EFL Students’ Perceptions and Attitudes toward Using Communicative Activities in CLT Classroom

Abstract

In this study, the effects of using the communicative activities in communicative language teaching\xa0(CLT) classroom to improve students’ speaking performance and reduce their difficulties in\xa0speaking skill were investigated. Classroom action research (CAR) was considered as the research\xa0design. A quantitative method was followed in this study. The researcher intended to improve the\xa0students’ speaking ability by using the Communicative Language Teaching Method, communicative\xa0activities. The teaching and learning process was divided into ten cycles and was carried out in\xa0ten weeks. Each cycle consisted of four interconnected stages: Planning, Action, Observation, and\xa0Reflection. Overall, students favored activities that provided a competitive classroom environment\xa0and led to a high level of classroom participation. The findings revealed the effectiveness of\xa0speaking classes because students were significantly more satisfied with their speaking ability\xa0after the interventions. Statistically significant differences were found in students’ perceptions and\xa0attitudes toward using communicative activities.