The Effects of Communicative Language Teaching Activities through Social Media on the Speaking Ability of Bhutanese Students
DOI:
https://doi.org/10.14456/ojed.2022.14Keywords:
Communicative language teaching (CLT), speaking ability, secondary educationAbstract
This study aimed to study the effects of CLT activities through social media on the speaking ability of Bhutanese students and to find out the student’s perception towards CLT activities through social media. Thirty-two grade eight students were purposively selected for the study. A pretest was administered in the first week followed by ten weeks of treatment sessions. Students were subsequently administered a posttest and perception questionnaire. The quantitative results of the study revealed that the students’ posttest mean score in the English-speaking ability test was higher than their pretest mean score at a significant level of .05, indicating that their speaking ability improved significantly after receiving the treatment. The most developed aspects of speaking ability from the evaluation of their weekly speaking tasks posted to the class Facebook page were the improvement of vocabulary and communication strategy. Furthermore, the results obtained from the Likert questionnaire and open-ended questions on students’ perception towards the instruction revealed that the students held positive perceptions towards CLT activities through social media and students revealed that it enhances self-confidence, motivation, interaction, a possibility of learning from anywhere, and most importantly, eliminating speaking anxiety from learning speaking.
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