ENHANCING ENGLISH ACHIEVEMENT THROUGH COMMUNICATIVE LANGUAGE TEACHING (CLT): EVIDENCE FROM GUANGXI MODERN POLYTECHNIC COLLEGE

Q: What is the purpose of using Communicative Language Teaching (CLT) in this study?

The study aims to evaluate CLT’s applicability in vocational college English classrooms and assess its effects on students’ English achievement, along with satisfaction and attitudes toward CLT-based activities.

Q: How was the research conducted?

A quasi-experimental one-group pretest-post-test design was used with 40 first-year students. Students received two months of task-based instruction and then two additional months of CLT activities, with data collected via achievement tests and satisfaction questionnaires.

Q: What were the main results and student responses?

Post-test scores improved significantly compared with pretest scores (ΔM=11.70, p<.001). Student satisfaction was high (M=4.52/5), particularly regarding activity relevance, interaction, and practical application.

Sep 15, 2026

Uploaded by Eliana

This study investigates whether Communicative Language Teaching (CLT) improves vocational college students’ English achievement and communicative competence in China. A quasi-experimental one-group pretest-post-test design involved 40 first-year students at Guangxi Modern Polytechnic College. Two months of task-based instruction preceded additional two months of CLT activities. Achievement tests and satisfaction questionnaires were analyzed using descriptive statistics and paired-sample t-tests. Findings show significant post-test gains (ΔM=11.70, p<.001) with high satisfaction (M=4.52/5), supporting CLT’s constructivist alignment and relevance to workplace communication.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Background and problem statement

Literature review

The application of CLT reasoning in English learning

ENHANCING ENGLISH ACHIEVEMENT THROUGH COMMUNICATIVE LANGUAGE TEACHING (CLT): EVIDENCE FROM GUANGXI MODERN POLYTECHNIC COLLEGE Taopeng Kang Wanida Pharanat Rajabhat Mahasarakham University, Maha Sarakham, Thailand This study examines the effectiveness of Communicative Language Teaching (CLT) in improving vocational college students’ English achievement and communicative competence in China. Methodology: A quasi-experimental one-group pretest-post-test design was employed with 40 first-year students at Guangxi Modern Polytechnic College. Students underwent two months of task-based instruction (pretest phase), followed by an additional two months of CLT activities. Data were collected through achievement tests and satisfaction questionnaires and were analyzed with descriptive statistics and paired-sample t-tests. Findings: Results indicated significant gains in post-test scores compared with pretest scores (ΔM = 11. 70, p < .001), alongside reduced score variability. Student satisfaction was high (M = 4.52/5), especially regarding activity relevance, interaction, and practical application. Practical Implications: The findings confirm CLT’s consistency with constructivist principles and demonstrate its potential to connect academic learning with workplace communication in vocational education. Originality: This study offers empirical support for CLT effectiveness in the Chinese vocational context and identifies avenues for future longitudinal and technologyintegrated research. Keywords: communicative language teaching (CLT); vocational education; English achievement; constructivist learning; student satisfaction Taopeng Kang Master student, Faculty of education, Rajabhat Mahasarakham University, Mahasarakham, Thailand Research interests: curriculum and instruction; higher education E-mail: [slevenyaocheng@163.com](slevenyaocheng@163.com) JEL classification: I21: Analysis of Education; I23: Higher Education; Research Institutions; J24: Human Capital; Skills; Occupational Choice; Labor Productivity; M53: Personnel Training; O15: Human Resources; Human Development; Income Distribution; Migration Introduction English language education in China has long been shaped by exam-oriented practices, with the primary aim of preparing students for standardized assessments (Cheng, 2008) . Although task-based language teaching (TBLT) has been widely adopted in curriculum and textbook design, its emphasis on task completion often fails to foster authentic communicative competence (Ji & Pham, 2020) . Consequently, many students lack confidence in everyday English use and hesitate to speak in real-life contexts (Pan et al., 2021) . These limitations highlight a gap between classroom learning and practical application, underscoring the need for alternative approaches to address the shortcomings of TBLT. In practice, the implementation of English teaching continues to face challenges such as heavy workloads, accelerated pace, and pressures from certificate-oriented reforms. Traditional models such as rote memorization and cramming persist, restricting opportunities for active exploration and interactive learning (Imperial & Yango, 2024) . Even when communicative methods are introduced, constraints on time, curriculum progress, and tasks often hinder full implementation (Klapper, 2003) . Consequently, the dynamic interplay among teachers, students, and content is narrowed into a linear model of transmission, overlooking the broader process of constructing knowledge. These challenges are further intensified by the prevalence of rote learning, in which students depend on memorization instead of meaningful strategies. Ausubel’s theory distinguishes between meaningful and mechanical learning, emphasizing that the former fosters cognitive development whereas the latter produces only superficial accumulation (Agra et al., 2019) . In Chinese classrooms, the absence of inductive–deductive reasoning and weak links between theo

FAQs

What is the purpose of using Communicative Language Teaching (CLT) in this study?

The study aims to evaluate CLT’s applicability in vocational college English classrooms and assess its effects on students’ English achievement, along with satisfaction and attitudes toward CLT-based activities.

How was the research conducted?

A quasi-experimental one-group pretest-post-test design was used with 40 first-year students. Students received two months of task-based instruction and then two additional months of CLT activities, with data collected via achievement tests and satisfaction questionnaires.

What were the main results and student responses?

Post-test scores improved significantly compared with pretest scores (ΔM=11.70, p<.001). Student satisfaction was high (M=4.52/5), particularly regarding activity relevance, interaction, and practical application.

Sep 15, 2026

Uploaded by Eliana