1.

How does the implementation of the Communicative Language Teaching (CLT)

method impact students' overall speaking competence and fluency in the target
language?
2. To what extent does the use of CLT contribute to students' confidence and
motivation to engage in oral communication and participate actively in language
learning activities?
3. What are the specific challenges that students encounter while learning speaking
skills through the CLT method, and how can these challenges be addressed to
further enhance their speaking competence?
4. How does the contextualized language learning approach in CLT influence
students' ability to effectively communicate and express their ideas in real-life
situations, taking cultural and social contexts into consideration?

The research questions in the study "Enhancing Students' Speaking Competence: An

Investigation into the Efficacy of the Communicative Language Teaching Method" are informed
by the key principles and constructs of the Communicative Language Teaching (CLT) theory:
5. How does the implementation of the Communicative Language Teaching (CLT) method
impact students' overall speaking competence and fluency in the target language?

CLT theory emphasizes creating a communicative and interactive language learning

environment, where students engage in meaningful conversations and interactions using the
target language. This research question directly aligns with CLT's focus on communication and
interaction, as it seeks to investigate how the implementation of the CLT method impacts
students' speaking competence and fluency. By using CLT, it is expected that students will
develop better speaking skills as they actively engage in real-life communication scenarios.
1. To what extent does the use of CLT contribute to students' confidence and motivation to
engage in oral communication and participate actively in language learning activities?

CLT's learner-centered approach values the needs and interests of individual learners,
encouraging their active participation and autonomy in the learning process. This research
question relates to CLT's learner-centeredness, as it explores how the use of CLT contributes to
students' confidence and motivation in speaking and language learning. The study aims to
determine the extent to which the student-centered CLT method fosters positive attitudes
towards speaking and encourages students to actively participate in language learning activities.
1. What are the specific challenges that students encounter while learning speaking skills
through the CLT method, and how can these challenges be addressed to further enhance
their speaking competence?

CLT involves task-based learning and the use of authentic language materials, which may
present specific challenges for students while learning speaking skills. This research question
aligns with CLT's focus on task-based learning and authentic language use, as it aims to identify
and address the challenges students face in the CLT approach to enhance their speaking
competence. By understanding these challenges, the study can propose effective strategies to
improve students' speaking abilities within the CLT framework.
1. How does the contextualized language learning approach in CLT influence students'
ability to effectively communicate and express their ideas in real-life situations, taking
cultural and social contexts into consideration?

CLT integrates language learning with the cultural and social context in which the language is
used. This research question relates to CLT's contextualized language learning approach, as it
investigates how this integration influences students' ability to communicate effectively in real-
life situations. The study aims to understand how the contextualized language learning in CLT
enhances students' communication skills, considering cultural and social contexts, and makes
language learning more relevant and applicable in real-life scenarios.
Research Method:
The appropriate research method for this study would be a mixed-methods approach,
combining both qualitative and quantitative methods. A mixed-methods approach allows for a
comprehensive investigation of the efficacy of the Communicative Language Teaching (CLT)
method in enhancing students' speaking competence.
The quantitative component could involve pre- and post-test assessments to measure students'
speaking competence and fluency before and after the CLT intervention. Surveys or
questionnaires could be administered to gauge students' confidence and motivation in
engaging in oral communication and language learning activities within the CLT context.
The qualitative component could involve interviews or focus groups with students and teachers
to explore the specific challenges faced by students while learning speaking skills through CLT.
These interviews could also provide insights into the contextualized language learning
experiences and how they influence students' ability to communicate effectively in real-life
situations, considering cultural and social contexts.
By using a mixed-methods approach, the study can gather both quantitative data for statistical
analysis and qualitative data for in-depth understanding, providing a comprehensive assessment
of the effectiveness of the CLT method in enhancing students' speaking competence.

To analyze the data obtained in the research study "Enhancing Students' Speaking
Competence: An Investigation into the Efficacy of the Communicative Language
Teaching Method," you can follow a structured approach combining quantitative and
qualitative analysis methods:
1. Quantitative Data Analysis:
o Pre-test and Post-test Comparison: Compare the pre-test and post-test scores of
students' speaking competence and fluency using appropriate statistical tests
 (e.g., paired t-test). This analysis will determine the improvement in students'
speaking skills after the CLT intervention.
o Descriptive Statistics: Calculate measures of central tendency and variability (e.g.,
mean, standard deviation) for different aspects of speaking competence to
understand the overall performance of students.
o Survey/Questionnaire Analysis: Analyze the survey/questionnaire responses using
descriptive statistics to measure students' confidence and motivation levels in
oral communication and language learning activities within the CLT context.
2. Qualitative Data Analysis:
o Thematic Analysis: Analyze interview or focus group data using thematic analysis
to identify recurring themes related to the challenges students faced while
learning speaking skills through CLT. This analysis will provide deeper insights
into the specific difficulties students encountered and potential solutions to
address them.
o Content Analysis: Analyze qualitative data related to students' experiences with
contextualized language learning in CLT to understand how this approach
influenced their ability to communicate effectively in real-life situations,
considering cultural and social contexts.
3. Triangulation:
o Triangulate the quantitative and qualitative findings to provide a comprehensive
understanding of the efficacy of the CLT method in enhancing students' speaking
competence. By combining both types of data, the study can corroborate findings
and strengthen the validity of the results.
4. Interpretation and Conclusion:
o Interpret the results of both quantitative and qualitative analyses to draw
conclusions about the effectiveness of the CLT method in enhancing students'
speaking competence. Discuss the implications of the findings for language
teaching and learning practices.
5. Limitations:
o Acknowledge and address any limitations of the study, such as sample size, study
design, or potential biases, to provide a balanced perspective on the research.
By employing a rigorous and systematic approach to data analysis, the research study
can generate valuable insights into the efficacy of the Communicative Language
Teaching (CLT) method in enhancing students' speaking competence, helping inform
language education practices and pedagogy.