The present study deals with the Assessment of English Language Teaching using

Communicative Approach in Distance Learning in Maravilla National Senior High School.

The assessment served as the result of effectivity of the communicative language teaching

approach as employed in Maravilla National Senior High School even in the distance

learning setup and through the modular distance learning approach. This yielded to the

outcomes that the communicative language teaching is focused on learner-centeredness

in the sense that learners are central in terms of teaching and learning processes and

goals. With this, instructional techniques should see to it that learners are involved in the

process of expression, interpretation, and negotiation of meaning through communicative

tasks and activities.

Maravilla National Senior High School students, though some of them preferred to

have the communicative language teaching approach in a face-to-face interaction,

responded positive attitude towards the approach in general. Believing that this learner-

centered approach can improve their autonomy and has a notion on accelerated rate of

acquiring skills on other communicative competence and enhanced grammatical

knowledge. Group/pair tasks and activities are the most welcome set of activities based

on the choices given by the researcher. In consonance to the existing models of

competence, the strategies and styles in teaching the communicative language approach

are structured towards it. Here are the four components for communicative competence

as penned by Canale and Swain (1980):

1. Grammatical competence-the knowledge of the language code (grammatical

rules, vocabulary, pronunciation, spelling, etc.).

2. Sociolinguistic competence-the mastery of the sociocultural code of language

use (appropriate application of vocabulary, register, politeness and style in a given

situation).
 3. Discourse competence-the ability to combine language structures into different

types of cohesive texts (e.g., political speech, poetry).

4. Strategic competence-the knowledge of verbal and non-verbal communication

strategies which enable the learner to overcome difficulties when communication

breakdowns occur and which enhance the efficiency of communication.

As there are efforts from teachers and educators in crafting learning activity sheets

in line with the communicative learning approach, there are also findings that contradict

the answer of the students. These are from teachers all across the archipelago.

First, he major findings reveal that primary English teachers do use CLT in

teaching the English language. However, CLT approach is not predominantly employed

in the classroom instruction.

Second, although the teacher respondents claimed that they use CLT in their

classroom instruction, the results indicate that some of their beliefs are incompatible with

CLT. There is a discrepancy between their beliefs about CLT and actual classroom

practice. Furthermore, some of their viewpoints are more aligned with other approaches

such as Audio-Lingual Method and Grammar Translation Method which make their

conceptual understanding of CLT ambiguous. Overall, the teachers’ responses show that

teachers acknowledge the central tenets and strengths of this approach, but at the same

time, the responses manifest their lack of comprehensive understanding of CLT principles.

Third, some of the activities implemented in the classroom do not align or agree

with the CLT approach. Some teachers seem to combine grammar-focused activities and

CLT activities. Hence, their pedagogical practices are incoherent with their viewpoints on

the nature of language and language learning. Teachers note that students find the use

of CLT interesting. However, teachers described that some students were shy, which was

perceived as a barrier for the teachers to implement CLT in the class.

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 Lastly, the problems identified by the teachers mainly concerned the preparation

of materials, which consumes a lot of their time; students’ inability to take an active role in

their own learning; and the uncontrollable use of native language during classroom

activities.

The research shows no major differences as to how teachers understand CLT

regardless of their educational background. Interestingly, those teachers who did not

major in English showed more enthusiasm and passion in CLT implementation.

Canale (1983) distinguished between a 'framework' and a 'model' of

communicative competence, the latter being of a higher order than the former since it also

specifies how the various component competencies are acquired and how they interact.

In this sense, our construct is more 'framework' than 'model’. However, as Canale (1983)

pointed out, the process of developing a 'model' includes stages of elaborating on the

description of the 'framework,' since "the specification of how various sets of knowledge

and skills interact and develop (a model) can only be as strong as the specification of

these various competencies (a framework)" (p.12). We see our paper as part of an

ongoing discussion and call for further research and contributions toward the creation of

a more elaborate set of guidelines for curriculum design, language analysis, materials

development, teacher training, classroom research, and language assessment.

Celce-Murcia, et al., (1995) summarize some conceptual differences of the term

as used by several linguists and applied linguists. Stern (1983), for example, equates

competence and proficiency while Savignon (1997) views competence as dynamic and

context specific in nature. Tylor (1988), on the other hand, views competence as a state

or product, not a process. Taylor then differentiates between competence, proficiency and

performance, suggesting that while competence is static in nature, proficiency is dynamic

and relates to process and function; performance, on the other hand, is what occurs when

proficiency is put to use. The term communication, on the other hand, is defined by

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Savignon (1997) as 'a continuous process of expression, interpretation, and negotiation

of meaning [italic by the author]' (p. 14). Communicative competence thus indicates the

ability to successfully fulfil the processes of expression, interpretation, and negotiation of

meaning and these processes should result in measurable or assessable communication

products, such as speech, texts, signs, et cetera.

Communicative Competence

(adopted from https://images.app.goo.gl/q8wsUd2iTgprPA5q9)

Figure 1. Theoretical Paradigm

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Conceptual Framework

This study focused on the English Language Teaching using Communicative

Learning Teaching Approach and its effects to Distance Learning in Maravilla National

Senior High School.

Maravilla National High School, a Department of Education school located in

Palanas North District. Grounded with the DepEd Mission and Vision, the institution is in

the frontline of taking good care of the students in the nearby barangays through the

adopted Modular Distance Learning with a cycle of one-week accomplishment of modules

and after a week submission. The learners are in contact with the teachers to cater

questions and queries and to supervise students in their time of accomplishment. Thus,

this study was conceptualized dealing with the assessment of English Language Teaching

using Communicative Language Teaching Approach in a Distance Learning in Maravilla

National Senior High School to carefully examine the best practices and enhance teaching

strategies and styles to be at par in the level of English language competence in the

Philippines and in the world. Both the internal and external factors must be considered in

dealing with the communicative language approach in teaching in the distance learning.

The strengths which are the dedicated students and brilliant minds of the teachers should

be linked to the present curriculum and performance standards. If the strengths are

substantiated, then there would be successful knowledge of language and discourse. The

teachers must have proper intervention and orientation on the Know, What and Learned

aspects of the communicative language teaching approach so as to achieve the

appropriate communication strategies. On the other hand, the weaknesses must be

properly controlled and if not avoided, then it must be corrected. The fulfillment of the

assessment will facilitate the learners to be more guided and educated for they have

achieved the basic purpose which is the learnings on the English Language Teaching

using Communicative Language Teaching Approach.

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 Moreover, with the wisdom and support from DepEd, school head and the faculty,

the continued improvement and the massive adaptation of the communicative language

teaching approach, then there will surely be competent and productive individuals of the

community in terms of the English language. There are best strategies, styles and

concepts from other institutions, and it is just waiting for us for benchmarking. The crafted

teaching and curriculum guides are of great help for the approach to be given with proper

attention in all of the DepED schools.

The Maravilla National Senior High School English Teachers has been applying

the Communicative Language Teaching in its lesson and activities and the yields of the

approach are impressive and commendable.

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 Distance Learning

Students Teachers

Communicative
Language
Teaching
Approach

Figure 2. Conceptual Paradigm

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Definition of Terms

For facility in understanding, the following terms are hereby defined:

Beneficiaries. According to Wikipedia, in the broadest sense, it is a natural person

or other legal entity who receives money or other benefits from a benefactor. In the present

study, this pertains to student who received the lesson in the English language using

Communicative Language Teaching.

Communicative Language Teaching (CLT). Is an approach to the teaching of

second and foreign languages that emphasizes interaction as both the means and the

ultimate goal of learning a language, it is also referred as “Communicative Approach”. In

this study, it is the approach being assessed its effectivity in the distance learning.

Contemporary. As defined by Your Dictionary, a contemporary is a person living

around the same time. It also means existing at the same time or of the present time

period. While in this study, it is the continued development of the language teaching

approach and its effectivity to the recent world in language.

COVID-19. The World Health Organizations outlines this term as a disease caused

by a new strain of coronavirus. ‘CO’ stands for corona, ‘VI’ for virus, and ‘D’ for disease.

Formerly, this disease was referred to as ‘2019 novel coronavirus’ or ‘2019-Ncov.’ In the

study, it is the reason why at this point in time, DepEd is conducting its distance learning.

Database. In a definition by Oracle Philippines, this is an organized collection of

structured information, or data, typically stored electronically in a computer system. In the

present study, this is the mother source of the information to be used in the duration of the

research.

DepEd. The Department of Education (in its full term) is the executive department

of the Philippine government responsible for ensuring access to, promoting equity in, and

improving the quality of basic education as defined by Wikipedia. This study refers DepEd

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as the mother agency of all the public schools in the Philippines to where the researchers

get the information needed in the conduct of the research.

English for Specific Purpose (ESP). According to the online website of the

University of the Winnipeg online website, it is a learner-centered approach to teaching

English as an additional language, which focuses on developing communicative

competence in a specific discipline such as academics, accounting, agrology, business,

IT, teaching, and engineering. In the study, ESP is one of the subjects in English that the

researcher focused in getting results and feedbacks.

English for Academic Purpose (EAP). uefap.com revealed EAP as the language

and associated practices that people need in order to undertake study or work in English

medium higher education. In the study, ESP is one of the subjects in English that the

researcher focused in getting results and feedbacks.

English as a Foreign Language (EFL). As defined by thoughtco.com, English as

a Foreign Language is the term used to describe the study of English by non-native

speakers in countries where English is not the dominant language. In the study, this refers

to the inputs given by some researches as a support to the topic being studied for.

English as a Second Language (ESL). This is a traditional term for the use of the

English language by non-native speakers in an English-speaking environment as defined

by thoughtco.com. In the study, this refers to the inputs given by some researches as a

support to the topic being studied for.

Lingua franca. ScienceDirect defines lingua franca as a common language

serving as a regular means of communication relating to scientific, technological, and

academic information between different linguistic groups in a multilingual speech

community. Whereas, in the study it evokes English as the lingua franca of the Philippine

schools along with Filipino as the language.

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 Parameter. According to the Cambridge Dictionary, these are set of facts or a fixed

limit that establishes or limits how something can or must happen or be done. In the study,

these are set of things to be considered in conducting the research and how things would

work according to its standards.

Pedagogical. Vocabulary.com has a meaning that says anything that relates to

teaching. In the study, these are approaches, strategies, procedures and other related

concept that has its function on how teaching can be done with the use of different

approaches.

Task-Based Language Teaching (TBLT). As defined by the Barefoot TEFL

Teacher online portal, this is a lesson structure, a method of sequencing activities in your

lessons. TBL lessons students to solve a task that involves an authentic use of language,

rather than completing simple language questions about grammar or vocabulary. In the

study, this is the mother term of the communicative language teaching approach that

focuses on the three sets of tasks, namely: Pre-task, Task and Review.

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