INVESTIGATING THE USE OF COMMUNICATIVE LANGUAGE TEACHING IN ENHANCING THE COMMUNICATIVE COMPETENCE OF PUBLIC SECONDARY SCHOOL STUDENTS IN THE DIVISION OF LUCENA CITY

This study examined the implementation of Communicative Language Teaching (CLT) as a tool for improving the communicative competence of public secondary school students in the Division of Lucena City. It determined the extent of CLT use across grammatical, sociolinguistic, discourse, and strategic competences; explored teachers’ perceptions of its effectiveness; and identified problems encountered in classroom application. Using a descriptive–correlational quantitative design, data were gathered from English teachers of fourteen junior high schools through a validated questionnaire. Findings revealed that CLT strategies were extensively practiced and perceived as highly effective in encouraging authentic communication and learner participation. However, limited English proficiency, large class sizes, and inadequate materials remained challenges. Statistical analysis showed significant differences in the extent of CLT use when grouped according to years of service. The study concludes that CLT continues to be a viable and powerful approach in fostering communicative competence and recommends sustained teacher training, collaborative learning, and policy support to ensure its consistent application in the Philippine public-school context. Keywords: Communicative Language Teaching (CLT), Communicative Competence, English Language Teaching, Lucena City