Oral Language Proficiency And Communicative Language Teaching Approach In Congressional District III, Sdo Batangas Province

Abstract

Oral language proficiency is at the center of communicative competence, though students in the Junior High School are likely to have confidence issues, fluency issues as well as accuracy issues, especially when it comes to spontaneous oral work. This research was aimed at assessing the level of oral proficiency of the students, measuring the use of CLT, and correlation of the CLT with oral proficiency, constraint detection, and recommended improvement activities. A quantitative descriptive-correlational design will be used and a qualitative interview with ten teachers in the Junior High School will be added to the quantitative design. Analysis of data was done through mean scores, Pearson r, and thematic coding. Students demonstrated moderate proficiency across oral tasks, with strengths in pronunciation, non-verbal communication, respect, and listening, but weaknesses in pacing, transitions, negotiation of meaning, and persuasive closure. The use of CLT was on the high scale (Grand Means: methodology = 3.68; classroom activities = 3.66; task assessment = 3.67). Some of the constraints were lack of confidence, big classes, low time, L1 interference, and availability of resources. Interviews established that CLT enhances fluency and confidence but cannot deal with accuracy and spontaneous organization. As a tool to develop fluency, confidence, and engagement, CLT works, yet its development is inhibited by existing systemic and psychological obstacles. Recommendations would be the targeted interventions related to spontaneous fluency, negotiating the meaning, and argument-based evidence-based strategy.