The Impact of Active Learning on EFL Learners' Communicative Competence: A Focus on Collaborative and Experiential Approaches

This study aimed to examine the effect of active learning on the enhancement of communicative skills in English as a Foreign Language (EFL) students by employing collaborative and experiential methodologies. The study employed a quasi-experimental mixed-methods design, utilizing a purposive sample of 120 university students categorized into a control group and an experimental group. Throughout an academic semester, the experimental group participated in instructional activities based on collaborative work, real-world problem-solving, dramatizations, simulations, and project-based learning, whereas the control group adhered to a conventional methodology centered on content delivery. Data were gathered using standardized communicative competency assessments (both oral and written), students' reflective journals, and semi-structured interviews with educators. The results demonstrated statistically significant enhancements (p < 0.05) in the fluency, coherence, interaction, and language appropriateness of students engaged in active learning. Furthermore, an enhancement in autonomy, motivation, and active engagement in the learning process was noted. The findings indicate that collaborative and experiential methods, by fostering genuine situations for language application, improve both linguistic proficiency and vital social skills necessary for communicative competence. The study emphasizes the necessity to reevaluate pedagogical approaches in foreign language instruction, directing them towards student-centered models that prioritize the active development of knowledge.