Faculty of foreign philology english teaching methodolgy department course paper

CONCLUSIONS
It can be seen through the various activities and formal assessments that the students increased their knowledge about the present-perfect and improved their listening, reading, writing, speaking and content skills over the two and half week program. The strategies used by the teacher enabled the students to improve overall in all four skills by following the CBL and CLT approaches. Through the communicative teaching strategies and skill integrating activities the students were also able to learn and practice all EFL skills in an authentic manner. To support this research, Sari (2016) found that authentic materials supported learning in the classroom.
When teachers used this type of material the students increased their language learning. The results also showed that the students also enjoyed the communicative activities in groups and learning about content and grammar through the integration of skills. The students’ agreed that they tended to improve their knowledge and English abilities when these strategies were utilized in class. As suggested by Sevy (2016), group work can increase students sense of authenticity since they are more relaxed when working in a group setting. Sevy (2016) also explains that role play activities promote authentic learning in the classroom, because the students can act out real-life conversations and situations in the L2 language. For these reasons and for the successful outcome of the study program,

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