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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\u003C.001) with high satisfaction (M=4.52/5), supporting CLT’s constructivist alignment and relevance to workplace communication.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/enhancing-english-achievement-through-communicative-language-teaching-clt-evidence-from-guangxi-modern-polytechnic-college/268595/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/enhancing-english-achievement-through-communicative-language-teaching-clt-evidence-from-guangxi-modern-polytechnic-college/268595.png","ImageObject",300,407,{"name":42,"@type":43},"Eliana","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",12,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of using Communicative Language Teaching (CLT) in this study?","Question",{"text":63,"@type":64},"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.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"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.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main results and student responses?",{"text":72,"@type":64},"Post-test scores improved significantly compared with pretest scores (ΔM=11.70, p\u003C.001). Student satisfaction was high (M=4.52/5), particularly regarding activity relevance, interaction, and practical application.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},268595,1789432877,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":80,"read_time":145,"preview_page_count":4},4398048949847,"https://ap-avatar.wpscdn.com/avatar/400002536579ef2da7f?_k=1778318612642679267","ENHANCING ENGLISH ACHIEVEMENT THROUGH COMMUNICATIVE LANGUAGE TEACHING (CLT): EVIDENCE FROM GUANGXI MODERN POLYTECHNIC COLLEGE  \nTaopeng Kang  \nWanida Pharanat  \nRajabhat Mahasarakham University, Maha Sarakham, Thailand  \nThis 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 \u003C .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.  \nKeywords: communicative language teaching (CLT); vocational education; English achievement; constructivist learning; student satisfaction  \nTaopeng Kang  \nMaster student, Faculty of education, Rajabhat Mahasarakham University, Mahasarakham, Thailand  \nResearch interests: curriculum and instruction; higher education  \nE-mail: [slevenyaocheng@163.com](slevenyaocheng@163.com)  \nJEL 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  \nIntroduction  \nEnglish 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) .  \nConsequently, 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.  \nIn 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) .  \nEven 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.  \nThese 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) .  \nIn Chinese classrooms, the absence of inductive–deductive reasoning and weak links between theo","cbCaibJvJGntUyQf","https://ap.wps.com/l/cbCaibJvJGntUyQf","pdf",445111,11,"English","# Introduction\n## Background and problem statement\n# Literature review\n## The application of CLT reasoning in English learning","[{\"question\":\"What is the purpose of using Communicative Language Teaching (CLT) in this study?\",\"answer\":\"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.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"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.\"},{\"question\":\"What were the main results and student responses?\",\"answer\":\"Post-test scores improved significantly compared with pretest scores (ΔM=11.70, p\\u003c.001). Student satisfaction was high (M=4.52/5), particularly regarding activity relevance, interaction, and practical application.\"}]","ENHANCING ENGLISH ACHIEVEMENT THROUGH COMMUNICATIVE LANGUAGE TEACHING (CLT): EVIDENCE FROM GUANGXI MODERN POLYTECHNIC COLLEGE | PDF",28]