Themes:

1. Communicative Language Teaching (CLT) approach in the English classroom.

2. Strategies and resources used by teachers to improve students' oral skills.
3. Lack of appropriate methods and strategies in English language teaching in Ecuador.
4. Importance of communicative activities and interaction in language learning.
5. Use of authentic materials to promote meaningful communication.
6. Assessment and feedback in language learning.
7. Previous studies on CLT and its impact on oral skills.
Methodologies: Mixed method approach involving a questionnaire given to English
teachers and class observations.
Theoretical Framework: The study is based on the principles of Communicative
Language Teaching (CLT) and the importance of providing learners with authentic
communicative contexts to enhance their oral skills.
Chronology: The exact chronology of the study is not explicitly mentioned in the
abstract. However, it can be inferred that the study was conducted after the
implementation of the improved English curriculum in Ecuador in 2016, which
incorporated the Communicative Language Teaching Approach as one of its core
principles. The study likely took place sometime after 2016, considering the references
to previous studies conducted around that time.
Please note that the abstract provided does not offer detailed information on the
complete methodology, results, and conclusions of the study, which might be available
in the full research paper.

The study aimed to determine the use of Communicative Language Teaching (CLT) in
English classrooms and the strategies used by teachers to improve students' oral skills.
The participants were six English teachers and 105 students in grades 2 to 4 at a public
elementary school in Loja, Ecuador. The study used a mixed method approach,
collecting data through a questionnaire and class observations.
Findings:
1. Task-based activities like dramatizations and role plays were used by teachers, while
other activities like "finding a friend" and "making plans" were not commonly used.
2. The use of hands-on activities (manipulatives and projects) to promote speaking skills
was limited.
3. Visuals, word cards, and body language were used to provide meaningful input, but the
use of videos and audiovisual materials was relatively low.
4. Pair and group work were commonly used, enhancing students' motivation and
interaction.
5. Feedback strategies like explicit correction, repetition, and metalinguistic feedback were
used, while recasts and clarification requests were less common.
6. Teachers used English in the classroom, but not consistently in a large portion of class
time.
Methodological Considerations:
1. The study used a mixed method approach, which allowed for a more comprehensive
understanding of the research question.
2. The questionnaire and observation sheet were appropriate data collection tools for
gathering insights from both teachers and classroom observations.
3. The validation process of the instruments helped ensure their accuracy and relevance.
Inconsistencies and Controversies:
1. There were discrepancies between what teachers reported in the questionnaire and what
was observed during classes, particularly regarding the use of certain activities and
materials.
2. The limited use of hands-on activities and audiovisual materials might affect students'
engagement and motivation in the classroom, contrasting with the benefits these
resources offer.
3. The frequency of using certain strategies (e.g., pair and group work, visuals, etc.) needs
to be enhanced to create a more dynamic and interactive learning environment.
Overall, the study provides valuable insights into the implementation of CLT in English
classrooms in Ecuador. However, further research is needed to analyze the impact of
specific activities, strategies, and materials on students' oral language development and
to explore ways to enhance the use of communicative approaches for more effective
language teaching.

Reference:

https://files.eric.ed.gov/fulltext/EJ1200055.pdf

The citation for this thesis is:

Toro, V., Camacho-Minuche, G., Pinza-Tapia, E., & Paredes, F. (2019). The Use of the
Communicative Language Teaching Approach to Improve Students’ Oral Skills. English
Language Teaching, 12(1), 110. doi: 10.5539/elt.v12n1p110. URL:
https://doi.org/10.5539/elt.v12n1p110.
Published by Canadian Center of Science and Education. ISSN 1916-4742 E-ISSN 1916-
4750.