The Effects of Using Activities Based on Communicative Language Teaching Approach based on the Chinese Skills of Third-Grade Primary School Students

Abstract

        The objectives of this study were: (1) To examine the effects of Communicative Language Teaching (CLT) activities on the development of listening, speaking, reading and writing skills in Chinese among third-grade students, ensuring that the average score met the 60% of total scores threshold and at least 60% of students passed the proficiency criteria.  (2) To explore students’ perceptions of learning through CLT-based activities. The study population consisted of 204 third-grade students from seven classrooms in a primary school. The sample comprised 36 students from one classroom, selected using cluster purposive sampling, with classrooms as the unit of selection. Research instruments included five CLT-based lesson plans (totaling 25 hours), a Chinese language proficiency assessment, and a semi-structured interview to gather students' opinions. Data analysis utilized percentage mean statistics and content analysis.

        The findings revealed that students demonstrated significant improvement in their Chinese language skills. The average score for listening, speaking, and reading skills was 35.94 out of 50 (71.88%), with 23 students (63.89%) meeting the proficiency criteria, aligning with the study’s expectations. The average writing score was 8.14 out of 10 (81.40%), with 26 students (72.22%) meeting the 60% proficiency criteria, also aligning with the study’s expectations. Furthermore, interview results indicated that students had positive attitudes toward the CLT-based activities. Most students reported that storytelling, pair discussions, and language games effectively enhanced their language skills while also boosting their confidence in using Chinese.