The study set out to determine the effect of communicative language teaching on students’ speaking skills in Makurdi Benue state. Nine specific objectives guided the study, nine research questions were raised and answered and nine hypotheses were formulated and tested at a 0.05 level of significance. The study was delimited to communicative activities like information-gap activity, role-play activities, and conversation activities, and speaking skills of fluency, pronunciation, and vocabulary. The study was hinged on John Dewey's theory of learning by doing. The study adopted the non-randomized pre-test posttest control group design and the study area was Makurdi Local Government Area of Benue State. The population of the study was made up of all the 1312 Senior Secondary two (SS2) students in the 21 public secondary schools in Makurdi LGA. The sample for the study consisted of 173 students and was drawn using four intact classes of students. The instrument used for data collection is the English Achievement Test (EAT). The instrument was duly validated by three experts, two from the English language unit and one from Measurement and Evaluation. The English Achievement Test (EAT) yielded a reliability coefficient of 0.89. The researcher visited the sampled schools to seek permission from the principals of the various schools in which the study was carried out. The regular English language teachers in the selected schools were used as research assistants for the study. The research assistants in each school helped the researcher to collect data and the data collected were analyzed using descriptive statistics of mean and standard deviation and inferential statistics of ANCOVA. The result of the findings revealed there was a statistically significant difference in the speaking skills of students taught using the communicative language teaching approach and those taught using the traditional method.
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