Communicative Language Teaching Approach: Impact on Students’ Speaking Skills of Rural ESL Learners of Secondary Schools in Jhargram District, West Bengal.

Communicative competency is an important theoretical innovation in second language (L2) instruction, especially for ESL learners. Despite broad support for CLT, many teachers lack the skills and expertise to execute it. Thus, this study tries to comprehend instructors′ and students′ viewpoints on CLT's application in Bengali-medium secondary schools in West Bengal to enhance students′ speaking skills. It explores CLT's impacts and how to use it. This study was quasi-experimental. The study uses teacher interviews, classroom observations, pretests, and posttests for data collection. English speakers were evaluated through pre- and post-test scores, observer comments, and teacher and student assessments. Most educators and students increased their communication using CLT. Despite instructors′ and students′ grasp of CLT, finances and students′ trouble concentrating during standardised examinations hinder its implementation. Teachers were urged to aid children with vocabulary and grammar in speaking exercises. CLT's use in classrooms to enhance pupils′ communication skills will be limited. The article advises improving facilities and minimising testing to enhance students′ speaking abilities.