Communicative language teaching principles to improve students' talking time in A1-level students

Resumen

The recognition of the global importance of English and its inclusion in the curriculum of the Ministry of Education of Ecuador t is significant for the country. However, despite these efforts, challenges persist for students, including limited opportunities to practice, the perception of the difficulty of English, and the lack of language resources. This study addresses these challenges by investigating strategies to improve students' speaking time, focusing on Communicative Language Teaching methodology. Specifically, the research explores how Communicative Language Teaching principles can mitigate the impact of resource limitations on students' speaking time, particularly among fifth-grade students in Quito at the A1 level. Quantitative data were collected through a survey, following the implementation of a demonstration class. At the same time, qualitative insights were obtained through open-ended questions and the establishment of an interactive environment for language learning using Communicative Language Teaching methods. Drawing on theories of Social Interactionism, particularly Vygotsky’s perspective, the research emphasizes collaborative learning. Findings reveal a strong interest among students in adopting the principles of Communicative Language Teaching, with many expressing a preference for this pedagogical approach. Collaborative activities, role-plays, and partner work positively impacted speaking skills, vocabulary development, and collaborative problem-solving skills.