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Abstract
Abstract: The effectiveness of English language teaching remains a central issue in modern education, particularly in non-native contexts where students often struggle with communicative competence despite years of formal instruction. This study investigates the impact of communicative and task-based teaching approaches on students’ speaking proficiency and classroom engagement. A quasi-experimental design was employed over a ten-week period involving two groups of undergraduate English major students. The experimental group received instruction based on Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT), while the control group followed traditional grammar-focused instruction. Data were collected through pre- and post-speaking assessments, classroom observations, and student reflections. The findings indicate that students exposed to communicative methods demonstrated significant improvement in fluency, confidence, and active participation compared to those in the traditional classroom. The study suggests that integrating interactive, student-centered methodologies can substantially enhance the effectiveness of English language teaching.
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