Research Article
Communicative Approach in Learning English
Khaydarova Sarvinoz Zukhriddinovna*
Issue:
Volume 4, Issue 1, March 2026
Pages:
1-7
Received:
17 June 2025
Accepted:
31 July 2025
Published:
19 January 2026
Abstract: The ongoing reforms in the education system of Uzbekistan have created new opportunities and demands for effective foreign language instruction, particularly in higher education institutions outside philological specializations. In this context, learning English is no longer limited to academic purposes but has become a practical tool for professional growth, international cooperation, and participation in global discourse. This article reflects on the role of the communicative approach as a flexible and learner-centered framework for teaching English, with a particular focus on grammar acquisition. Rather than treating grammar as an isolated component, the communicative approach integrates it into meaningful interaction, allowing learners to use language naturally and purposefully. Emphasis is placed on classroom practices that encourage student engagement, real-life communication, and collaborative learning. Through interactive tasks, problem-solving activities, and contextualized language use, students are able to develop both accuracy and fluency. The article argues that communicative grammar instruction not only improves linguistic competence but also increases learners’ confidence and motivation. As a result, this approach can be considered an effective response to modern educational needs in non-philological higher education settings.
Abstract: The ongoing reforms in the education system of Uzbekistan have created new opportunities and demands for effective foreign language instruction, particularly in higher education institutions outside philological specializations. In this context, learning English is no longer limited to academic purposes but has become a practical tool for professio...
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Research Article
Using Collaborative Writing to Improve EFL Sudanese Learners Written Performance
Saeed Sulieman Sorage,
Nahid Alamin Ibrahim*
Issue:
Volume 4, Issue 1, March 2026
Pages:
8-12
Received:
20 April 2026
Accepted:
21 May 2026
Published:
29 June 2026
DOI:
10.11648/j.ijetl.20260401.12
Downloads:
Views:
Abstract: This study aims to investigate the effectiveness of using the collaborative writing method in improving the written performance of EFL learners. A quasi-experimental method was adopted, involving a pre-test and post-test for both an experimental group and a control group. The sample consisted of 30 learners, divided equally into two groups. The experimental group was taught using the collaborative writing method, while the control group received traditional writing instruction. A written test was used as a tool for data collection to assess learners’ performance based on six criteria: grammar, vocabulary, organization, unity, coherence, and mechanics. The results revealed that both groups showed improvement after instruction; however, the experimental group demonstrated significantly higher gains. The mean score of the experimental group increased from 9.40 (47.0%) in the pre-test to 15.8 (79%) in the post-test, while the control group improved from 9.06 (45.3%) to 11.06 (55.3%). The findings indicate that collaborative writing is more effective than traditional methods in enhancing writing skills. Therefore, the study recommends the integration of collaborative writing in EFL classrooms to improve learners’ writing performance.
Abstract: This study aims to investigate the effectiveness of using the collaborative writing method in improving the written performance of EFL learners. A quasi-experimental method was adopted, involving a pre-test and post-test for both an experimental group and a control group. The sample consisted of 30 learners, divided equally into two groups. The exp...
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