the setting of Blackstone. The underlined

word means:

a. privileged b. reasonable c. favorite

2. He (SAW) decided every case brought to him, by friend or foe with justice, without fear

or favor, the underlined word means:

a. partner b. companion c. enemy

There were five groups of students. Class teacher randomly selected two groups for

competition. Each team competed for specific group prizes. These prizes were given on the

basis of individual and group performance. Every individual earned points by improving

individual as well as group performance (Hazrat Muhammad (SAW) an embodiment of

justice (NCEL, 2006).

3.13.4 Group discussion (Expression to give reasons)

In such activities students compared values, festivals, opinions and beliefs. They

can rank the task; students have listed six qualities according to their importance. They can

use the list to choose date or spouse ( Verhulst, 2016). Class teacher informed the

students to have a session of group discussion. The topic of discussion was: to what

extent festivals prove a pleasant break from dull routine of life? The teacher suggested

the following expressions to discuss and described the purpose, celebration and

significance of festivals.

⮚ The fact is that…………………………………………………………..

⮚ It is obvious that………………………………………………………….

⮚ One can say that…………………………………………………………..

⮚ There is no doubt that……………………………………………………..

⮚ Because of……………………………………………………………….

⮚ That is why?...........................................................................................

⮚ After all…………………………………………………………………..

Through the described schedule on white board, students shared their opinions and

discussed useful expressions in their respective groups. Students independently generate

and use the target language in groups. During this activity low achievers could also get

maximum benefit from the group discussion (Chinese New Year NCEL, 2006).

3.13.5 Task-completion activities through mind map

 The class teacher paraphrased and summarized the poem (Try again) before the

class. The class teacher also presented the main idea of the poem and inquired from the

students to predict the theme of the poem by showing them a little picture on unit 3 English

text-book. Next day the class teacher and whole class would review the poem (Try again)

with the help of following mind map.

Name of the poem--------------------------- Poet’s Name---------------------------

Major characters and description of each one--------------------------------------

--------------------------------------------------------------------------------------------

Setting of the poem--------------------------------------------------------------------

Summary of the poem------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------

Through question/answer and mutual discussion students were able to complete the

task actively. Students personal responses freely discussed in their groups. Furthermore,

they focused on using their language ability to complete the task (Try again NCEL, 2006).

3.13.6Information-gathering tasks (Answer/questions)

Information-gathering tasks were based on surveys, interviews. Class teacher

presented a review of unit (1- 4) 10 th grade English book. Students discussed the

question/answer portion of 10th grade English book. During practice they wrote down their

answers on their note books. Class teacher went through and monitored the whole process
keenly and made correction where needed. The next day class teacher distributed thirty

pages in all groups to gather the required information from the experimental group.

1. Hazrat Muhammad (SAW) is a perfect model and example for all mankind. Explain.

The Quran describes………………………………………………….

2. Write a note on Chinese New Year celebrations.

Chinese New Year celebrations--------------------------------------------------

3. Why is trying again important in life?

Trying again is an important------------------------------------------------------

4. What should your first aid kit consist of?

Our first aid kit should consist of …………………………………………

Students were asked to complete the required information by using review notes,

vocabulary list and communicative techniques (First Aid NCEL, 2006).

3.13.7 Group discussion (Expression for asking and giving direction)

The class teacher informed the students to conduct an activity related to unit -5

(The Rain). The class teachers used class groups to complete the task. The teacher along

with class students choos some places at their school e.g. principal Office, cafeteria and

Library.

Asking for directions Giving directions

How do I get to……..? Go straight on (until you come to……).

What’s the best way to……….? Turn back./ Go back.

Where is………………? Turn left /right (into street).

Go along…………….. Cross……….

Take the first /second road on the left/ right.

It’s on the left/right. Straight on opposite, near, next to, between.

At the end of, at the corner, behind, in front of, around the corner

Traffic lights, crossroads, junction, and signpost.

The teacher presented above exercise example on white board. It is useful for

expression development and giving directions to reach these places. There were ten groups

in the class. The class teacher randomly selected two groups to complete the activity. At

first stage one group try to perform the activity with the help of class teacher. The

remaining participants listened them orally and prepared some useful notes. After this the

second group performed this activity before the class. In the last session all groups

practiced for expression, asking and giving directions with the help of class teacher and

review notes (The Rain NCEL, 2006).

3.13.8 Interview

The class teacher presented a cutting of an interview of a celebrity from a magazine as

example before the class. The experimental group students were informed the basic needs to

conduct an interview. In the next step students worked in groups and prepare 5-8 interview

questions. For example, students conduct an interview of your class fellow who has shown

extraordinary performance in Annual School Sports.

Aslam: Assalam-o- Alikum…………

Waheed: Walikum-Asalam,………….

Aslam: Conratulations………………..

Waheed: Oh! Thank you…………………..

Aslam: Yes it was there……………………

Waheed: O great! Then you………………..

Aslam: You have really………………………

During interview, other students compile the oral responses of the interview in

written form. Students can obtain several benefits to work in groups and pair work. The

members of group used the language learning. Other members of group learn and take

benefit from it. Learner produced a great amount of language words, then they produced

before teacher. There was no stress, so their fluency level surely increased (Little by little

one walks for NCEL, 2006).

3.13.9 Role Play (Fluency based activities)

Fluency based activities referred that students do work in a role play. They adopted

different roles and responsibilities written for them on cue cards. Students entirely

improvised the target language according to the situation and characters Brophy, (2006).

The selected teacher formed ten groups of students from 10th class. They were carried out

mixed language ability. The teacher selected one group of students; make their pairs to role

play the following dialogue. The class teacher wrote some useful expression words on

whiteboard such as:

 A: You play really well.

How often do you play tennis?

B: About once a week. What about you?

A: Me? Just three or four time in a year.

Students got sufficient exercise within groups in written or oral form. In first stage,

two students executed the dialogue. They spoke the dialogue sentences from their note

books. Remaining groups exercised it in oral form. Class teacher behaved like a facilitator

in classroom. The performer students entirely improvised the target language according to

the situation and characters (Faithfulness NCEL, 2006).

3.13.10 Dialogue (Accuracy based activities)

The class teacher mentally prepared students to execute a dialogue activity before

the class. This activity is related to accuracy-based situation. Class-teacher and students

acted out a dialogue. The teacher and students jointly created an artificial atmosphere in

classroom. Where a customer returned a faulty item? He purchased from a departmental

store. The sale man inquired about the problem. He promised to get a refund for the

customer or to replace the item. The selected group of students tried to generate a dialogue

situation. They used language items of their choice in conversation. What happened there,

they were asked to preserve the meanings and finally students acted out the dialogue

activity in front of the whole class (Faithfulness NCEL, 2006).

3.14 Implementation of Traditional Methods in Control Group

During this experimental study, same teacher focused on Traditional strategies.

Same units of 10th grade and same material were used according to the instructional

procedure suggested in the text-book. The teacher employed different strategies to achieve

various objectives in communicative skills. These objectives were achieved to work on

various instructional strategies such as described as under:

⮚ Whole class discussion.

⮚ Lecture method for teaching.

⮚ Use of mother language to describe meanings.

⮚ Rote learning.

⮚ Stress on memorization of grammar rules.

Mueen (1992) described that students read each activity from the text book. The

class teacher orally posed some questions to students. The class teacher explained some

answers orally or marked the answers of questions from the text book. Students at their

own behalf were trying to reproduce the answers but their understanding and

comprehension level was very poor. Traditional methods mostly encouraged rote learning

habits, memorizing the material and learning of words/ meanings. The class teacher also

suggested these items to do as home work to students. Traditional methods did not

encourage pair group/ group work learning. It was noted during the experiment that pair or

group work was not worth mentioning. There was no communication among the students.

Traditional learning methods reflected individual control of the teacher and create boredom
for students. Comprehension practices and inspired learning was very limited in traditional

methods.

3.15 Collection of data

The main focus of the present study was to explore the effectiveness of

communicative and traditional strategies in the teaching of English at secondary level.

After the completion of two-month treatment period, a teacher made post-test on the

pattern of NCEL (2006) was administrated to enumerate the achievement scores of the

control and experimental group. It has been already pointed out that data collection in this

experimental research was done out of the achievement scores of the following groups i.e.

the achievement scores of pre-tests of 10 th class students, the scores of post-tests of 10 th

class students in control group and the achievement scores of post-tests of the 10 th grade

students in experimental group. The researcher observed that experimental group students

were provided learning opportunities to create small groups, practice useful interaction and

sharing communicative resources among other team members. Contrarily control group

students worked on individual basis. They shared their responses with whole class. Class

teacher delivered the material through lecture method, rote learning, use of mother

language describing meaning and stress on memorization of grammar rules. Experimental

group students were provided with suitable work-sheets according to the communicative

strategies while control group students were provided material with traditional routine

situation in class room. There were thirty students in each group. All the students were

present during study. The researcher used pre-test to equate the students in experimental

and control group while the post-test achievement scores served as data to measure the

achievement scores of control and experimental group in the study.

3.16 Data Analysis

The researcher used the data to test the hypothesis, mean, standard deviation and

difference of mean. Paired t-test was applied for the evaluation of pre-test post-test scores in the

same group, while independent t- test was applied to evaluate pre-test post-test scores in different

groups. Level of significance between mean scores of experimental and control group on the

variable of pre-test, post- test scores was tested at 0.05. The researcher analyzed the data by

using following methods such as mean, standard deviation, significance of the difference

between means, paired t-test and independent t-test (Best & Khan,1986).

1. Mean

Arithmetic mean simply known as mean is a common widely used type of average

it is computed as
❑
∑
❑
x
X=
❑

2. Standard deviation

It measures the consistency of data, smaller value of SD is considered as good for

comparison of data sets both mean and SD should be used.

2
s = √❑

3. t- statistic

T statistic was used to compare two groups under arithmetic mean it is used when

population is unknown.
Case I:independent group

with d.f

4. Paired t -test:

Paired t-test was applied for the evaluation of pre-test post-test scores in the same group.

It is used when population is known.

CaseII: Dependent groups

, with d.f (Abdullah & Jamil, 2019)

The level of significance was taken at 0.05 ( ), also used as criteria for the

rejection of null hypothesis. All the hypotheses were tested through paired t-test and independent

t-test. The researcher analyzed all the data on computer by using Microsoft Excel. On the basis

of analyzed data the researcher further drew findings, conclusions and recommendations.
 Chapter 4
Presentation and Analysis of data
The present study aims at findings the “Effects of communicative language teaching

strategies and traditional strategies in the teaching of English at secondary level” This chapter

deals with presentation and analysis of data. The researcher made attempts to analyze, interpret,

and present the findings of the study in a systematic and consistent way. The data used in the

present study was collected through pre-test and post-tests. The received data was used to test the

hypothesis about difference of means. Paired sample t-test was applied for the evaluation of pre-

test post-test data in the same group, while independent t- test was applied to evaluate pre-test

and post-test data in different groups. Level of significance between mean scores of experimental

and control groups on the variable of pre-tests and post- test scores was tested at 0.05. The

researcher divided the data analysis procedure into four parts given as under.

Part-1 of the study deals with item analysis (item difficulty and item discrimination).

Part-1I of the study deals with comparison of results in pre-test/post-tests.

Part-III of the study deals with reliability and validity of tests.

Part-1V of the study deals with regression analysis

Part I

4.1 Item analysis

It refers to a statistical method that helps the teacher to identify the effectiveness of test

items. Item analysis is essential to make the items more improved and use it again in the later

tests .

Table1: Difficulty level of items in control group.

Table2: Difficulty level of items in experimnetal group.

Table3: Discrimination level of items in control group.

Table4: Discrimination level of items in experimental group.

4.1.1: Item Difficulty

Item difficulty refers the proportion of the students who responded the answer correctly.

Proportion value of item ranges from 0 to 1. When it is multiplied by 100, the proportion value

converts to a percentage. It refers to the percentage of students who found the item right. The

higher proportion-value indicates that the test item was easy. The researcher proposed a

framework given as under

⮚ Proportion Value between 0.20 to 0.90 is taken as good and of acceptable level.
 ⮚ The Proportion value between 0.40 to 0.60 is considered as excellent one. This level

shows maximum difficulty index at this range.

⮚ Item with proportion value (difficulty level) less than 0.20. It means item is too difficult.

⮚ Proportion value more than 0.90 refers too easy test item. These are not acceptable and

they need modification.

Table 4.1.1.1: Difficulty level of the items in control group

Item number 1 2 3 4 5

Difficulty 0.53 0.63 0.63 0.67 0.70

Level

Comment Excellen Goo Goo Goo Goo

t d d d d

Item number 6 7 8 9 10

Difficulty 0.70 0.67 0.73 0.70 0.63

Level

Comment Good Goo Goo Goo Goo

d d d d

Difficulty level in control group test item No 1 shows 0.53 level of difficulty i.e. 0.40to

0.60 referred to excellent value. It means that item No 1 depicts excellent value while all other

items are placed in good category and overall difficulty level referred to 0.70 considered as Good

one.

Testing of hypothesis about over all difficulty level in control group:

 H 0 ; π ≤ 0.60 (Difficulty level is excellent)

H 1 ; π > 0.60 (Difficulty level is good)

Critical region: Z > 1.645 for 0.05 level of significance.

p−π 0
Calculation: Z=
√❑

0.70−0.60
Z=
√❑

p value = 0.2610

Conclusion: As p value is greater than 0.05 so H 0 may be accepted. It means difficulty level of

the items for control group is excellent.

Table 4.1.1.2: Difficulty level of the items in experimental group

Item number 1 2 3 4 5

Difficulty 0.63 0.67 0.67 0.67 0.67

Level

Comment Goo Goo Good Goo Good

d d d

Item number 6 7 8 9 10

Difficulty 0.70 0.70 0.57 0.63 0.53

Level

Comment Goo Goo Excellen Goo Excellen

d d t d t
 Difficulty level in experimental group test items No 8 show 0.57 and item No10 show

0.53 level of difficulty i.e. level of difficulty 0.40 to 0.60 referred to excellent value. It means

that item No 8 and 10 depict excellent value in experimental group while all other items in the

above table are placed in good category and overall difficulty level in experimental group

indicate to 0.70 considered as Good value.

Testing of hypothesis about over all difficulty level in experimental group:

H 0 ; π ≤ 0.60 (Difficulty level is excellent)

H 1 ; π > 0.60 (Difficulty level is good)

Critical region: Z > 1.645 for 0.05% level of significance.

p−π 0
Calculation: Z=
√❑

0.70−0.60
Z=
√❑

p value = 0.2160

Conclusion: As p value is greater than 0.05 so H 0 may be accepted. It means difficulty level of

the items for experimental group is excellent.

4.1.2: Discrimination index of the items

It refers to differentiate in between the percentages of high and low achievers, who found

an item right in the test.

To draw the result in discrimination index, formula use is described as:

 (UG−LG)
DI = , where UG refers the number of students in the upper group who found the item
n

correct and LG refers the number of students in lower group who found an item correct. Test

items which show the higher DI are considered better test items and there also discriminates

between the students who got higher test scores and those who got the lower test scores.

Classical item discrimination theory was categorized as under.

⮚ If DI ≥ 0.40 then the test item is functioning very good.

⮚ If 0.20 ≤ DI≤ 0.39 then it required a little or no revision and it is functioning as good.

⮚ If 0.20≤ DI ≤0.29, then the item is marginal and needs revision.

⮚ If DI≤ 0.19, in this situation the item should be eliminated from the test or completely

revise it.

Table 4.1.2.1: Discrimination index of the items in control group

Item number 1 2 3 4 5

Discrimination 0.33 0.30 0.30 0.33 0.30

index

Comment Goo Goo Goo Goo Goo

d d d d d

Item number 6 7 8 9 10

Discrimination 0.30 0.33 0.30 0.23 0.30

index

Comment Goo Goo Goo Goo Goo

d d d d d
 Discrimination index in control group indicates that values for all the test items are

greater than 0.20 (DI >0.20) i.e. the described values referred that all test items are functioning

well and placed in good category and the overall discrimination index is 0.40 (very good).

Table 4.1.2.2: Discrimination index of the items in experimental group

Item number 1 2 3 4 5

Discrimination 0.30 0.30 0.33 0.33 0.33

index

Comment Goo Goo Good Goo Goo

d d d d

Item number 6 7 8 9 10

Discrimination 0.30 0.30 0.43 0.30 0.33

index

Comment Goo Goo Very Goo Goo

d d Good d d

Discrimination index in experimental group indicates that test item No 8 refers the value

0.43 i.e. level of discrimination greater than (DI > .40) referred to very good category. It means

that item No 8 depicts very good discrimination index value in experimental group, while all

other items in the above table are placed in good category. The overall discrimination level exists

in 0.40 which is very good.

Part: 2 In this part (i) comparison of the students in control and experimental group is made

based on the performance in pre-test, (ii) comparison of the students in control and experimental

group is made based on the performance in post-test, (iii) effect of CLT on the performance of
the students is analyzed in control and experimental groups, (iv) effect of CLT on the

performance of low achievers and high achievers is analyzed.

Comparison of test score of control and experimental group in pre and post-tests.

Table5: Control and experimental group in pre-test

Table6: Control and experimental group in post-test

Table7: Pre-test and post-test in control group

Table8: Pre-test and post test in experimental group

4.2 Comparison of pre-test scores of Control and experimental group.

H0; Performance of students in pre-tests are same in both control and experimental groups.

H1; Performance of students in pre-tests are not same in both control and experimental groups

Descriptive measures
Group Siz Mea Varianc SD Pooled SD

e n e

Control 30 52.9 409.06 20.2 20.13

3
 Experimenta 30 53.8 401.08 20.0 20.13

l 3

Testing of hypothesis
Level of D Critical t- p-

significance f value statistic value

α =0.05 5 t = 2.002 t = 0.868

8 0.167

Conclusion

p-value of this test is greater than 0.025 (0.868> 0.025) so it is concluded that the

performance of students in pre-tests are same in both control and experimental group.

Graph 4.1: Control and Experimental Groups Marks in Pre-test

Control and Experimental Groups Scores in Pre-

test
100
80
score

60
Control
40
20 Experimental

0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29

Student

4.3 Comparison of post-test scores of Control and experimental group.

H0; Performance of students in post-tests are same in both control and experimental groups.

H1; Performance of students in post-tests are not same in both control and experimental groups.

Descriptive measures
Group Siz Mea Varianc SD Polled SD

e n e

Control 30 60.1 436.34 20.8 19.85

Experimenta 30 65.0 351.86 18.7 19.85

l 6

Testing of hypothesis
Level of df Critical t- p-

significance value statistic value

α =0.05 5 t = 2.002 t =0.962 0.345

Conclusion

p-value of this test is greater than 0.025 (0.345> 0.025) so it is concluded that the

performance of students in post-tests are same in both control and experimental groups.

Graph 4.2: Comparison of test Scores of Control and Experimental Groups in Post-test
 Control and Experimental Groups Scores in Post-
tests
100
90
80
70
Score

60
50 Control
40
30 Experimental
20
10
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29

Students

4.4 Comparison of Scores under CLT and Traditional teaching strategies in

Control group.

H0; Performance of students studied under communicative language teaching strategies are same

as traditional teaching strategies in control group.

H1; Performance of students studied under communicative language teaching strategies are better

than traditional teaching strategies in control group.

Descriptive measures
Group Siz Mea Varianc SD

e n e

Pre-test 30 52.9 409.06 20.2

Post-test 30 60.1 436.34 20.8

 9

Differenc 7.17 14.35 3.79

Testing of hypothesis
Level of df Critical t-statistic p-

significance value value

α =0.05 2 t = 1.699 t = 0.000

9 10.362

Conclusion

p-value of this test is less than 0.025 (0.000< 0.025), so it is concluded that the

performance of students studied under communicative language teaching strategies is better than

traditional teaching strategies in control group.

Graph 4.3Comparison of Scores under CLT and Traditional teaching in Control group.

Pre-test and Post-test Scores in Control Group

100

80
score

60

40 Pre-test
20 Post-test

Students
4.5Comparison of Scores under CLT and Traditional teaching in
experimental group

H0; performance of students studied under communicative language teaching strategies are same

as in traditional teaching strategies in experimental group.

H1; performance of students studied under communicative language teaching strategies are better

than traditional teaching strategies in experimental group.

Descriptive measures
Group Siz Mean Variance SD
e

Pre-test 30 53.8 421.08 20.5

2

Post-test 30 65.0 351.86 18.7

6

Difference 11.2 14.32 3.78

Testing of hypothesis

Level of df Critical t-statistic p-

significance value value

α =0.05 2 t = 1.699 t = 0.000

9 16.257

Conclusion
 p-value of this test is less than 0.025 (0.000< 0.025), so it is concluded that the

performance of students studied under communicative language teaching strategies are better

than traditional teaching strategies in experimental group.

Graph 4.4: Pre-test and Post-test Scores in Experimental Group

Pre-test and Post-test Scores in Experimental

Group
100
80
60
score

40 Pre-test

20 Post-tets

0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29

Students

Comparison of high achievers and low achiever students in pre-test and post-test

Table 9: Low achievers in pre-test and post-test

Table 10: High achievers in pre-test and post-test

4.6 Comparison of scores obtained by the low achievers in control and

experimental group in pre-test/ post-test.

H0; Performance of low achievers studied under communicative language teaching strategies are

same as under traditional teaching strategies.

H1; Performance of low achievers studied under communicative language teaching strategies are

better than traditional teaching strategies.

Descriptive measures
Group Siz Mea Varianc SD
e n e

Pre-test 30 35.9 101.17 10.0

3 6

Post-test 30 49.9 169.61 13.0

2

Differenc 10.0 18.10 4.25

e

Testing of hypothesis
Level of df Critical t-statistic p-
significance value value

α =0.05 2 t = 1.699 t = 0.000

9 12.830

Conclusion

p-value of this test is less than 0.025 (0.000< 0.025), so it is concluded that the

performance of low achievers studied under communicative language teaching strategies are

better than traditional teaching strategies.

Graph 4.5 Scores of Low Achievers in Pre-test and Post-test

Scores of Low achievers in Pre-test and Post-

test
80
SCORE

60
40
Pre-test
20
Post-test
0

STUDENTS

4.7 Comparison of Scores high achievers in control and experimental group in

pre-test / post-test.

H0; Performance of high achievers studied under communicative language teaching strategies are

same as under traditional teaching strategies.

H1; Performance of high achievers studied under communicative language teaching strategies are

better than traditional teaching strategies.

Descriptive measures
Group Siz Mea Varianc SD
e n e

Pre-test 30 70.7 82.96 9.1

1

Post-test 30 79.2 58.76 7.6

7

Differenc 8.5 17.5 4.1

e 8
Testing of hypothesis
Level of df Critical t-statistic p-
significance value value

α =0.05 2 t =1.699 t = 0.000

9 10.915

Conclusion:

P-value of this test is less than 0.025 (0,000< 0.025), so it is concluded that the

performance of high achievers studied under communicative language teaching strategies are

better than traditional teaching strategies.

Graph 4.6: Scores of High Achievers in Pre-test and Post-test

Scores of High Achievers in Pre-test and Post-test

100
90
80
70
60
SCORE

50
40 Pre-test
30
Post-test
20
10
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29

STUDENT

4.8 Comparison of the effect of communicative language teaching strategies on

low achiever and high achiever students
 Table 11: Effects of CLT on high achievers and low achievers

H0; There is same effect of communicative language teaching strategies on low achiever and high

achievers.

H1; There is not same effect of communicative language teaching strategies on low achiever and

high achievers.

Descriptive measures

Group Siz Mea Varianc SD Polled SD

e n e

Low achiever 30 10.0 18.10 4.2 4.22

5

High 30 8.5 17.50 4.1 4.22

achiever 8

Testing of hypothesis
Level of df Critical t- p-
significance value statistic value

α =0.05 5 t =2.002 t =1.316 0.193

8

Conclusion

p-value of this test is greater than 0.025 (0.193> 0.025), so it is concluded that there is

same effect of communicative language teaching strategies on low achiever and high achiever

students.
Graph 4.7: Effects of CLT on Low and High Achievers.

Effect of CLT on Low and High Achievers

20
18
16
14
SCORE

12
10 Low Achievers
8 High Achievers
6
4
2
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29

STUDENT

Part-3This part deals with the results of reliability and validity obtained through pre-test and

post-test.

Reliability of the pre-test and post-test in control groups

The term reliability refers the consistency of the results. The split half method (odd-even)

is used to test the reliability of pre-test and post- tests results. Spearman Brown prophecy

formula was applied to examine the reliability for the pre-test, post-test scores. The above-

mentioned formula was considered as the most effective one to determine the reliability of the

tests. To draw the conclusions, the individual halves of the pre-test and post-test were compared.

Following formula was applied to examine the reliability.

 ❑
6∑ d
2

❑
r =1−
❑

It depicts:

r = Spear man rank correlation coefficient

Σ d2 = Sum of squared differences in ranks.

n = number of pairs of ranks (number of students)

Spearman-Brown formula

Case No I (reliability of pre-tests)

6 ( 5532.5+99 )
r =1− =0.84
60 ( 602 −1 )

2r
reliability=
1+ r

2∗0.84
reliabilty of pre−test = =0.91
1+0.84

It was analyzed that the coefficient of correlation of control group pre-test was 0.91 It

indicated that there was a high degree of correlation in control group pre-test, items scores.

Case No II (reliability of post-test)

2r
reliability=
1+ r
❑
6∑ d
2

❑
r =1−
❑

6 ( 6722.75 )
r =1− 2
60(60 −1)
 40336.5
r =1− =0.81
215940

2 (0.81)
reliability of post−test = =0.90
1+0.81

It was analyzed that the coefficient of correlation of control group post-test was 0.90 It

indicated that there was a high degree of correlation in control group post-test, items scores.

Validity of the test items:

It refers to the accuracy of test item results. If the reliability of the test- item is established

once, the validity of test-items can be determined. The researcher prepared pre-test, post-test

based on syllabus prescribed in NCEL (2006) of 10 th grade students in Punjab (Pakistan).

Following units of 10th grade students were selected with the consultation of class teacher and

expert teachers in English subject at secondary level.

⮚ Hazrat Muhammad (SAW) an embodiment of justice.

⮚ Chinese New Year.

⮚ Try again.

⮚ First Aid.

⮚ The Rain (poem)

⮚ Television vs. News Papers.

⮚ Little by little one walks far.

⮚ Faithfulness.

The researcher developed pre-test and post-test based on CLT strategies from the above-

mentioned units of the 10th grade NECL (2006). There were ten questions in the test containing

10 marks each. CLT based subjective and objective question were included in the test to examine
the student’s communicative skills such as group discussion, Expression to show anger /

apology, Answer/ Question from the textbook material. Review of poems, Ask and give

directions, Interviews, Agreement and Disagree, Asking and Responding, Multiple choices

according to textbook material and choose the correct option according to the grammar. All the

selected items in pre-test and post-test followed the principles and technique set by NCEL (2006)

at secondary level. Pre-test and post-test items were equal in difficulty level. The researcher

measured the test items and found that all the text items in pre-test and post-test were same in

difficulty level. Opinions, consents of the class teacher and English subject experts were also

taken into accounts seriously in test construction.

Part- 4

This part deals with regression analysis. Linear regression model was applied in this study.

Regression Analysis

It models the relationship between the two variables pre-test and post-test. Performance

in post-test is analyzed based on performance in pre-test. The general form of linear regression

model applied in this study is y i +a+ βX i+u i.Estimated model linear regression is given as

^y i +α +bX i

Regression analysis is done as follows.

4.9.1 Regression analysis results in Control group.

Summary output

Regression statistics

Product moments Correlation 0.9

coefficient 8

Co-efficient of determination 0.9

6

Standard Error 3.8

4

Observations 30

Conclusion: As co-efficient of determination is 0.96. It means this regression model explain

96% of variation, further-more as r =0.98>0.75 ,it shows strong relationship

ANOVA

df SS MS F Significance
F

Regressio 1 12240.6 12240.6 829.4 2.38E-22

n 6 6 7

Residual 2 413.20 14.76

8

Total 2 12653.8
9 7
p value of this test is 0.000 that indicates that the fitted regression model is the best model.

Regression analysis
Confidence interval

Coefficients SE t statistic p-value Lower Upper

Intercept 6.33 1.99 3.176 0.004 2.25 10.41

Pre-test 1.02 0.04 28.8 0.000 0.94 1.09

Value of intercept a = 6.33, it shows that a student that obtained zero marks in traditional

teaching method can get 6.33 marks on average in CLT method, whereas value of regression

coefficient b = 1.02, it indicates that in both traditional and CLT methods variation between

students is same.

Post-test on Pre-test Line Fit Plot

100
90
80
70
60
Post-test

50 Post-test
Predicted Post-test
40
30
20
10
0
20 30 40 50 60 70 80 90

Pre-test
4.9.2 1 Regression analysis results in experimental group.

Summary output
Regression Statistics

Product moments Correlation 0.9

coefficient 8

Co-efficient of determination 0.9

6

Standard Error 3.5

0

Observations 30

Conclusion: As co-efficient of determination is 0.96. It means this regression model explain

96% of variation, further-more asr =0.98>0.75 ,it shows strong relationship

ANOVA

df SS MS F Significance
F

Regressio 1 9861.6 9861.6 806.4 3.48E-22

n 1 2 8
 Residual 2 342.38 12.23
8

Total 2 10204
9

p value of this test is 0.000 that indicates that the fitted regression model is the best model.

Regression analysis
Confidence
interval

Coefficien SE t p- Lower Upper

ts statistic value

Intercept 15.49 1.8 8.34 0.000 11.69 19.30

6

Pre-test 0.92 0.0 28.39 0.000 0.85 0.99

3

Value of intercept a = 15.49, it shows that a student that obtained zero marks in

traditional teaching method can get 15.49 marks on average in CLT method, whereas value of

regression coefficient b = 0.92, it indicates that in both traditional and CLT methods variation

between students is same.

 Post-test on Pre-test Line Fit Plot
100
90
80
70
60
Post-tets

50 Post-tets
40 Predicted Post-tets
30
20
10
0
20 30 40 50 60 70 80 90

Pre-test

Chapter 5
Summary, Findings, Conclusions and Recommendations

5.1 Summary

The present study was experimental in nature. It was organized to examine

the effects of traditional and communicative strategies on students learning in the subject

of English at secondary level. In the first chapter, there is a brief introduction of the

importance of English language in connection with traditional and communicative

strategies. English is learnt as compulsory subject in Pakistan. Teaching of English

language is an important feature in educational curriculum in Pakistan. The first chapter

also covers responsibility of English language teacher, English as foreign language or

English as second language, different traditional and communicative strategies. Objectives

of the study are given as: (1) To identify the modern instructional strategies for the

teaching of English at secondary level. (2) To explore the teachers’ perception about the

theory and practice of CLT approach. (3) To compare the effects of communicative
strategies of teaching English with traditional teaching methods. (4) To find out the effects

of communicative strategies of teaching English on students learning of English. (5) To

identify the various difficulties in implementing the CLT approach in Pakistan. The second

chapter of this experimental research provides an overview of communicative and

traditional strategies related studies conducted in the past. It is the summary of the relevant

material, which has been studied, argued to establish some facts about the topic. It is

usually organized in chronological order. The second chapter review of related literature

has been starches over the following sub-topics such as description of communicative

strategies in language learning, characteristics, principles, difference between

communicative and traditional strategies, teachers’ perception about communicative

strategies? It studied modern trends in communicative language teaching, world- wide

studies on communicative language teaching and current studies on communicative

language teaching in Pakistan. The third chapter deals with methodology, design, research

instruments, population, sample, collection and analysis of the present study. Where two

group of students was taught for two months to trace improvement in oral communication

and writing skills of secondary level students. The researcher tested the following

hypotheses.

1. H0; Performance of students in pre-tests were same in control and experimental

groups.

2. H0; Performance of students in post-tests were same in control and experimental

groups.

3. H0; performance of students studied under communicative language teaching

strategies were same as traditional teaching strategies in control group.

 4. H0; performance of students studied under communicative language teaching

strategies were same as in traditional teaching strategies in experimental group.

5. H0; performance of low achievers’ students studied under communicative language

teaching strategies were same as under traditional teaching strategies.

6. H0; performance of high achievers students studied under communicative language

teaching strategies were same as under traditional teaching strategies.

7. H0; There were same effect of communicative language teaching strategies on low

achiever and high achiever students.

8. H 0 ; π ≤ 0.60 Difficulty level is excellent in control group.

9. H 0 ; π ≤ 0.60 Difficulty level is excellent in experimental group.

This study was conducted in Government Higher Secondary School Renala Khurd.

The Researcher used random sampling technique to select the students out of four sections

of 10th class. Sample of the study consisted of 60 students of 10 th class. The experimental

group included 30 students, those studied as (High, average and Low achiever). Same as 30

students were in the control group studied the same material with traditional methods.

The researcher used NCEL (2006) 10th class English syllabus as research

instrument. A teacher-made pre-test was organized and students were divided into the

control group and experimental group on the basis of pre-test results. Students were

divided equally to control group and experimental group on the basis of pre-test scores.

Pre-test and post-test results were used as source of data collection in the study.

To maintain the equation between the two groups, “the control and experimental

groups”. A teacher- made Pre- test was organized on NCEL (2006) pattern (Appendix-A)

before the formation of student’s groups as experimental and control groups. This
experimental study continued for two months i.e. 14 th October 2019 to 15th December

2019. The content included eight units and their exercises of 10 th grade English book. The

control group was treated under controlled conditions by providing them traditional

teaching situations in the classroom, while the experimental group was treated with

communicative strategies. When the treatment was over, a teacher-made post-test that was

also organized on NCEL (2006) pattern (Appendix-B) on the teaching of English for “the

experimental and control groups”. Pre-test was stretched over communicative skills like

group discussion, expression to explain one’s point of view, dialogue to show anger and

apology, expression to ask and give direction, interviews, reasoning for agreement and

disagreement, asking and responding to questions of social nature, answers/questions,

review of poems through mind map and choose the correct answer according to the

grammar/textbook prescribed for 10th grade students in National curriculum for English

Language.

Pre-test Post-test equivalent group experimental design Watenable, Hare, Lomax

(1984) was used in the present study. In this design of research pre-test was conducted

before the formation of control and experimental treatment and post-tests were applied at

the end of the treatment period to examine the differences between the control and

experimental group and draw the final result. It was also a form of involvement in the

study because it covered all the communicative and traditional strategies.

Reliability of pre-test and post-test was determined by using Spearman-Brown’s

Prophecy formula. Reliability of the pre-test was found 0.91while the reliability of post-

test was found to be 0.90. It shows that there was high degree of correlation between pre-

test and post-test, test item scores. To ensure the validity, all the selected items in pre-test
and post-test followed the principles and techniques by (NCEL 2006) at secondary level.

The researcher measured the test items and found that all the test items in pre-test, post-test

were same in difficulty level. Opinions, consents of the class teacher and English subject

experts were also taken into account seriously in test development.

To purify the standard of pre-test and post-test material, the researcher applied

these three techniques i.e. item difficulty, item discrimination and regression analysis to

examine the quality of test materials.

The level of significance was seen at 0.05. This level is also used as criteria for the

rejection of null hypothesis. The researcher applied independent sample t-test to evaluate

pre-test and post-test scores in different groups, while paired t-test was applied to examine

the difference in same group in control and experimental group.

5.2 FINDINGS

5.2.1 It was analyzed that different instructional strategies were being used to learn English

in Pakistan, such as grammar translation method was so commonly used as teaching

strategy. Secondly direct method was also used; its main purpose was that students must

learn to communicate in foreign language. Audio- lingual method was also used in the

teaching of English language but our class room situations did not support it. NCEL (2006)

recommended communicative strategy for the teaching of English at secondary level.

5.2.2 It was found in previous studies that CLT seemed a potential model of teaching in

English language. Theoretically, it was based on form-focused instructions, student-

centered, suggested classroom instructions and provides self-assessment of students. The

practice of CLT strategy in (EFL) context however seemed a complex phenomenon.

5.2.3 It was described that difficulty level in control group test item No 1 shows 0.53 level of

difficulty i.e. 0.40 to 0.60 referred to excellent value. It means that item No 1 depicts excellent

value while all other items are placed in good category and overall difficulty level referred to

0.70 considered as Good one (Table 4.1.1.1).

5.2.4 It was found that difficulty level in experimental group test items No 8 show 0.57 and item

No10 show 0.53 level of difficulty i.e. level of difficulty 0.40 to 0.60 referred to excellent value.

It means that item No 8 and 10 depict excellent value in experimental group while all other items

in the above table are placed in good category and overall difficulty level in experimental group

indicate to 0.70 considered as Good value (Table 4.1.1.2)

5.2.5 It was inferred that there was no considerable difference between the scores of

control and experimental group students existed in pre-tests. P-value in that table was

greater than 0.025(0.868> 0.025). It may be concluded that the performance of students in

pre-tests were same in control and experimental groups (Table 4.2).

5.2.6 It was found that there was no considerable difference between the achievement

scores of control and experimental groups existed in post-tests. P-value in that table was

greater than 0.025 (0.345>0.025), so it was concluded that the performance of students in

post-tests were same in control and experimental groups (Table 4.3).

5.2.7 It was described that there was extensive variation in the test results in pre-test and

post-test under communicative language teaching strategies and traditional teaching

strategies in control group. P- Value in that table was less than 0.025 (0.000< 0.025), hence

H0 was rejected. It was concluded that the performance of students studied under

communicative language teaching strategies were better than traditional teaching strategies

in control group (table 4.4).

5.2.8 It was depicted that there was considerable difference in the test achievement results

in pre-test and post-rest studied under communicative language teaching strategies and

traditional teaching strategies in experimental group. P- value in that table was less than

0.025 (0.000< 0.025), hence H0 was rejected. It was revealed that that the performances of

students studied under communicative language teaching strategies were better than

traditional teaching strategies in experimental group (table 4.5).

5.2.9 It was analyzed that there was considerable distinction in pre-test and post-test scores

of low achievers studied under communicative language teaching strategies and traditional

teaching strategies. P-value in that table was less than 0.025 (0.000< 0.025), hence H 0 was

rejected. It was concluded that the performance of low achiever students studied under

communicative language teaching strategies were better than traditional teaching strategies

in pre and post-test results (table 4.6).

5.2.10 It was investigated that there was visible disparity in the test results of high achiever

students studied under communicative language teaching strategies and traditional teaching

strategies. P- value in that table was less than 0.025 (0.000< 0.025), hence H 0 was rejected.

It was concluded that the level of performance of high achiever students studied under

communicative language teaching strategies were better than traditional teaching strategies

in pre-test and post-test(table 4.7).

5.2.11 It was analyzed that there was same effect of communicative teaching strategies on

low achievers and high achiever students. P-value in that table was greater than 0.025

(o.193> 0.025). So, Ho was accepted. It was concluded that there was same effect of

communicative language teaching strategies on low achievers and high achiever students in

post-test result (table 4.8).

5.2.12 It was concluded through past studies in perspective to apply CLT strategy in Pakistan.

English language teacher believed that our education system based on centralized- education

system, grammar-based examination system, large classes, lack of teacher training and non-

availability of authentic material to implement student-centered strategy in Pakistan.

5.3 Conclusions

● The current study started with the objectives to explore out the comparative effects of

communicative and traditional strategies in the teaching of English at secondary level.

The researcher has a view point to trace improvement in oral communication skills on

secondary level students in public sector school education. The results of the study were

consistent with the previous studies conducted by Ahmad and Rao (2013), Khan, Ahmad

and Shah (2016), Tarranum and Majoka (2017) and Panwar, Baloch and Khan (2017) the

said researchers conducted similar studies to examine the effectiveness of communicative

language teaching strategies and reached positive conclusions in their studies.

● The rational of this study urged the researcher that all areas related to the teaching of

English language were weak in particular, oral communication skills of secondary level

students. Students felt shy, hesitant and incompetent to communicate in English

language. In order to explore the research questions, the researcher applied pre-test post-

test equivalent group experimental design to measure the comparative effectiveness of

two teaching strategies. The students studying at GHSS Renala Khurd were divided in

experimental and control groups on the basis of pre-test results. It was concluded that

when experimental and control group students’ performance were statistically verified

that there was no difference of scores on pre-test variables.

● The testing of hypotheses H01, H02 verified the described observation. The results of

independent hypotheses H11, H2

1 which were formulated earlier to examining the relative

performance of students studying under CLT and traditional strategies in control and

experimental groups. It was concluded that the performance of students studying under

CLT strategies were better than traditional strategies in control and experimental group.

● It was also concluded that for over-crowed classes, students related to different socio-

economic background communicative strategies, comparatively proved more fruitful than

stereotyped traditional strategies in creating communicative skills among students

studying at secondary level in public sector schools.

● This study also concluded a significant outcome regarding the comparison of

achievement scores obtained by low achievers and high achievers in control and

experimental groups. It was tested in hypotheses H 13, H14 it indicated that achievement

scores of low achievers and high achievers studied under CLT strategies were better than

traditional strategies.

● It was concluded that the results of above mention hypotheses indicated that CLT

strategies were fruitful both for low achievers and high achiever students.

● The current investigation also turns over attention to a significant point regarding the

effects of CLT on high achievers and low achiever students.

● Finding of H15depict, there was same effect of CLT strategies on high achiever and low

achievers. This observation projects the fact that although high achiever students possess

high degree of intelligence level. But in the same way low achiever students were also
 got benefited from CLT strategies. So, after the conclusion of the comprehensive

experimental study, it was upheld that CLT strategies emerges as more convenient and

effective paradigm than traditional strategies in the teaching of English at secondary

level. Traditional strategies were being used in the teaching of English since

independence.

● The findings of the study basically support the constructive role of CLT strategies in

generating conducive environment that cater for consistent communicative skills among

the students.

● The emerging results support Savigonon’s (2007) view point that proficiency in language

learning is developed through communicative skills. Since communicative competence is

generated through communicative strategies. In addition, the experimental outcome of the

present study collaborates with the observation of Johnson and Little wood (1984) who

spoke for the promotion of language skill development that resulted in communicative

competence.

5.4 Recommendations

Keeping in view the finding of the present experimental study, the following

recommendations are made.

1. The result of this experimental study indicates that communicative strategies prove better for

the teaching of English subject. Teachers use traditional methods, direct method and audio-
lingual method at secondary level they may apply communicative strategies to enhance students’

oral communication and writing skills.

2. Communicative language teaching has potential in teaching English language. Theoretically

it is based on students-centered activities, form-focused, suggested class-room instructions and

provide self-assessment of students. The practical implication of CLT strategy in Pakistani

context needs special teacher training programs for English language teachers on regular basis.

3. There are some potential dangers in teaching of communicative strategies. In communicative

classroom environment students are expected to make interaction primarily with each other,

rather than with teacher. In the mean while the error correction of students may be infrequent or

non evident. Teacher training program should provide awareness to use textbook material in

communicativee environment through refresher-courses.

4. Traditional methods prove, as teacher-centered; encourage rote learning develops minor

interaction for the use of native language. Traditional methods look ineffective teaching

paradigm to generate necessary communicative skills for second language learning, so the

application of traditional strategies should be minimized.

5. The CLT is more applicable, flexible, student-centered, enhance students’ confidence.

Therefore, it is the need of hour on the part of provincial and district administration to patronize

communicative strategies through seminars, symposium, crash programs, short term course and

refreshers courses and engages maximum number of English language teachers to implement

CLT strategies. Curriculum designers and policy-makers may encourage CLT based activities to

include in annual exams and discourage traditional methods based questions from the annual

exams.
6. Communicative language teaching indicates same effects on high achievers and low achievers

in post-test scores, so communicative language teaching is strongly recommended not only for

high achievers but for low achiever students also.

7. English language teacher may be facilitated to apply communicative strategies in classroom

teaching. Teacher training programs should be arranged for English language teachers to

enhance communicative skills at regular basis, such training sessions may be relative to the basic

elements of communicative strategies i.e. learners centered instructions, use of pair and small

group, use of student-centered instruction material, integration of language skills by asking.

Students may accomplish the task using language, instead of studying language.

8. The class teacher should make sure the minute and careful supervision during CLT activities,

regarding error correction facilitating the low achievers and taking measures to guide properly in

grammar rules.

9. The education department may provide flexible and easily moveable chairs especially in

public sector schools to implement communicative strategies effectively, through verbal

interaction among students and with the teacher.

10. The findings of present experimental study along with previous studies may be circulated to

English language teachers practicing at secondary level, so as to convince them to apply

communicative strategies to enhance academic and communicative skills in students.

11. The findings and recommendation of this study may be send to curriculum wing to

provincial and federal ministries of education, as a guideline to educational planners, policy

makers at provincial and federal level to take useful decisions.

 12. This experimental study examines only the effect of traditional and communicative

strategies in teaching of English at secondary level. The researcher further suggested that the

area of study may be extended to the other stages such as elementary and higher secondary level.

13. The further studies may be conducted to explore the effectiveness of communicative

strategies for other variables such as self-esteem of students, influence on peer socialization,

social understanding and academic motivation in the teaching of English.