Cognitive Academic Language Learning Approach (CALLA) and Speaking Skill

Abstract

This research investigates the effectiveness of the Cognitive Academic Language Learning Approach (CALLA) in developing the speaking skills of fifth-semester students at Universidad Tecnológica Indoamerica. Employing an experimental design with a quantitative approach, the study compares the speaking proficiency of an experimental group, receiving CALLA-based training, against a control group using traditional methods. The speaking section of the international Preliminary English Test (PET) serves as the data collection instrument, utilizing a rubric with four criteria. The paired sample test analysis indicates significant differences between the experimental and control group in both pre-test and post-test conditions. The related Sample Wilcoxon Signed Rank Test supports these findings, rejecting the null hypothesis and accepting the alternative hypothesis, demonstrating a positive impact of CALLA on students’ speaking skills. The study recommends targeted interventions to address identified weaknesses, including tailored language courses, workshops, or tutoring sessions. The CALLA method, with its five stages of preparation, presentation, practice, evaluation, and expansion, is highly recommended for enhancing speaking development. The research concludes that the overall low proficiency levels necessitate focused instructional strategies, and the successful implementation of CALLA underscores its value in fostering comprehensive development in students’ speaking skills.