Communicative Competence Approach for Developing Alternative Learning System Learners' English Communication Skills

Abstract

One hundred fourteen ALS secondary respondents from Pasig City were surveyed to analyze how can the Communicative Competence Approach be used to develop English communication skills in learners of the Alternative Learning System. Thus, the study determined their level of communicative competence, the effective communication-based approach, and factors that influence their English language use in different communication contexts. Guided by Canale and Swain’s Communicative Competence Framework (1980), results of the study revealed that the ALS secondary learners’ level is between the needs improvement and basic levels. The Communicative Competence Approach was identified as effective for developing their communicative competence, encouraging participation in authentic communication scenarios and practices. Using Spearman’s Rank Correlation Coefficient and data triangulation, results showed no significant relationship between the dimensions of communicative competence: (1) grammatical competence and strategic competence and (2) sociolinguistic competence and discourse competence. However, other dimensions, such as technological competence, digital literacy, and establishing clear communication between teachers and learners, emerged as important aspects of language use and competence. As presented in the study, the respondents’ level of English communicative competence and use of the language in different communication settings were influenced by several factors such as age, employment status, learning experience, stage of development, exposure to the native language (Filipino and other dialects or Philippine languages) and English, and access and familiarity with ICT tools.