Communicative Language Teaching (CLT) on Grade 3 Pupils’ Writing Skills

This study examined the effectiveness in the writing skills of 40 Grade 3 learners at the International Philippine School in Al Khobar, Saudi Arabia during the school year 2025–2026. A single-group pretest–posttest design was used to compare the performance before and after a five-week Communicative Language Teaching based activities intervention. Writing activities included meaningful interaction, storytelling, role-playing, collaborative tasks and individual composition. An adapted analytic rubric assessed the content, organization, and mechanics. Mean, standard deviations, and paired-sample t test were used to summarize and compare the scores. Mean content scores increased from 8.01 to 12.61, organization scores from 7.45 to 12.82, and mechanics scores from 7.42 to 12.32. The corresponding mean gains were 4.60, 5.37, and 4.90 points. The reported paired comparisons were statistically significant in all three components, were extremely low p values (p < 0.05). Learners rated the activities as Much Helpful for developing ideas, organizing sentences, and applying writing conventions. The research findings showed that CLT is an effective pedagogical strategy to improve the writing competency of young learners. To incorporate CLT based activities into writing instruction and to conduct additional research with larger sample sizes and longer interventions, teachers are recommended.