EXPLORING COMMUNICATIVE LANGUAGE TEACHING: A CASE STUDY OF UNDERGRADUATE ENGLISH LANGUAGE STUDENTS AT KHUSHAL KHAN KHATTAK UNIVERSITY

Abstract

This study evaluates the effectiveness of Communicative Language Teaching (CLT) in enhancing the speaking proficiency and communicative competence of undergraduate English students at Khushal Khan Khattak University Karak (KKKUK). Through a quantitative survey of 150 students, the research examined CLT’s implementation methods, classroom practices, and impact on language learning. Results indicate that CLT fosters interactive learning, with 79% of students reporting improved engagement via group activities and student-centered approaches. However, 58% expressed hesitancy in real-world communication, revealing a gap between classroom and societal interaction. Structural barriers like large class sizes (72%) and misaligned assessments further limited CLT’s effectiveness. While 59% prioritized fluency, 24% emphasized accuracy, highlighting pedagogical tensions. Positive feedback motivated 81% of learners, whereas negative feedback demotivated 49%, stressing the need for balanced evaluation. Although 60% noted improved proficiency, 22% remained neutral on resource effectiveness. Recommendations include integrating real-world tasks, harmonizing fluency and accuracy in assessments, reducing class sizes, and teacher training in constructive feedback. Addressing resource relevance and diversifying materials could enhance engagement. These strategies aim to align CLT’s theoretical principles with practical application, ensuring comprehensive communicative competence. The study affirms CLT’s role in classroom interaction but underscores the necessity of institutional and pedagogical reforms to prepare students for real-world linguistic challenges.

Keywords: Communicative Language Teaching (CLT), Speaking Proficiency, Classroom Interaction, Pedagogical Challenges