Author Information
Leah Li Echiverri, Wenzhou-Kean University, ChinaKe Wu, Wenzhou-Kean University, China
Ruowen Sun, Wenzhou-Kean University, China
Xinyue Zhao, Wenzhou-Kean University, China
Abstract
This study used a descriptive correlational design to investigate the influence of Communicative Language Teaching (CLT) on the ESL proficiency of Chinese learners at Wenzhou Kean University (WKU). Focusing on Freshman ESL classes, speaking and listening skills were assessed with a rubric over six weeks, with observations conducted twice weekly. Data collection involved 207 survey questionnaires through convenience sampling, complemented by quota and judgment sampling for classroom observations. Quantitative analysis included descriptive statistics and multiple regression to explore the relationships between CLT approaches and ESL proficiency.
The findings revealed that opinion sharing, group work, and information gaps significantly enhance listening skills. These CLT approaches help create a supportive and engaging classroom environment, capturing students' attention and encouraging active participation. Group work, information gaps, and role-playing were significant predictors of speaking skills. These methods reduce anxiety, promote collaboration, and encourage students to express themselves more confidently.
The study recommends designing tasks involving opinion sharing and collaboration with clear objectives, using information gap tasks to foster communication, and implementing role-playing to boost vocabulary development and confident expression. These strategies cultivate a dynamic learning environment that effectively supports ESL learners in improving their speaking and listening proficiency. By integrating these activities into classroom practice, educators can enhance student engagement and facilitate more effective language acquisition.
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