A Comparison of the Impacts of the Communicative Language Teaching Method and the Conventional Teaching Method on Secondary School Student’s Performance in English Language Essay Writing in Wukari, Taraba State, Nigeria
CHAPTER ONE
Objectives of the Study
The primary aim of this study is to compare the impact of the Communicative Language Teaching method and the conventional teaching method on secondary school students’ performance in English language essay writing in Wukari, Taraba State. The specific objectives are to:
- Investigate the effect of the Communicative Language Teaching method on students’ essay writing performance.
- Examine the effect of the conventional teaching method on students’ essay writing performance.
- Compare the performance of students taught using the CLT method and those taught using the conventional method in essay writing.
- Identify the challenges faced by teachers in implementing the Communicative Language Teaching method in secondary schools in Wukari.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Framework
Language Proficiency and Its Importance in Education
Language proficiency is a vital skill that encompasses various components such as listening, speaking, reading, and writing. These components collectively enable individuals to communicate effectively and participate fully in social, academic, and professional contexts. Language proficiency is not only important for daily communication but also plays a crucial role in cognitive development and the ability to think critically (Schleppegrell & Colombi, 2022). The ability to proficiently understand and use a language allows individuals to access information, express their thoughts, and engage with others in meaningful ways.
In Nigeria, English language proficiency is especially significant because English serves as the official language and the primary medium of instruction in most educational institutions. As a result, students’ academic success is heavily dependent on their ability to understand and use English proficiently in both written and spoken forms (Echevarria, Short, & Powers, 2006). From primary school through to higher education, the level of proficiency in English directly affects a student’s performance in various subjects, as they are required to read textbooks, take written exams, and communicate their knowledge through essays and reports. This underscores the importance of developing strong English language skills for academic success and future career prospects.
Moreover, language proficiency is crucial for effective communication in the professional world. Many careers in Nigeria and globally require strong language skills, especially in English, due to the global dominance of the language in business, science, technology, and diplomacy. As stated by Richards and Theodore (2021), language skills not only affect how well individuals can perform in their jobs but also influence their employability and career advancement. This makes English language proficiency an essential skill for securing employment and excelling in the workplace.
CHAPTER THREE
METHODOLOGY
Research Design
In developing the methodology for this research, a quasi-experimental design was deemed the most suitable approach to investigate the effects of crises on individuals residing in a crisis-prone area. Quasi-experimental design is characterized by the absence of random assignment to treatment and control groups, distinguishing it from true experimental designs. This design allows researchers to study the effects of an intervention or phenomenon in real-world settings while accommodating the complexities and ethical considerations inherent in social research (Creswell & Creswell, 2018).
The choice of a quasi-experimental design was particularly relevant for this study due to the nature of the subject matter. Investigating the impacts of crises necessitates an understanding of existing conditions and experiences within the community without imposing additional variables that a true experimental design might introduce. By focusing on pre-existing groups or conditions, quasi-experimental designs facilitate the observation of natural behaviors and responses, offering a more authentic insight into the challenges faced by individuals living in crisis-affected areas.
Furthermore, this design allows for the comparison of outcomes across different groups, such as those who have experienced various intensities of crises versus those who have not. This comparative aspect is crucial for understanding the nuanced effects of crises on psychological well-being, social cohesion, and economic stability, which are central to the objectives of this study. By adopting a quasi-experimental design, the research can explore the complex interplay of factors influencing individuals’ experiences in crisis-prone environments.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
Data Presentation
The results from Table demonstrate a high level of participation, with 109 out of 120 questionnaires returned and completed, accounting for 90.8% of the total. This high return rate suggests strong engagement from the respondents, which contributes to the credibility and reliability of the data collected. It also indicates that the data is likely to be representative of the population being studied, reducing the risk of bias due to non-response.
Only 11 questionnaires, representing 9.2%, were either not returned or were incomplete. This minimal non-response is encouraging, as it suggests that the vast majority of participants were willing and able to complete the survey. The low non-response rate also indicates that the data collection methods employed were effective in a challenging, crisis-prone area. The overall response rate of 90.8% ensures that the data gathered can be considered reliable for further analysis and provides a solid foundation for addressing the study’s objectives. This high level of participation supports the validity of the study’s findings.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
The findings of this study provide critical insights into the effectiveness of the Communicative Language Teaching (CLT) method compared to conventional teaching methods in enhancing English language essay writing skills among secondary school students. The data was collected through a structured questionnaire distributed to 109 students in Wukari, Taraba State, Nigeria, and analyzed using descriptive and inferential statistics. The primary aim of this research was to assess how different teaching methodologies impact students’ writing performance, their attitudes towards these methods, and the challenges faced in implementing the CLT approach.
The analysis of the data revealed several noteworthy findings regarding students’ perceptions of both teaching methods. A significant majority of respondents indicated a preference for the CLT method, with 53.2% strongly agreeing that it fosters better opportunities for practice in essay writing. This finding highlights the interactive and participatory nature of CLT, which contrasts sharply with traditional methods that often rely on rote memorization and teacher-centered instruction. The results suggest that students perceive CLT as a more engaging approach, allowing them to actively participate in their learning process.
Conclusion
The findings from the hypotheses tested indicate a clear superiority of the Communicative Language Teaching (CLT) method over conventional teaching methods in enhancing students’ essay writing performance. The one-sample t-tests revealed statistically significant differences, confirming that students taught using the CLT method performed better than those taught through traditional methods. This supports the notion that active engagement and interaction fostered by CLT significantly contribute to improved writing skills.
Additionally, the results highlighted several challenges in implementing the CLT approach, including student resistance and insufficient teacher training. These barriers must be addressed to fully realize the benefits of CLT. The study underscores the importance of providing adequate resources and support for teachers, alongside professional development opportunities that equip them with the skills necessary for effective CLT implementation.
In conclusion, adopting the CLT method in secondary schools represents a promising strategy for enhancing English language proficiency among students. However, successful implementation requires overcoming existing challenges through targeted interventions. By fostering a more communicative and interactive learning environment, educators can better prepare students for academic success in writing and overall language proficiency.
Recommendations
Based on the research objectives, the following recommendations are proposed to enhance the effectiveness of the Communicative Language Teaching (CLT) method in improving students’ essay writing performance:
- Professional Development for Teachers: Schools should implement ongoing professional development programs focused on CLT methodologies. Training should equip teachers with effective strategies for facilitating interactive and communicative learning environments. This could include workshops, seminars, and peer-teaching sessions that emphasize the importance of student engagement and active learning.
- Curriculum Integration: Educational authorities should integrate the CLT approach into the curriculum across various subjects, not just English language instruction. This would help normalize the method and encourage teachers to adopt it as a standard practice. By aligning teaching methods with curriculum goals, students can experience the benefits of CLT consistently.
- Resource Availability: Schools must ensure that adequate teaching materials and resources are available to support the CLT method. This includes textbooks, multimedia resources, and access to technology that can facilitate interactive learning experiences. Providing a rich learning environment is essential for maximizing student engagement and enhancing writing skills.
