Effects of CLT, CLE+COBLA, and CLE+Paper on Grade 3 English Learning

This quasi-experimental study investigated the effects of Communicative Language Teaching (CLT), Collaborative Learning Environment with Computer-Based Learning Activities (CLE+COBLA), and Collaborative Learning Environment with Paper-Based Activities (CLE+Paper) on the English learning performance of 33 Grade 3 pupils at Lanipao Central School, Iligan City, during the School Year 2022–2023. A one-group pretest–posttest quasi-experimental design was employed, with pupils’ performance assessed through a researcher-made English Achievement Test covering vocabulary, grammar, reading comprehension, sentence construction, and language use. Pretest results indicated average performance (M = 12.39), revealing varying levels of English proficiency and highlighting the need for more interactive, learner-centered instructional strategies. Following exposure to CLT, CLE+COBLA, and CLE+Paper through a rotational schedule, posttest results demonstrated a substantial improvement, with all pupils achieving very high performance (M = 18.73). Paired t-test analysis confirmed a statistically significant difference between pretest and posttest scores (p = 0.000, df = 32), indicating that the improvements were attributable to the implemented instructional interventions. These findings suggest that communicative, collaborative, and activity-based strategies—integrating both technology-assisted and paper-based tasks—effectively enhance young learners’ vocabulary acquisition, grammar accuracy, reading comprehension, sentence construction, and overall English proficiency. The study offers practical implications for pupils, teachers, school administrators, curriculum planners, education stakeholders, and future researchers aiming to implement or evaluate innovative English teaching approaches in primary education.