Improving Communicative Competence through CLT Approach in Second Language Learning at the Undergraduate Level

Abstract

This study aimed to find the teachers' and students' beliefs about communicative language competence skills and their uses in undergraduate programs to improve educational careers. This study used a random sampling approach where 300 students from 6 departments (50 X 6) and 24 teachers from Superior University and the University of Lahore participated. The survey method was used to collect data for this study, and descriptive statistics (mean, standard deviation) were used to analyse the data. Universities help students develop their communication skills to meet workplace requirements, equally important for graduates' academic success. According to the study's results, teachers and students comprehend the idea of communicative competence and feel it is essential for academic and professional success. Student's potential to improve their communication skills is most inhibited by teachers' lack of language and disinterest in speaking English in the classroom. CLT's poor performance results from an outmoded curriculum, antiquated teaching methods, and a lack of teacher training. For the improvement of communication skills, innovative methods are necessary. CLT is important in Pakistan because it enables students to communicate effectively in social and cultural settings. In addition, CLT can help students develop critical thinking skills and a deeper understanding of their own culture and society. Furthermore, CLT aligns with the more pragmatic and communicative global approach to language teaching. It makes language learning for students more interactive, engaging, and meaningful. This can result in greater learning motivation and engagement. In addition, it can prepare students for success in academic and professional settings, where effective interpersonal ability is essential.