Effectiveness of Discoursebased Pedagogy in Developing the English Language Productive Skills of Students at the Secondary Level

This quasi-experimental study investigated the effectiveness of Discourse-Based Pedagogy (DBP) in enhancing the English language productive skills – specifically speaking and writing – of standard IX students using a pre-test – post-test control group design. The sample consisted of 35 students each in the experimental and control groups. Using the lesson ‘The Price of Flowers’ as the instructional unit, the experimental group received intervention through the Teaching-Learning Cycle (TLC), focusing on genre awareness, cohesion, and social context, while the control group was taught using the traditional method. The findings of the study revealed a statistically significant improvement in the productive skills of the students in the experimental group compared to the control group. The results suggest that shifting from sentence-level instruction to discourse-level analysis fosters greater communicative competence and student agency. The study concludes with recommendations for curriculum designers and teacher educators to integrate discourse-based strategies into the secondary English framework to better equip learners for real-world linguistic challenges.