Enhancing English Speaking Skills through Communicative Tasks among Vernacular Higher Secondary Students in Odisha

Abstract English has been taught as a compulsory subject in Odisha’s vernacular higher secondary schools for decades, yet a significant gap remains between theoretical knowledge and spoken fluency. This study examines how Communicative Language Teaching (CLT) tasks, specifically group discussions and role-plays, can bridge this gap among higher secondary science-stream students. A quasi-experimental, mixed-methods approach was conducted with 100 students from five colleges in Bhubaneswar, using pre- and post-intervention speaking tests assessing fluency, grammar, vocabulary, and pronunciation, along with structured classroom observation checklists to monitor interactional competence, participation, and paralinguistic cues. Findings showed significant improvements in speaking performance, especially in fluency and vocabulary, while qualitative data indicated reduced anxiety, increased risk-taking, and better collaboration during communicative tasks. The study highlights that CLT-based activities offer a cost-effective, flexible strategy to enhance oral proficiency within examination-oriented science curricula and provides empirical insights with implications for both pedagogy and educational policy.