Abstract:
This study aimed to study the effects of teaching activities using communicative language teaching approach through social media on the speaking ability of Bhutanese students and to find out the student’s perception towards teaching activities using communicative language teaching approach through social media. A total of 32 grade 8 students of one of the government higher secondary schools in Samtse district from Bhutan participated in the study. They were selected using purposive sampling technique. A pretest was administered in the first week followed by ten weeks of treatment sessions. Students were subsequently administered a posttest and perception questionnaire. The quantitative result of the study revealed that the students’ posttest mean score in the English-speaking ability test was higher than their pretest mean score at a significant level of .05, indicating that their speaking ability improved significantly after receiving the treatment session. The most developed aspects of speaking ability from the analytical analysis of different aspects of speaking ability from pretest and posttest and weekly speaking tasks posted to the class Facebook page was the improvement of vocabulary and communication strategy. The least developed was the development of grammar. The results obtained from the questionnaire revealed that the students held positive perception towards teaching activities using communicative language teaching approach through social media instruction. The students’ positive perception towards the current instruction was mainly influenced by the ability of the instruction in enhancing self-confidence and motivation, learning from anywhere, providing a flexible and lively learning environment, and creating better interaction. Finally, the students’ positive perception was also influenced by the ability of the current instruction in reducing anxiety associated with learning to speak.
