THE EFFECTIVENESS OF THE PRESENTATION–PRACTICE–PRODUCTION (PPP) APPROACH IN ENHANCING COMMUNICATIVE COMPETENCE IN EFL CLASSROOMS

Abstract

This study investigates the effectiveness of the Presentation–Practice–Production (PPP) approach in enhancing communicative competence in English as a Foreign Language (EFL) classroom. The research aims to evaluate how structured lesson stages—presentation of language forms, controlled practice, and communicative production—contribute to the development of students’ speaking accuracy, fluency, and overall communicative performance. A quasi-experimental design was employed involving two groups of undergraduate EFL learners: an experimental group taught using the PPP framework and a control group instructed through traditional grammar-focused methods. The findings suggest that the PPP model remains a pedagogically effective framework when adapted to communicative and learner-centered contexts. The study contributes to contemporary discussions on communicative language teaching by providing empirical evidence supporting the systematic integration of presentation, practice, and production stages in EFL instruction.