Exploring Communicative Language Teaching Practices and Oral Communicative Performance in a First-Grade EFL Classroom

Abstract

This study explored the implementation of the Communicative Language Teaching (CLT) approach and the oral communicative performance of first-grade students in an English as a Foreign Language (EFL) classroom. Conducted at an elementary school in Manta, Ecuador, the study employed a qualitative, descriptive, and observational design. An initial informal observation was conducted in a classroom of 25 students, followed by focused observations of three intentionally selected students. The results indicated the presence of various practices associated with CLT in the classroom, such as meaning-centered instruction, opportunities for interaction, feedback, a learning-friendly environment, and the use of visual aids. Among the three students studied, comprehension emerged as a relative strength, while vocabulary was consistently identified as an area for improvement. Furthermore, the students showed considerable variation in pronunciation, fluency, expression, and intonation, as well as in listening skills, eye contact, and confidence when speaking. The findings suggest that communicative classroom practices can provide meaningful opportunities for oral participation; appropriate linguistic scaffolding, consistent language modeling, and sufficient response time remain essential for supporting the oral production of young English learners.