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ISSN en línea: 2789-3855, agosto, 2022, Volumen 3, Número 2, p. 1475.

DOI: https://doi.org/10.56712/latam.v3i2.196

Students' Perspectives on Improving their English

Speaking Skills through Activities Based on the

Communicative Approach

Perspectivas de los estudiantes sobre la mejora de sus habilidades para

hablar inglés a través de actividades basadas en el enfoque

comunicativo

Gary Nelson Bazurto Bravo

https://orcid.org/0000-0003-4793-2633

gbazurtob@uteq.edu.ec

Johanna Isabel Barriga Fray

https://orcid.org/0000-0001-7995-6475

jbarrigaf@uteq.edu.ec

María Belén Baños Coello

https://orcid.org/0000-0002-7312-3058

mbanos@uteq.edu.ec

Kevin Larry Rivas Mendoza

https://orcid.org/0000-0002-8141-5114

krivasm@uteq.edu.ec

Wendy María Moreira Celorio

https://orcid.org/0000-0003-3448-3082

wenmadommy@hotmail.com

wendy.moreira@educacion.gob.ec

Carrera de Enfermería Universidad Técnica Estatal de Quevedo

Unidad Educativa Fiscal Dolores Sucre

Quevedo - Ecuador

Artículo recibido: día mes 2022. Aceptado para publicación: 07 de diciembre de 2022.

Conflictos de Interés: Ninguno que declarar.

Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,

publicados en este sitio está disponibles bajo Licencia Creative Commons .

Como citar: Bazurto Bravo, G. N., Barriga Fray, J. I., Baños Coello, M. B., Rivas Mendoza, K. L., &

Moreira Celorio, W. M. (2022). Students’ Perspectives on Improving their English Speaking Skills

through Activities Based on the Communicative Approach. LATAM Revista Latinoamericana de

Ciencias Sociales y Humanidades, 3(2), 1475-1487. DOI:

https://doi.org/10.56712/latam.v3i2.196

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.

ISSN en línea: 2789-3855, agosto, 2022, Volumen 3, Número 2, p. 1476.

Abstract

This study explores English A1 students’ perceptions of the application of communicative

approach-based activities for developing conversational skills in an Ecuadorian public high

school. The participants used surveys (Ss) and opinion sharing activities (OSAs) in class. The

study combined the elements of the qualitative and quantitative research approaches and had a

convenience sampling of thirty students. The qualitative data was collected through individual

interviews and a focus group which were held at the end of the intervention. The interviews were

applied to twenty learners, while the focus group discussions took place with the other ten

participants. Both instruments consisted of the same five semi-structured questions regarding

the application of communicative approach-based activities. Quantitative data was obtained

through the administration of a pre- and a post-test to all thirty students. This was done using a

validated checklist that included parameters such as topic, fluency, pronunciation, grammar, and

pragmatic competence. Both tests assessed students’ speaking skills before and after the

intervention, measuring the progress of the participants. The results showed that the

implementation of Ss and OSAs in English as a Foreign Language (EFL) classrooms does

contribute to developing students’ conversational skills after using them on a regular basis.

Keywords: communication, English, competences

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Resumen

Este estudio explora las percepciones de los estudiantes de inglés A1 sobre la aplicación de

actividades basadas en el enfoque comunicativo para el desarrollo de habilidades

conversacionales en una escuela secundaria pública ecuatoriana. Los participantes utilizaron

encuestas y actividades de intercambio de opiniones en clase. El estudio combinó los elementos

de los enfoques de investigación cuantitativa y cualitativa y tuvo una muestra de conveniencia

de treinta estudiantes. Los datos cualitativos se recolectaron a través de entrevistas individuales

y un grupo focal. Las entrevistas individuales se aplicaron a veinte educandos, mientras que las

discusiones de grupos focales se realizaron con la participación de los otros diez estudiantes.

Ambos instrumentos consistieron en las mismas cinco preguntas semiestructuradas sobre la

aplicación de actividades basadas en el enfoque comunicativo. Los datos cuantitativos se

obtuvieron mediante la administración de un pre y post test a todos los treinta estudiantes. Esto

se hizo utilizando una lista de verificación validada que incluía parámetros como tema, fluidez,

pronunciación, gramática y competencia pragmática. Ambas pruebas evaluaron las habilidades

orales de los estudiantes antes y después de la intervención, midiendo el progreso de los

participantes. Los resultados mostraron que la implementación de encuestas y actividades de

intercambio de opiniones en clase, en el aula de inglés como lengua extranjera contribuye al

desarrollo de las habilidades conversacionales de los estudiantes después de usarlas de manera

regular.

Palabras clave: comunicación; inglés; competencias

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INTRODUCTION

In the 1980s, the interest in learning English increased for numerous reasons namely business,

vacations, and especially for accessing education abroad. The combination of these

circumstances resulted in the emergence of the Communicative Language Teaching Approach

(CLTA) which up to nowadays has had a great impact on the language teaching curricula all over

the world, especially in contexts where non–native English teachers teach English as a foreign

language. This methodology shows the importance of communication rather than focusing on

isolated rules of grammar or vocabulary; that is, it emphasizes the use of the language and not

its theoretical knowledge (Polack Peña, 2019).

When learning a second language, we must distinguish between acquisition and learning. The

term acquisition is used to refer to the gradual development in learning a language and is used

naturally in communicative situations with other people who know the language. While learning

refers to the conscious process of accumulation of knowledge related to elements such as

vocabulary and grammar, it is more related to the educational context (Yule, 2020).

In Ecuador, English is defined as a foreign language. This is because English is not the mother

tongue and is not used as the language of communication between residents therefore students

cannot easily use English outside the classroom. It is also known that children can learn the

meaning of many words by regular interactions with their environment, even in the absence of

formal grammatical structure. This is what the CLT method permits us to achieve (Yurovsky,

2018).

One of the biggest obstacles we face in Ecuador to developing learners' English speaking skills

is the severe absence of formal and casual vocabulary among second language learners. This is

partly a result of their current lack of interest in learning English because they do not find it

interesting or practical. Even second language learners may be proficient in writing but not in

speaking (Barriga Fray & McCandless, 2020; Ismail, 2019).

Undeniably as time goes by, learning another language has been considered from a functional

point of view, which response to the concept of communicative competence. Having mentioned

that, some advantages related to this method can be pointed out, for instance, CLT encourages

language learners to build up language skills and the ability to use language. In contrast to

traditional educational approaches, CLT is a form-focused communication (Sun & Zhang, 2021;

Yasmin & Sohail, 2018).

It also includes classroom activities that engage learners to use more meaningful and authentic

language. CLT, therefore, supports the teaching and learning process by increasing their strength

and vitality. Besides, this strategy can inspire pupils to use English in real-world interactions with

others (Jabri & Samad, 2021).

During the time we have taught English as a foreign language in Ecuadorian institutions, we have

realized that students have particular difficulty with speaking skills. Even though most students

have knowledge of basic vocabulary and grammar structures, they have difficulties in holding a

basic conversation using the target language. In fact, students avoid using English for

communication in classrooms. For that reason, it is underpinning to mention that one of the

possible reasons for this problem is the lack of speaking practice in real life context plus the

scarce use of proper activities that promote student interaction in class. It is worth mentioning

that focusing on the English language teaching-learning process on the exclusive use of

grammatical structures and on the Translation is humdrum, boring, and insignificant, which

means that the learner does not know what he uses the language for (Yule, 2020).

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In the Ecuadorian public institution where the intervention was conducted, there are A, B, and C

levels per scholar year for EFL classes. Students participating in this study were first-year

baccalaureate students whose English level was A1. These students use an Oxford University

Press textbook which is suitable for A1 English level students and according to the requirements

of the Common European Framework of Reference for Languages: Learning, Teaching, and

Assessment (CEFR). Even if students use textbooks aligned with the CEFR whose content

includes speaking activities, they do not use English for communicative interaction in

classrooms. Can be noticed that several elements stall the development of communicative

competence in a foreign language than our native language. Among the variables cited by

Basante & Gaviria that have an impact on this domain are lack of vocabulary, shyness, fear of

making grammar and pronunciation errors, and lack of empathy. Eventually, developing students’

ability to use English for conversational purposes is one of the educational issues that instructors

must face daily in public high schools in Ecuador (Basante & Gaviria, 2019).

Consequently, this research has emerged with the purpose to enhance students’ English speaking

skills by exploring their perspectives on the use of communicative approach-based activities.

METHODOLOGY

The methodology applied in this study is a mix of qualitative and quantitative, with emphasis on

the qualitative design because it explored the students’ perspectives about the influence of the

communicative approach-based strategies in conversational skill development and to measure

progress during and at the end of the study. Mixed methods to conduct research connect both

quantitative and qualitative, combining them, but it goes beyond adding them up and considering

their interaction and potential (Hernández Sampieri & Mendoza Torres, 2018).

This research work used a convenience sampling of thirty 15 – 16 years old A1 level students

enrolled in the first year of Baccalaureate of an Ecuadorian Public High School. The researchers

decided to choose these students for four reasons. First, they were in a class where there was

the recommended number of participants for conducting a study. Second, the thirty students who

were involved in the study hold A1 level according to the results of the online placement test from

MM Publications. So, they shared similar characteristics regarding the English proficiency level.

Third, the high school placed these students within the highest level of English proficiency which

was level B according to the class they were, however, they did not demonstrate any

conversational skill development required for this level. Fourth, the students of one of the

researchers took part in this study because a positive characteristic about convenience sampling

is that participants are available, therefore resources are easy to find.

To obtain quantitative data with the purpose of measuring students’ conversational skill

improvement, the researchers applied a pre-test and a post-test, at the beginning and after the

intervention, respectively. This was done using a validated checklist that was adapted from

Chou’s study, with previous permission of its author which was granted via email.

Regarding this checklist, Mu-hsuan Chou, created and used it as part of his research work

“Teacher Interpretation of Test Scores and Feedback to Students in EFL Classrooms: A

Comparison of Two Rating Methods”, which was conducted in Taiwan.

Specifically, this checklist included parameters such as topic, fluency, pronunciation, grammar,

and pragmatic competence. Most of these parameters are considered as elements of the

communicative competence of individuals. During the pre- and post-tests sessions, students

worked in pairs asking each other a set of semi-structured questions about personal information,

favorite activities, likes and dislikes, favorite clothes, and plans.

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ISSN en línea: 2789-3855, agosto, 2022, Volumen 3, Número 2, p. 1480.

To know if the application of the Communicative Approach-based activities such as student-

conducted Ss and OSAs influence the conversational skills development of students, we applied

the paired-T test for comparing the results from the before and after interventions (pre- and post-

test outcomes). This instrument has high precision and reliability. Results of this paired-T test

were analyzed using IBM through Statistical Package for the Social Sciences (SPSS) software

version 24 (Cascante Calderón & Villacís Altamirano, 2022).

To obtain qualitative data, the researchers conducted individual interviews with twenty students,

using five semi-structured questions to ask about students’ perspectives regarding the

application of the communicative approach-based activities, which are the Ss and OSAs during

the instruction. These questions served to gather information about learners’ feelings on their

participation in the Ss and OSAs, whether they liked having that kind of task in their regular

classes, if they thought those activities were beneficial for their conversational skills, as well as

stating both the advantages and disadvantages of their use. These interviews were done once, at

the end of the intervention.

Another technique to collect qualitative data for this study was the Focus groups discussions

which involved ten students and was developed at the end of the intervention, using the same

five semi-structured questions applied in the individual interviews. To avoid participants

misunderstanding, the researchers asked students to develop this session using their native

language.

Besides, the researchers who led the individual interviews and focus group discussions did not

belong to the institution where the study was conducted. The decision behind this was to avoid

students feeling forced to give answers susceptible to bias about the activities developed in the

classroom as part of the intervention. Finally, the researchers asked students to truthfully answer

the semi-structured questions included in the individual interview and focus group discussions to

avoid participants’ responses altering the study outcomes. The information resulting from the

use of these instruments, was recorded and transcribed. The transcribed information was coded

and categorized to organize the collected data for its corresponding analysis.

RESULTS AND DISCUSSION

The outcome of this study provided detailed qualitative information about students’ perspectives

on the implementation of opinion sharing activities and surveys as Communicative Approach-

based activities for developing conversational skills. These findings also offer important

quantitative information that shows the improvement of students’ speaking skills after the

intervention conducted by the researchers. The categories and codes presented in Tables 2, 3

and the numerical data entailed in Table 5 facilitate the analysis and the discussion of the results

of this study.

Opinion sharing activities also motivate introverted students to participate (Muhabbat, 2022).

Taking into consideration that most of the students in Machala, Ecuador often feel ashamed to

speak English in the classroom, these activities were engaging enough so they actually worked

on them with a proactive attitude. It is also important to state that:

Opinion sharing, on the other hand, is a topic-based oral activity, where the students share

and engage in a topic that affects them all. It improves a student’s ability to air out his or

her opinion confidently and with correct grammar. (Bagheri et al., 2019, p. 88).

In this matter, we consider it extremely necessary for English teachers to teach English using

CLTA activities to prepare students for using English as a means of communication. By doing

this, the students’ communicative competence will be effectively developed through involving

learners in using the language properly in a real-life context. In this respect “language is learned

through learner–learner interaction, and the teacher’s role is to facilitate and guide the learning

process” (Alamri, 2018, p. 134).

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Other works of research on this subject reflect as well the importance of speaking-based

activities to help students to improve their speaking skills. The article Concepts for teaching

speaking in the English language classroom pointed out that the ability of speaking involves more

than just saying words. Speaking is a highly complex and dynamic skill that involves the use of

several simultaneous processes such as cognitive, physical and socio-cultural, and a speaker’s

knowledge and skills have to be activated rapidly in real time. It is important, therefore, that

speaking should be taught explicitly in language classrooms, simply doing speaking activities is

not the same as learning the knowledge, skills and strategies of speaking (Burns, 2019).

The article Classroom activities for teaching Speaking: Voices of Indonesian EFL learners

supported the results on this paper as well. Seeing from previous studies, it is safe to agree that

generally, people who use English as Foreign Language have various problems in speaking the

language. The results suggested that designing classroom activities were appropriate to

encourage students to speak English fluently. Appropriate classroom activities in language

learning would result in high motivational students to actively engage in classroom learning

environment (Nugroho & Nartiningrum, 2020).

The article The Nature of Speaking in the Classroom: An Overview confirmed that speaking has

been viewed as a tool to communicate, think, and learn a language. Through speaking, learners

can widen their vocabulary, learn concepts, and express their ideas fluently. Communicative

competence has been perceived as a vital language asset that enables learners to achieve

language proficiency. This review has also shed light on the vital role of the instructor in

developing or boosting learners' social-emotional learning. These roles vary according to the

types of speaking activities adopted and depend on the objective of each speaking activity

(Guebba, 2021).

Qualitative findings

In the category Students’ feelings when participating in the Ss and OSAs and reasons for these

feelings, students who were interviewed individually stated that while participating in Ss and

OSAs they felt gladness, confidence, and enthusiasm because these activities encouraged them

to interact with their peers, become closer and share special moments with them. The

communicative activities also allowed them to build their confidence when speaking. In fact:

When learners work in pairs or groups, they work independently and try to speak more

and produce many sentences. This will certainly be helpful for the ELLs to boost up their

confidence levels and inspire them to practice these speaking skills whenever and

wherever they get the opportunity to speak (Rao, 2019, p. 14)

Participants of the focus group discussions expressed similar feelings, except for confidence.

Similar to the participants of the individual interviews, they reported having these feelings

because the application of Ss and OSAs provided them opportunities for communicative

interaction. In addition, they also mentioned feeling in that way because they could apply the

vocabulary they knew and expand it.

Moreover, when pointing out the findings on students feeling glad, confident, and enthusiastic

because they could improve their conversational skills. Actually, students improve their speaking

skills when they are motivated (Kassem, 2018).

CLT activities help students increase their vocabulary from the interaction of the students as it

happened to the students who took part of this study. We realized that the constant practice in

collaborative groups or pairs promotes the increase of students’ vocabulary, thereby

conversation skills and confidence too. In this regard, “fluency depends on knowing more

vocabulary and on confidence” Anggraini, 2018, p. 18).

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ISSN en línea: 2789-3855, agosto, 2022, Volumen 3, Número 2, p. 1482.

Likewise, the finding on practicing the language and feeling more confident is also supported by

“students' spoken language is more productive when they are engaged in a dynamic learning

environment that encourages them to do their tasks” (Toro et al., 2018, p. 111). Therefore, we can

suggest that a positive learning environment prompts students to speak more confidently and

motivates them to express their ideas in English.

In like manner, on the finding of developing critical thinking, “the more students communicate

with each other exchanging views and ideas, the better critical thinkers will be” (Itmeizeh &

Hassan, 2020, p. 8878). According to this author, peer communication boots critical thinking in

students.

Furthermore, on the finding of using grammatical structures. Grammar structures and vocabulary

are better used when students engage in communicative activities (Mangaleswaran & Aziz,

2019).

Through the analysis of each one of these categories, students considered that Communicative

Approach based activities have a positive effect on their speaking development and enhance their

learning experience in the classroom.

Qualitative Findings

These are the qualitative results obtained from the individual interviews and focus group

discussions.

Findings from individual interviews

Table 1

Categories and codes from individual interviews

CATEGORIES

CODES

Students’ feelings when participating in the Ss

and OSAs and reasons for these feelings

Gladness

Enthusiasm

Reasons why students believe that the Ss and

OSAs help to develop conversational skills

They facilitate the internalization of vocabulary

They allow learners to practice the language

and feel more confident when speaking

They have a positive effect on pronunciation

They create a feedback environment

They avoid monotony

They increase students’ interest in learning

English

Disadvantages of using Ss and OSAs to

develop their conversational skills

Students need more control when teachers

apply Ss and OSAs in large classrooms

Quantitative Findings

Table 3 displays the checklist used as the instrument for the evaluation of the participants’

conversational skills during the pre and post-tests. In this sense, the checklist was the tool used

in the collection of quantitative data.

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Table 3

Checklist used as the instrument for the evaluation of the participants’ conversational skills

STUDY: “Students’ Perspectives on their Speaking Improvement through Communicative

Approach-Based Activities.”

Rating checklist for speaking test

Name:

Totally

Partiall

Somewh

Not

at all

Topic

Fluency

1. Are required topical

elements covered?

__3

__2

__1

__0

2. Is the language fluent?

__3

__2

__1

__0

Pronunciation

3. Is the pronunciation

correct?

__3

__2

__1

__0

Grammar

4. Is grammar used correctly?

__3

__2

__1

__0

Pragmatic

Competence

5. Is the participant

responding correctly &

appropriately to the

interlocutor’s utterances?

__3

__2

__1

__0

Note 1: Adapted from: Chou, M. H. (2013). Teacher Interpretation of Test Scores and Feedback

to Students in EFL Classrooms: A Comparison of Two Rating Methods. Higher Education Studies,

Table 4 shows the statistical analysis of the results obtained in the pre-test and post-test. This

analysis was developed by using the IBM SPSS software version 24. Since this research work

involves two related interventions (pre-test and post-test) per participant, we ran the Student T-

test for paired samples test, “participants at the pre-test are the same participants at the post-

test and the scores between pre- and post-test are meaningfully related” (Gerald, 2018, p. 52).

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.

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Table 4

Statistical analysis of the results obtained in the pre and post-test

Paired Samples Tests

Paired Differences

Sig. (2

tailed)

Mea

Std.

Deviatio

Std.

Error

Mea

95%

Confidence

Interval of

the

Difference

Lowe

Uppe

Pair

TOPIC PRE

TEST

-,567

,626

,114

-,800

-,333

-4,958

,000

TOPIC POST

TEST

Pair

FLUENCY PRE

TEST

1.20

,610

,111

1,428

-,972

10,770

,000

FLUENCY

POST TEST

Pair

PRONUNCIATI

ON PRE TEST

-,800

,761

,139

1,084

-,516

-5,757

,000

PRONUNCIATI

ON POST TEST

Pair

GRAMMAR

PRE TEST

-,767

,679

,124

1,020

-,513

-6,185

,000

GRAMMAR

POST TEST

Pair

PRAGMATIC

COMPETENCE

PRE TEST

-,833

,747

,136

1.11

-,555

-6,113

,000

PRAGMATIC

COMPETENCE

POST TEST

The results obtained from the statistical analysis of the pre- and post-tests using the SPSS

software yield a 0,000 level of significance for the five parameters evaluated with a confidence

interval of 95% (see Table 4). Therefore, we can conclude that the students’ scores obtained from

the evaluation of students’ conversational skills before and after the intervention with the Ss and

OSAs reflect a considerable improvement on students' speaking skills.

CONCLUSIONS

Based on the obtained results from the current investigation, several conclusions have been

made. It was possible to verify that the students’ scores achieved from the evaluation of students’

conversational skills before and after the intervention reflect a considerable improvement on

students' speaking skills. The progress is not only shown in numbers, it has been observed that

using this kind of activities, the improvement had an important impact not only in participants’

speaking skills but also in students’ attitudes toward speaking activities. Therefore, it is vital that

language professors create friendly environments for students to improve their oral skills.

Considering this fact, the CLT approach focuses on motivating students to participate actively in

a cooperative way which in the end will certainly bring about their conversational skills

development.

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