Communicative language teaching in grammar instruction for Cebuano learners

Abstract

This study determined the effectiveness of Communicative Language Teaching (CLT) as an approach to grammar instruction for Cebuano learners in public elementary schools in the District of Alegria, Cebu, Philippines, addressing the need for more meaningful and communicative grammar strategies. Specifically, it examined teachers’ perceptions of CLT strategies, explored the relationship between their professional profiles and perceived effectiveness, and developed a training design based on the findings. A descriptive research design was employed using adapted survey questionnaires to gather data on teachers’ profiles and their evaluations of various CLT strategies. Qualitative insights were obtained through a Focused Group Discussion (FGD) to capture teachers’ experiences in using CLT for grammar instruction. The study involved 30 teacher respondents from three rural public elementary schools. Data were analyzed using frequency, percentage, weighted mean, and Pearson r. Findings revealed that teachers frequently utilized communicative activities in teaching grammar and generally perceived CLT strategies as effective. No significant relationship was found between educational qualifications, field of specialization, years of teaching experience, and perceived effectiveness of CLT. The study concludes that CLT is a practical approach to grammar instruction and recommends systematic teacher training for consistent implementation.