EFFECT OF COMMUNICATIVE TEACHING TECHNIQUE ON ENGLISH VOCABULARY OF MIDDLE BASIC STUDENTS IN PULKA, GWOZA LOCAL GOVERNMENT, BORNO STATE, NIGERIA

Abstract

This study assessed the effect of communicative teaching technique on the English language vocabulary of middle Basic 6 students in Pulka, Gwoza Local Government Area, Borno state, Nigeria. One research question and corresponding null hypotheses was formulated to guide the study. A quasi-experimental research design, specifically the pre-test-post-test control design, was adopted for the study. The population of the study comprised 403 middle Basic students from 5 schools in Pulka, Gwoza Local Government Area. Two schools were selected using cluster sampling technique. A total of 80 students, comprising both boys and girls, were selected using simple random sampling technique through balloting. An adopted English language speaking skills Test (ELSST) was used to measure the effect of communicative teaching technique on students’ English vocabulary. The data were analysed using descriptive statistics of mean and standard deviation to answer the research question. While t-test was used to test the null hypothesis at the 0.05 level of significance. The instrument was validated by experts in English language Education and Educational measurement and Evaluation. Pearson Product Moment Correlation (PPMC) was used to establish the reliability of the instrument, and a reliability coefficient of 0.79 was obtained. The findings revealed that communicative teaching technique had a more significant effect on English language vocabulary (ELV than the conventional teaching method. The study recommended that government and educational stakeholder should ensure that English language textbooks are designed to include vocabulary exercises and real-life interaction drills. The study also recommended regular training for teachers on the effective implementation of communicative teaching technique to improve English Language vocabulary.