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COMMUNICATIVE LANGUAGE TEACHING (CLT) IN 
IMPROVING SPEAKING SKILLS OF TERTIARY LEVEL EFL 

STUDENTS OF BANGLADESH 
 

Paulomi Rahman Nisha 

EF Education First, Cambridge, United Kingdom 

E-mail: paulomi.rahman.nisha@gmail.com 
 

ABSTRACT 

In the English as a Foreign Language (EFL) context, students must be given a proper 
foundation of communication skills necessary in various dynamic real-world situations. This 
study investigates learner perception of the effectiveness of Communicative Language 
Teaching (CLT) in improving the speaking skills of tertiary-level EFL students in Bangladesh. 
A mixed-methods approach was used to collect and analyze data from 30 students, of 
different private universities of Bangladesh. The data was gathered by analyzing the results 
from the survey. The results of the study showed there was a statistically significant 
improvement in the speaking skills of EFL students after the CLT intervention. The students 
demonstrated an increase in fluency and complexity in their speaking performance. 
Furthermore, findings revealed that the students had positive perceptions of CLT and found 
it effective in enhancing their speaking skills. The findings of this study provide valuable 
insights into the benefits of using CLT as a teaching method in EFL environments. This 
suggests the importance of incorporating communicative and interactive activities in 
language classrooms to promote language learning and student engagement. 

Keywords: Speaking Skills, CLT EFL Students, Communication, Improving, Communicative 
Competence 

1.  INTRODUCTION 

There is a growing need for fluent communication skills in today's globalized world. 
Millions of people speak English as a second or foreign language, and it has been recognized 
as the world's language (Crystal, 2003). English language proficiency is considered an 
essential skill, and its importance has been recognized by many countries, including 
Bangladesh. Teaching foreign languages is becoming increasingly challenging in today's 
globalized world due to the demand for fluent communication skills. The students need to 
receive a solid foundation of communication skills that are required in various interactive 
real-world situations outside of the classroom. Language teachers throughout the world 
have taken into consideration the effectiveness of communicative teaching methods as a 
point of discussion in the current era. 

This study aims to address CLT's effectiveness in speaking skills in EFL classrooms in 
Bangladesh. The study also aims to explore the students' perceptions of CLT and its impact 

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on their speaking performance. The findings of this study are expected to contribute to the 
development of effective language teaching methods in Bangladesh and promote the use of 
CLT in EFL classrooms. 

In the 1980s, communicative language teaching emerged as a response to the growing 
need for a language curriculum that enables learners to use a second or foreign language in 
a real-life context. According to Richards and Rodgers (2001), CLT began with a theory of 
language as communication, with the aim of developing the communication communicative 
competence of students. A central component of CLT is communication. “Communicative 
language teaching can be understood as a set of principles about the goals of language 
teaching, how learners learn a language, the kinds of classroom activities that best facilitate 
learning, and the roles of teachers and learners in the classroom” (Richards, 2006, p.6). By 
using repetitive oral practices and student-to-student cooperation, communicative language 
teaching methods prepare students to be confident communicators in different real-life 
contexts.  

Interaction among students is crucial when implementing a communicative teaching 
method. Richards and Schmidt (2013) explained that a communicative language approach is 
used in teaching foreign or second languages. The goal of language learning is emphasized 
as communicative competence, focusing classroom activities on meaningful communication 
and language use. Eventually, the main goal of language is to facilitate communication. The 
interaction that takes place in a classroom-based foreign language course or online language 
learning session, where students spend the majority of the class period speaking and 
interacting in the target language, is the main focus of CLT. The effectiveness of CLT has been 
widely researched in various language skills, including speaking, listening, reading, and 
writing, and has been discovered to be more successful than traditional methods of helping 
students improve their language skills. 

LITERATURE REVIEW 

Improving Speaking Skills through Communicative Competence 

According to Chaney & Burk (1998), Speaking is the process of building and sharing 
meaning in a range of contexts by using both verbal and nonverbal symbols. In recent years, 
it has been recognized that the aim of teaching speaking skills is to improve students' 
communication abilities so they may express themselves freely and interact with others in 
an effective manner (Kayi, 2012). The importance of establishing communicative 
competence is emphasized in the CLT approach. Hymes (1979) stated it as communicative 
competence; “the ability to use linguistic knowledge of language appropriately in a variety 
of social situations” p. 3. Enhancing practical communication ability requires the integration 
of productive (speaking & writing) skills (Boonkit, 2010). According to Zaremba (2006), 
speaking is the skill needed for communication. Rather than being a teaching method with 
an apparent and well-defined record of classroom activities, CLT is classified as a broad 
approach to teaching foreign languages (Banciu & Jireghie, 2012). Hymes emphasizes the 
significance of communicative ability (as cited in Dos Santos, 2020). According to the author, 
this word describes the knowledge and skills a learner requires to be able to utilize a target 

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language within a specific language group. Therefore, the primary purpose of CLT is to 
improve the communication abilities of learners, which enable them to communicate 
effectively in a foreign language (Halliday, 1975). 

Bangladeshi EFL Context 

Teaching English as a Foreign Language (EFL) presents several challenges, especially 
in developing countries like Bangladesh, where the traditional Grammar Translation Method 
is still prevalent in language classrooms. GTM mainly focuses on grammatical rules, 
memorization of vocabulary, and translation exercises, which fall short of giving students 
the linguistic skills they need to interact successfully in everyday situations. When teachers 
are expected to teach and implement a CLT curriculum, (Ali, Hamid, & Hardy, 2018; Rahman, 
Sing, & Pandian, 2018), it is noticed that following GTM earlier had a strong influence on 
them (Begum & Farooqui, 2008). Traditionally foreign language teaching has focused on 
grammatical competence, rather than developing students' communication and interaction 
skills. Whereas the current curriculum of Bangladesh requires the four main language skills 
should be taught with equal emphasis. It will help students to “use the competence for 
effective communication in real-life situations” (NCTB, 2012: p. 74).  

Since British colonial rule, English has dominated higher education in Bangladesh as 
a medium of instruction (EMI). “English will remain as a medium of instruction in higher 
education along with Bangla” according to the national education policy. (Education 
Ministry, 2010: 24). Though the introduction of the Private University Act of 1992, does not 
address language or the medium of instruction, most of the universities have adopted 
English as a Medium of Instruction (EMI) by default.  

In 1995, Bangladesh's Ministry of Education adopted an English curriculum based on 
communicative competence. Developing the students' communication skills is the goal of the 
current curriculum. In fact, the National Education Commission (NEC) of 2003 observed that 
the education sector is "on the verge of a disaster" due to the lack of a definitive language 
policy (Rahman, 2010. p. 93). As a result, there is a growing need to adopt more effective and 
innovative teaching methods prioritizing communication and interaction in language 
classrooms. In addition to having few opportunities to speak English outside of the 
classroom (Zhang, 2009), EFL students also rarely get the chance to interact with English 
speakers (Boonkit, 2010). NCTB (2012) recommends that “class activities should be varied. 
Learners’ attention can be drawn through discussions, group works, story writing, drawing, 
debates, role-play, practical work, question answer, demonstrations” p. 17.  

The University Grants Commission (UGC) of Bangladesh is the main organization 
overseeing higher education in Bangladesh. The University Grants Commission (UGC) must 
ensure equity and quality among these diverse entities while respecting their autonomy and 
diversity (Zaman, 2023). Communicative Language Teaching(CLT) is one such method that 
has grown in popularity recently. Therefore, the present scene is changing gradually. 
According to Hamid and Baldauf Jr. (2008), students in Bangladesh "are taught English 
communicatively using Communicative Language Teaching (CLT) methodology" officially. 
BD curriculum implies “creativity and critical thinking through English language” (NCTB, 
2012: p. 74) should be developed. 

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METHODS 

The selected participants fell within the age range of 18 to 22 years old and were 
undergraduate students. The study employed a targeted approach in which a questionnaire 
was distributed both physically and electronically (via Google Docs forms through emails). 
Purposeful sampling was utilized to select the study's target population, and subsequently, 
30 respondents were chosen using the convenience sampling method. This method was 
adopted as it facilitated the inclusion of participants who were readily willing to contribute 
to the study. The majority of them agreed to take part in the research. All participants shared 
Bengali as their first language, and they were in the process of learning English as a Foreign 
Language (EFL). This focused and diverse participant group aimed to provide 
comprehensive insights into the learner perception dynamics within the tertiary level EFL 
context in Bangladesh concerning the enhancement of speaking skills through CLT. 

A mixed method has been adopted to interpret the results according to the research 
needs to achieve the research objectives. To investigate, a 15-item questionnaire survey was 
formulated among 30 participants. A systematic sampling approach was employed to 
identify and engage participants from various tertiary-level educational institutions. The 
sampling pool was drawn from different private universities in Bangladesh, providing a 
diverse representation of tertiary-level EFL students. The e-questionnaire was filled out by 
participants who enthusiastically submitted their responses. This sampling strategy aimed 
to capture a refined understanding of learner perceptions regarding speaking skill 
enhancement through CLT in the context of tertiary-level EFL education in Bangladesh.  

RESULTS AND FINDINGS 

Table 1. Students’ Experiences and Perceptions of CLT (items 1.1-1.4) 

SL Questions 
Yes No 

Percentage (%) 

1.1 Have you ever received formal instruction in English speaking skills 
before enrolling at your University?  

33.3  66.7 

1.2 Have you ever experienced CLT in any of your language classes? 73.3 26.7 

1.3 Do you think that CLT has helped improve your speaking skills in 
English? 

96.4 3.6 

1.4 Will you recommend CLT as a language teaching approach to other 
language learners? 

100 0 

The participants were asked in item no. 1.1 if they have received any formal 
instruction in English speaking skills before enrolling at their Universities. The majority of 
the participants (66.7%) answered they did not have. Although their NCTB board books 
were designed in the CLT approach, very few students get proper instructions, focused on 
listening and speaking skills. Most of the secondary and higher secondary educators focus 
on reading and writing instead. As a result, students lack formal instruction on speaking 
skills. However, 33.3% of participants answered they had received speaking skills 

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instructions before entering the tertiary level, which indicates that, some educators of 
secondary and higher secondary level still focus on speaking skills in their classrooms. 

In item number 1.2 the students were asked if they had ever experienced CLT in any 
of their language classes. The majority of the students (73.3%) answered that they got the 
experience of CLT in their language classes. It signifies that the students are familiar with the 
teaching and learning method. When the students were asked if CLT had helped them 
improve their speaking skills in English in item no 1.3, the majority of them answered 
(96.4%) positively, which manifests that this method is beneficial for English-speaking skills. 
On account of this when they were asked in item no 1.4 if they would recommend CLT as a 
language teaching and learning approach to other language learners 100% of the 
participants answered positively. It signifies that the learners find CLT an advantageous 
learning method for speaking skills. 

Table 2:  Students' Insights of CLT (percentage) items 2.1-2.9 

SL Items 
SA A N D SD 

Percentages (%) 

2.1 My preferred method of learning English is through 
group or pair interaction tasks (role plays, 
conversations, dialogues).  

23.3 60 10 3.3 3.3 

2.2 I believe that the most efficient and common way to 
communicate in day-to-day circumstances is 
through oral English conversation. 

40 43.3 10 6.7 0 

2.3 Based on how I performed in my English oral 
presentation, my teacher tells me what I did 
correctly or incorrectly and what I need to improve 
on. 

13.3 70 10 6.7 0 

2.4 Instead of grammatical explication, oral communica
tion should be the main focus of the class activities. 

33.3 36.7 16.7 3.3 10 

2.5 My classroom experience of CLT as a language 
learning method was beneficial for my speaking 
skills. 

33.3 40.7 25.9 0 0 

2.6 Do you agree/disagree that CLT has improved your 
ability to understand and use English in different 
social and cultural contexts? 

20 60 13.3 3.3 3.3 

2.7 How much do you agree that CLT has encouraged 
you to take more risks and experiment with new 
ways of expressing yourself in English? 

16.7 60 23.3 0 0 

2.8 I think the CLT method helped me to develop my 
listening and speaking skills simultaneously. 

30 36.7 16.7 13.
3 

3.3 

2.9 Overall, I feel positive about CLT as a language-
learning approach in the classroom. 

73.3 13.3 13.3 0 0 

In Table 2, SA - strongly agree, A – agree, N- neutral, D – disagree, SD - strongly 
disagree. 

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Table 3:  Students' Insights of CLT (Mean & Standard Deviation) item 2.1-2.9 

In Table 3, a five-point Likert scale was used for item no. 2.1 to 2.9, in which 1= 
strongly disagree, 2= disagree, 3= neutral, 4= agree, 5= strongly agree.  

In item 2.1, the majority of the students (60%) prefer learning English through group 
or pair interaction tasks such as role plays, conversations, and dialogues, indicating a strong 
inclination towards the CLT method. In item no 2.2, 43.3% of students believe that the most 
efficient and common way to communicate in day-to-day circumstances is through oral 
English conversation. 70% of the students agreed with the statement in item no 2.3, which 
states that based on how they performed in their English oral presentation, their teacher 
tells them what they did correctly or incorrectly and what they need to improve on. In item 
no 2.4, most of the students (36.7%) agreed to the statement that, 
instead of grammatical explication, oral communication should be 
the main focus of the class activities. While the majority support oral communication as the 
main focus, a significant minority still see value in grammatical instruction. 

In item no 2.5, a large number of students (40.7%) experienced CLT as a beneficial 
language learning method for their speaking skills in the classrooms. Notably, no students 
disagreed or strongly disagreed, underscoring the perceived effectiveness of CLT among the 
participants.  When the students were asked if they agreed/disagreed that CLT has improved 
their ability to understand and use English in different social and cultural contexts, in item 
no 2.6, the majority of the students (60%) agreed. In item 2.7, a significant majority of 
students (60%) agree that CLT has encouraged them to take more risks and experiment with 
new ways of expressing themselves in English.  

In item no 2.8, a significant number of students (36.7%) agreed that the CLT method 
helped them develop their listening and speaking skills simultaneously. Additionally, 30% of 
the students strongly agreed with this statement, further emphasizing the effectiveness of 
CLT in fostering dual-skill development. However, 16.7% of the students were neutral, 
indicating some variability in individual experiences. A smaller percentage (13.3%) 
disagreed, and a minority (3.3%) strongly disagreed, suggesting that while CLT generally 
supports the simultaneous development of listening and speaking skills, it may not equally 

Item No. 
1 2 3 4 5 

Mean SD 
(%) (%) (%) (%) (%) 

2.1 23.3 60 10 3.3 3.3 3.97 1.11 

2.2 40 43.3 10 6.7 0 4.17 1.35 

2.3 13.3 70 10 6.7 0 3.90 1.08 

2.4 33.3 36.7 16.7 3.3 10 3.80 1.37 

2.5 33.3 40.7 25.9 0 0 4.07 1.18 

2.6 20 60 13.3 3.3 3.3 3.90 1.11 

2.7 16.7 60 23.3 0 0 3.93 1.19 

2.8 30 36.7 16.7 13.3 3.3 3.77 1.33 

2.9 73.3 13.3 13.3 0 0 4.60 1.22 

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benefit all students. In item no 2.9, the majority of students (73.3%) expressed a positive 
overall sentiment towards CLT as a language-learning approach in the classroom. 
Additionally, 13.3% of students strongly agreed with this statement, highlighting a generally 
favorable reception of CLT. However, another 13.3% of students were neutral, indicating 
that while the overall response was positive, some students might have had mixed 
experiences.  

Moreover, the absence of any negative responses (0% in the "Strongly Disagree" and 
"Disagree" categories) suggests a high level of satisfaction and acceptance of CLT principles 
among the students surveyed. Overall, these results highlight the positive impact of CLT on 
students' language learning experiences and their willingness to engage in active 
communication and experimentation. 

Chart 1. Rating English speaking skills before CLT intervention 

          

 

 

 

 

 
 

Chart 1 shows the results of item no 3.1, when the participants were asked to rate 
their speaking skills in English before the CLT intervention, the majority of students (62.1%) 
considered their skills to be average. Additionally, 17.2% rated their speaking skills as 
somewhat good, while 10.3% rated them as very poor. This distribution indicates that most 
students felt their speaking abilities were moderate before experiencing CLT, with a smaller 
proportion acknowledging weaker skills. Interestingly, no students rated their skills as very 
good, suggesting a general consensus of needing improvement prior to the intervention. 
  

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Chart 2. The aspects of CLT students find most helpful in language learning 

         

 

 

 

 

 

 

Chart 2. signifies the results of item no 3.2. The students were asked to identify the 
most helpful language learning aspects of Communicative Language Teaching (CLT). The 
responses highlighted that real-life situations were the most beneficial, with 76.7% of 
students selecting this aspect. Interactive activities were also highly valued, chosen by 
43.3% of the students. Authentic communication was considered helpful by 36.7% of the 
respondents. These findings suggest that students greatly appreciate CLT elements that 
simulate real-world communication and involve active participation. In order to 
familiarize and help students understand the real-life setting of the subject being taught, the 
CLT often incorporates authentic material (Hiep, 2005). 

DISCUSSION 

The data demonstrated a statistically significant enhancement in the speaking skills 
of the participants with the CLT intervention. This aligns with the findings of recent studies, 
on the use of CLT to teach speaking that demonstrated, CLT can help students improve 
students’ speaking skills (Efrizal, 2012). Kelly (1980) believes that students are greatly 
influenced by their classroom environment. Therefore, spoken expressions are influenced 
by conditions in the classroom and beliefs.  

This method places a strong emphasis on the value of real-world engagement and 
conversation in language learning, encouraging students to engage in meaningful 
communication and use the language in real-life situations.  Students discover certain 
attitudes and beliefs about their real-world experiences through elaboration, which they use 
to understand text-world experience (Beach, 1998). In this study, students identified real-
life situations, interactive activities, and authentic communication as the most beneficial 
aspects of CLT. This underscores the significance of contextual and meaningful language use 
in learning, as highlighted by Richards (2006), who argued that effective language teaching 
should prioritize communication in real-world contexts. 

In the view that allowing students to speak and write for extended periods of time 
without interruption is the best way to inspire them. Educators like Krashen (1981) have 
emphasized the need to refrain from editing students' work completely.  In CLT the students 
get the feedback after their complete output without interruption. A great deal of foreign 
language learners face difficulty adjusting to a new language and culture. Oxford (1994) used 

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the phrase "cultural texture" to refer to the multitude of aspects of culture that teachers must 
teach to their students. The results of this study reveal that CLT helped the learners in 
enhancing learners' ability to navigate different social and cultural contexts. This highlights 
the effectiveness of CLT in promoting not only linguistic competence but also sociocultural 
awareness. 

The survey results show the majority of the students agree with practicing oral 
interaction in language classrooms as the main focused activity rather than grammatical 
explication, suggesting a significant endorsement that aligns with current educational trends 
that advocate for practical communication skills over theoretical knowledge of grammar. 
Although oral interaction is the main focus of CLT we cannot completely exclude grammar 
from EFL classrooms. While students are taught grammar deductively (Harmer, 2007:63. 
Larsen-Freeman, 2011:18. Brown, 2007:19) in traditional methods like GTM, Thompson 
(1996) emphasizes that teachers should teach grammar inductively or through a 
retrospective approach in the CLT method. 

Apart from these, the techniques and materials used in CLT classes are "authentic 
material", "scrambled sentences", "language games", "picture strip story" and "role-
play"(Larsen-Freeman, 2000). Additionally, the students agreed that CLT has encouraged 
them to take more risks and experiment with new ways of expressing themselves in English, 
highlighting the positive impact of CLT on learners' willingness to engage and explore the 
language. The majority of the participants of this study, (96.4%) perceived CLT as effective 
in improving their speaking skills, with 100% recommending it to other learners. This 
finding underscores the effectiveness of communicative language teaching in fostering a 
supportive learning environment that promotes confidence in speaking skills. By 
emphasizing meaningful communication and authentic language use, CLT encourages 
learners to step out of their comfort zones and explore different linguistic expressions.  

The findings revealed significant improvements in students' speaking abilities and 
positive attitudes towards CLT, supporting the broader literature on the benefits of 
communicative approaches in language teaching. However, further research with more 
diverse perspectives and larger population samples is needed to enhance and expand these 
insights. 

CONCLUSIONS  

 In conclusion, this study indicates that CLT is an effective method for enhancing 
speaking skills. The positive perceptions and significant improvements observed among 
participants underscore the potential of CLT to transform language learning experiences. 
Furthermore, significant improvements reported by the participants suggest that CLT not 
only enhances language skills but also boosts learner motivation and engagement. This 
aligns with the broader educational goals of fostering autonomous, confident, and proficient 
language users. By highlighting the positive impacts of CLT in this setting, the research 
provides empirical evidence supporting the shift towards more interactive and 
communicative teaching approaches in Bangladeshi EFL classrooms.  

 

  

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