Developing Grade 4 Students’ English-Speaking Ability for Communication by Implementing Competency-Based Language Teaching

Abstract

Competency-Based Language Teaching (CBLT) focuses on developing learners’ ability to use language for real-world communication through task-based and performance-oriented activities rather than theoretical knowledge. This approach aligns with primary-level English learning goals, which emphasize effective communication in authentic contexts. This study aimed to (1) examine the effectiveness of CBLT by determining whether learning activities met the efficiency index (E1/E2 = 80/80), reflecting process efficiency during learning (E1) and product efficiency in communicative speaking ability after instruction (E2), and (2) investigate students’ attitudes toward CBLT. A quasi-experimental one-group posttest-only design was employed. The participants were 39 Grade 4 students at Kasetsart University Laboratory School Center for Educational Research and Development, selected through purposive sampling. Research instruments included CBLT-based lesson plans, a speaking assessment rubric, and a satisfaction questionnaire. Data were analyzed using mean and standard deviation. The results revealed that (1) the effectiveness of the learning activities reached 86.98/87.50, exceeding the criterion; (2) students’ communicative speaking ability was at a very good level (mean = 87.82%, S.D. = 1.97); and (3) students’ satisfaction was high (mean = 4.23, S.D. = 0.18). These findings indicate that appropriately designed CBLT activities effectively enhance students’ speaking ability and promote positive attitudes toward English learning.