EFL Students’ Perceptions and Attitudes toward Using Communicative Activities in CLT Classroom

Abstract

In this study, the effects of using the communicative activities in communicative language teaching (CLT) classroom to improve students’ speaking performance and reduce their difficulties in speaking skill were investigated. Classroom action research (CAR) was considered as the research design. A quantitative method was followed in this study. The researcher intended to improve the students’ speaking ability by using the Communicative Language Teaching Method, communicative activities. The teaching and learning process was divided into ten cycles and was carried out in ten weeks. Each cycle consisted of four interconnected stages: Planning, Action, Observation, and Reflection. Overall, students favored activities that provided a competitive classroom environment and led to a high level of classroom participation. The findings revealed the effectiveness of speaking classes because students were significantly more satisfied with their speaking ability after the interventions. Statistically significant differences were found in students’ perceptions and attitudes toward using communicative activities.