Development of A Clt And Tbl Integrated Teaching Method to Enhance English Conversation Skills In Grade 9 Monastic High School Students At Phaung Daw Oo Temple, Mandalay, Myanmar
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Abstract
The aim of this study was to: 1) identify the existing challenges in English conversation skills among Grade 9 students at Phaung Daw Oo Monastic High School in Mandalay, Myanmar; 2) develop and implement an integrated teaching method combining Communicative Language Teaching (CLT) and Task-Based Learning (TBL) to enhance the English conversational skills of these students; and 3) evaluate the effectiveness of the integrated CLT-TBL teaching method in improving students’ English conversation skills in a real classroom setting. The study was conducted with 30 Grade 9 monastic students at Phaung Daw Oo High School in Mandalay. A quasi-experimental one-group pretest-posttest design, framed within a Research and Development (R&D) approach, was employed to ensure both the practical development of the teaching method and the rigorous evaluation of its outcomes. Research instruments included an English conversation pretest and posttest, lesson plans integrating CLT and TBL activities, student feedback questionnaires, and semi-structured interview guidelines. All instruments were validated by a panel of experts using the Item-Objective Congruence (IOC) index to ensure content relevance and accuracy. Quantitative data were analyzed using descriptive statistics, paired t-tests, and effect size (Cohen’s d), while qualitative data from surveys, interviews, and observations were analyzed through thematic content analysis. The findings revealed that the post-intervention mean conversation test score (14.1) was significantly higher than the pre-intervention mean (8.3), with a p-value < 0.001 indicating a statistically significant improvement. Students’ fluency, pronunciation, grammatical accuracy, comprehension, and speaking confidence all showed notable increases. The effect size was large (d ≈ 1.9), suggesting that the integrated CLT-TBL approach had a strong impact on improving speaking skills. Furthermore, survey and interview responses indicated that students were more engaged and motivated during communicative tasks, and they felt more confident in using English. Teachers also observed greater classroom participation and practical communicative competence among the students. Overall, the integrated CLT and TBL teaching method was found to be effective in enhancing English conversation skills for Grade 9 learners in a monastic school context, offering a promising model for learner-centered English instruction in similar educational settings.
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