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COMMUNICATIVE APPROACH IN TEACHING ENGLISH AS
A FOREIGN LANGUAGE FOR LEARNERS
Student: Esangeldiyeva Aynur Saidakmal qizi
Scientific supervisor: Akhmedova Muyassar Ataxanovna
Chirchik State Pedagogical University
4th year student in foreign languages and literature (English)
E-mail addresses: aesangeldiyeva5@gmail.com
Mobile phone: +998999252146
https://doi.org/10.5281/zenodo.15037832
ARTICLE INFO
ABSTRACT
Qabul qilindi:7-mart 2025 yil
Ma’qullandi: 8-mart 2025 yil
Nashr qilindi: 17-mart 2025 yil
This article provides information about
teacher’s communicative approach in teaching English
as a foreign language which was taken at English
department in universities. The problem of the research
is teacher’s techniques used in teaching English FL.
This article used a qualitative method which based on
the reality teaching class at universities. The
methodological technique of collecting data, data
analysis and interpretation. The study found that
teachers predominantly use role-playing, group
discussions, and real-life simulations to enhance
communication skills. These techniques significantly
improve students’ fluency, confidence, and engagement
in English learning. More structured communicative
strategies can enhance learning outcomes. The findings
highlight the effectiveness of the communicative
approach in EFL teaching and pedagogy at universities
KEY WORDS
Communicative Approach
(CA), Foreign Language (FL),
learners(students),
learning
techniques, speaking, grammar,
role play, communication skills.
INTRODUCTION
In today’s globalized world, English has become an essential for communication in especially
education. As a result, for non-native speakers to acquire excellent language abilities,
appropriate teaching strategies are crucial. The communication approach (CA) is well-known
for emphasizing meaningful communication and real-world involvement above rote
memorization (Richards, 2006). The teacher’s communicative approach is mostly used direct
method, cooperative learning and audio-lingual method and also some variation techniques in
teaching. Moreover, the students understand more easily with materials in the classroom to
make active in interaction. According to research, students who are exposed to
communicative approaches use English more fluently and confidently (Larsen- Freeman,
2018). With more than 1.5 billion people studying English globally, effective teaching methods
are more important than ever, according to British Council research (British Council, 2020).
This study looks at how university instructors use communicative strategies in EFL classes
and in encouraging student’s participation.
METHOD
This study involved 20 English as a foreign Language (EFL) learners aged 16-25, participated
a non-probability sampling methods that guarantees the selection of people who best reflect
the study’s goals, participants were chosen (Patton, 2015). These type of classroom activities
proposed in communicative language teaching also implied new roles in the classroom for
teachers and learners. Learners now had to participate in classroom activities that were based
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on a cooperative rather than individualistic approach to learning. Students had to become
comfortable with listening to their peers in group work or pair work task, rather than relying
on the teacher for a model (Richards, 2006). Genuinely excellent teachers combine
professional knowledge with effective communication to create a lasting impact that has the
power to profoundly and subtly alter their students’ perspectives and lives. Moreover, two
focus group sessions (6-8 participants per group) were conducted to encourage collaborative
reflection on the communicative teaching method. In this communicative approach, the
classroom becomes a stimulator where, based on authentic oral and written materials, both
teachers and learners try to replicate genuine communicative situations of the dialogue likely
in everyday life. In simulation, the students are not asked to play but imaginary situation
about the topic and constantly learn to use feedback and various other instruments to
measure the efficiency of their method and on the part of the students, who play a larger role
in the classroom and need to step more out of their comfort zone to begin communicating in
the foreign language. The role playing is one simple comedy or family drama. Role play is
important in CLT because the teachers give the students opportunity to practice
communicating in different social contexts and in different roles. Students also receive
feedback on whether or not they have effectively communicated (Freeman, 2000). According
to Edge (1993) and Lubis (1988) that Project involving hobbies, crafts, physical exercise,
sports. They following project are few projects that the teachers may wish to consider for his
conversation class:
playing scrabble, card game or broad game
exchanging recipes and demonstrating the preparation of certain dishes
playing team sport such as volleyball or basket
drawing or painting picture to be used decoration in the classroom.
Theoretically, according to Lubis (1988) that there is nothing wrong in having a students
make a speech, to speak English for reasonably long period of time, but it generally brings
unsatisfactory results. Anyway, the teacher may try the following assign speeches to advanced
students only. After the student has finished his speech, ask class members questions about
what he has said. This will give him/her to relax and then the teacher can have the audience
direct questions to him/her. Communicative approach can be understood as a set of principle
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.
All four language skills taught from the beginning in speaking skill the aim is to be understood,
not to speak like a native. Regardless of the methodology used, students tend to feel
disengaged, lose focus and become bored, confused or frustrated with the course unless they
are treated as active participations a productive sharing of information requires a delicate
balance between the level of class and the level of information being taught, a right
assessment of the classroom by using early course feedback and the use of the right tools to
measure progress.
RESULT
85% of students reported increased confidence in speaking. Several important findings about
the communicative approach in university-level EFL instruction were found by the study:
students who engaged in communicative activities showed increased confidence and fluency
in their use of English. They were more inclined to share their opinions and participate in
discussions (Littlewood, 2014), but Doe and Lee (2019) explained that 30% of students
struggled with peer interaction due to varying proficiency levels. Furthermore, 78% of
learners found CA-based lessons more engaging than tradition methods. Higher motivation
and involvement rates resulted from the communicative approach's promotion of a more
engaging and student-centred learning environment. In contrast to conventional grammar-
focused approaches, students found learning to be more fun and useful.
DISCUSSION
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The result confirms efficacy of the communicative approach. 72% involvement rate and 85%
rise in student confidence show that CA creates an engaging learning environment that
promotes language use in authentic situations. These findings support the idea that
communicative approaches, which prioritise meaningful contact over rote memorisation, aid
in students’ fluency development. According to Johnson and Kim (2020) who found that CA-
based classrooms led to higher student motivation and improved long-term language
retention. Both studies demonstrate the students engaged in communicative tasks perform
better in spoken interaction compared to those in traditional grammar-based classrooms,
reinforcing the need for a balanced approach. Another surprising finding was that 60% of
teachers said that they had trouble successfully applying CA is well-known for encouraging
active learning, its effectiveness is reliant on accessible authentic resources and manageable
student-teacher ratios. By offering empirical proof that CA improves speaking confidence,
engagement and language retention, these findings advance the area of EFL instruction in
order to enhance fluency and practical communication abilities, interactive and
communicative activities ought to be incorporated into language teaching curriculum.
CONCLUSION
This study confirms that the Communicative Approach (CA) enhances students’ speaking
confidence, engagement and language retention. Despite challenges, like large class sizes and
varying proficiency levels, CA works well to develop practical communication abilities. Then,
they suggest a hybrid strategy that strikes a balance between formal language education and
fluency-building, while also endorsing the broader use of communicative tactics in university
EFL classrooms. The effects of these tactics on long-term language retention and practical
language use might be investigated in more detail such as online education or mixed-ability
classrooms for fully adopting CA and structed learning.
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