INTERPRETING THE USE OF COMMUNICATIVE APPROACH AS EXPERIENCED BY LEARNERS IN PUBLIC SECONDARY SCHOOLS LEARNERS

Leziel Love B. Alminiana, Louie Mark G. Garvida

Abstract


This study aimed to explore the use of the communicative approach experienced by public secondary school learners in their English classes. Employing a hermeneutic qualitative research design, the study sought to understand students' perceptions, emotions, and the impact of the communicative approach on their language learning experiences. A purposive sampling method was used to select participants who could provide rich and meaningful insights. Data were gathered through in-depth interviews and observations, ensuring a comprehensive understanding of the learners' experiences within the context of language learning. The findings revealed improved student outcomes, including heightened self-confidence, enhanced communicative and English-speaking skills, a participatory approach, an interactive learning environment, and practical language application. The Communicative Approach, praised by participants, emphasized real-world communication, interactive tasks, and group activities. It fostered self-confidence, authentic language use, grammatical accuracy, active participation, language proficiency, and public speaking skills. It equipped learners with valuable skills for effective real-life communication.

 

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Keywords


communicative approach, communicative language teaching, speaking confidence, real-world communication, phenomenology, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i8.6160

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