Language learning at the secondary school level is a complex process involving the development of linguistic competence, cognitive engagement, affective disposition, and social interaction. Despite this multidimensional nature, language classrooms have traditionally relied on teacher-centered instructional practices that emphasize grammar instruction, textbook exercises, and rote memorization. Such approaches often limit students’ opportunities for authentic language use and active engagement. In recent years, experiential teaching methods have gained attention as an effective alternative that promotes learning through experience, reflection, interaction, and application. The present study examines the effect of experiential teaching methods on identified learning attributes in language among secondary school students of the National Capital Region (NCR). A descriptive and comparative research design was employed to analyze how experiential teaching influences learning attributes, including language proficiency, communication skills, learner engagement, motivation, confidence, creativity, collaboration, and reflective thinking. Data were collected using a learning Attributes Scale, classroom observation schedules, and language achievement records. Descriptive statistical techniques, including mean, percentage, and standard deviation, were used for analysis. The findings indicate that experiential teaching methods have a positive influence on students’ language learning attributes. Students exposed to experiential instruction demonstrated higher levels of participation, communicative confidence, motivation, and collaborative learning compared to those taught through traditional methods. The study underscores the pedagogical significance of experiential teaching in language education and recommends its systematic integration into secondary classrooms to enhance learning quality and holistic development.
Shubha mukherjee (Thu,) studied this question.