Abstract:
This study examines the effectiveness of Audio Communicative Blended Methodology
(ACBM) in secondary-level language instruction, integrating the structural rigor of
the Audio-Lingual Method (ALM) with the interactive features of Communicative
Language Teaching (CLT). The research investigates how the combination of ALM’s
repetitive, form-focused approach with CLT’s context-based communication fosters
language learning outcomes. A mixed-method design was employed, incorporating
both qualitative and quantitative data. Participants comprised ten Grade 8 students
who engaged in five task types: audio story-based tasks, role-plays with written
dialogue, picture descriptions with audio prompts, travel guide activities, and roleplays
in everyday scenarios. Data collection instruments included pre-tests, post-tests,
classroom observations, and questionnaires. Pre-tests assessed baseline proficiency,
post-tests measured language improvement, observations tracked engagement, and
questionnaires captured both student and teacher perceptions of ACBM. The findings
revealed significant gains in language proficiency, with students demonstrating enhanced
engagement, confidence, and the ability to apply language skills in real-life contexts.
Teachers reported a positive shift in instructional practices, emphasizing the benefits of
integrating audio input with communicative tasks. Overall, ACBM proved effective in
balancing structural accuracy with communicative fluency, thereby offering a dynamic
and adaptable model for secondary-level language teaching.
