Using Communicative Activities to Develop English Speaking Ability of Grade-8 Students at Htantapin Township, In Myanmar

Abstract

This research aimed to: (1) study the current conditions of English speaking ability among Grade-8 students at Htantapin Township, Myanmar; (2) develop and implement communicative activities to enhance their English speaking skills; (3) evaluate the effectiveness of these activities through measurable outcomes; and (4) assess students' satisfaction with the communicative teaching approach. The study was conducted with 30 Grade-8 students using a quasi-experimental design, specifically the one-group pre-test and post-test model. The intervention was grounded in the Communicative Language Teaching (CLT) approach and incorporated task-based activities such as role plays, interviews, group discussions, and information gap tasks over a six-week period. Research instruments included pre-test and post-test evaluations, classroom observation checklists, and student satisfaction surveys. The results revealed a significant improvement in students’ speaking proficiency, particularly in fluency, pronunciation, vocabulary usage, and confidence. Moreover, students reported high satisfaction and engagement with the communicative activities. These findings confirm that CLT-based communicative activities are effective in improving English speaking ability among middle school students in Myanmar. The study offers valuable insights for educators and policymakers seeking to reform English teaching practices in EFL contexts.