ENHANCING SPEAKING SKILLS FOR SECOND-YEAR ENGLISH-MAJORED STUDENTS AT UNIVERSITY OF PHAN THIET THROUGH COMMUNICATIVE LANGUAGE TEACHING (CLT)
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In an era of heightened global competition, the increasing demand for proficient communication skills is fueling an unprecedented upsurge in English language acquisition. This study aims to investigate the perceived effectiveness of Communicative Language Teaching (CLT) on second-year English-majored students’ English-speaking ability at the University of Phan Thiet (UPT). The study also examines the levels of motivation and confidence students reported after participating in CLT-based speaking activities. A quantitative research design was employed, and data were collected through two questionnaires administered to 80 second-year English-majored students before and after a five-week implementation of CLT strategies. The findings revealed that students reported positive perceptions toward the role of CLT in supporting the development of communicative competence: linguistic, sociolinguistic, discourse, and strategic competence, which was perceived to contribute to greater accuracy and fluency in oral communication. The results also showed that students reported higher motivation and confidence after the CLT intervention in learning and speaking English. Furthermore, students expressed positive perceptions toward the implementation of CLT, which encouraged active participation and meaningful communication in the classroom. Based on the findings, CLT was perceived as a beneficial pedagogical approach for supporting perceived English-speaking development while fostering learners’ motivation and confidence in English communication.
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