Investigating the Impact of Communicative Language Teaching Method on EFL learners' Speaking skill : A Case Study of fourth Year Middle School Students at SELLAMI Moussa Middle School

Abstract

In the Algerian educational context, although the Competency-Based Approach promotes Communicative Language Teaching (CLT), many middle school classrooms still rely on traditional methods that may hinder students’ speaking proficiency. Consequently, this study investigates the impact of CLT on the speaking skills of 4th-year middle school students at Sellami Moussa Middle School in Bouira. Adopting a mixed method, a quasi-experimental design, the research involved two intact classes: an Experimental Group taught using CLT principles and a Control Group taught using the traditional method . Quantitative data were collected through speaking pre-tests and post-tests, using an analytic rubric assessing five subskills: fluency, accuracy, vocabulary, pronunciation, and interaction. To complement this, qualitative data were gathered via a classroom observation checklist to verify the implementation of the treatment. The analysis revealed a clear advantage of the Experimental Group over the Control Group. The findings suggest that shifting from teacher-centered grammar instruction to learner-centered communicative tasks can enhance learners’ speaking performance. The study concludes that EFL teachers should actively integrate communicative activities to help middle school students overcome hesitation and develop practical speaking competence.