Comparison of conventional approaches and the relationship between students’ academic and communicative achievement and communicative language instruction

Abstract

This study is an investigation into the effectiveness of Communicative Language Teaching (CLT) approach compared to traditional methods on academic achievement and communicative achievement of English as a Foreign Language (EFL) learners within Iraqi context. CLT differs from traditional instructional methods that typically rely on grammar explanation, translation, rote memorization and instructor-centered classroom practices by emphasizing communication through meaningful interaction via activities where students use the language for authentic communicative aims.

In the 2025–2026 academic year, two intact fifth-grade preparatory classes at an Iraqi governmental school in Baghdad were selected as a quasi-experimental design. The two classes were divided into one experimental group that learned using CLT principles and another control (unconventional) class. Method: The study sample included 80 student students from both groups evenly divided.

The research data were gathered using three tools, namely, an academic achievement test a communicative performance test and an attitude questionnaire. All statistical analyses were performed using independent-samples t-test, paired-samples t-test, Pearson correlation and simple regression analysis. The results showed that the mean scores of academic achievement and communicative achievement in the experimental group outperformed those in the control group at a statistically significant level. Results also showed a very strong positive correlation between academic achievement and communicative achievement because students with higher achievement in academics appeared to have better communicative ability.

Also, students' attitudes towards communicative language teaching as well are positive in the area of interaction, improved speaking ability, increased confidence and motivation. These results inform conclusions drawn about the ability of Communicative Language Teaching to enhance learners’ communicative performance while not reducing academic achievement. The study therefore suggests integrating the communicative activities in teaching EFL, providing opportunities for teacher training for CLT implementation, and adopting assessments that assess linguistics knowledge along with communicative performance.