Enhancing EFL Learners’ Speaking Skills through Communicative Language Teaching in Higher Education

This article examines the effectiveness of Communicative Language Teaching (CLT) as a methodological approach to developing speaking skills among English as a Foreign Language (EFL) learners in higher education. The study is grounded in contemporary pedagogical theory and addresses current challenges in university-level English language instruction, particularly the dominance of form-focused and teacher-centered practices. A mixed-methods research design was employed involving 60 undergraduate EFL students divided into experimental and control groups. Quantitative data were collected through pre- and post-speaking proficiency tests, while qualitative data were obtained through classroom observations and semi-structured interviews. The findings indicate that learners exposed to CLT demonstrated measurable improvement in fluency, accuracy, interactional competence, and speaking confidence compared to learners taught through traditional methods. The results confirm that communicative-oriented instruction provides meaningful opportunities for authentic language use and supports the development of communicative competence in higher education contexts. The study offers methodological implications for EFL instructors, curriculum designers, and higher education institutions seeking to enhance oral communication outcomes.