IMPROVING GRADE 6 STUDENTS’ ENGLISH SPEAKING SKILLS THROUGH THE COMMUNICATIVE APPROACH AT GOVERNMENT HIGH SCHOOL NO.1, MYITKYINA, MYANMAR
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Abstract
This study aimed to improve the English speaking skills of Grade 6 students at Government High School No.1 in Myitkyina, Myanmar through the application of the Communicative Language Teaching (CLT) approach. The research was motivated by persistent deficiencies in oral English proficiency among Myanmar primary learners, where traditional instruction has been largely grammar-focused and lacking in communicative practice. A quasi-experimental one-group pre-test/post-test design was employed over six months (October 2024–March 2025). Twenty Grade 6 students (out of 45) were purposively selected as the sample.
The intervention consisted of eight weekly lessons using CLT techniques such as role-plays, pair work, group discussions, interviews, and language games, all integrated with the Grade 6 English curriculum. Speaking performance was measured before and after the intervention using an analytic rubric assessing four criteria: fluency, pronunciation, vocabulary, and interaction. Supplementary data were collected via a student attitude survey and classroom observations to capture qualitative changes in confidence and participation.
The results showed a statistically significant improvement in students’ speaking performance after the intervention (paired t-test, p < 0.05). Post-test scores were markedly higher across all four speaking aspects, indicating gains in fluency, clearer pronunciation, broader vocabulary usage, and more active conversational interaction. Survey responses also reflected increased student confidence and enjoyment in speaking activities, and observations noted greater student engagement and reduced anxiety during English speaking tasks. The findings demonstrate that the Communicative Approach is effective in enhancing young EFL learners’ speaking skills in a Myanmar public school context. This study’s outcomes offer practical implications for English language teachers, curriculum developers, and policymakers in Myanmar by providing an evidence-based model for implementing learner-centered, communicative pedagogy at the primary school level.
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