Traditional English language instruction in many foreign language contexts continues to prioritize grammar-based teaching, often limiting learners' communicative competence and motivation. In response these limitations, communicative approaches such as Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) have gained increasing attention for emphasizing authentic communication, learner participation, and meaningful language use. This study investigated the impact of CLT and TBLT on English language proficiency and learner motivation among college students enrolled in Purposive Communication in the University of Eastern Philippines. Using a quasi-experimental research design, the study involved 100 students in Purposive Communication classes. Participants were divided into an experimental group which received instruction through communicative and task-based strategies, and a control group that followed traditional grammar focused instruction. Date were collected through pre-test and post-test assessments and a learner motivation questionnaire using a five-point Likert scale. Quantitative analysis revealed significant improvement in the experimental group's speaking fluency, vocabulary usage, and communicative confidence compared with the control group. Furthermore, findings indicated higher levels of intrinsic motivation, classroom engagement, and willingness to communicate among learners exposed to communicative and task-based activities. The results support existing studies suggesting that communicative and task-oriented pedagogies enhance learner participation, interaction, and overall language performance. In conclusion, shifting from grammar dominant instruction toward communicative and task-based methodologies can significantly improve English language proficiency and learner motivation in English classrooms. It is recommended that language curricula, teacher training programs, and instructional materials integrate communicative and task-based strategies to promote meaningful learning and communicative competence.

Authors:
Gladys Mangada, University of Eastern Philippines, Philippines

About the Presenter(s)
Dr. Gladys Gayola- Mangada is a full-fledged professor and her teaching career st started back in 1988. Her general interests include teachers' pedagogical approaches and students' English proficiency. She also handles major courses in the graduate

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