Awati Norah Patience2026-04-292026-04-292023Awati, N. P. (2023). Exploring the use of the communicative approach among Learners in teaching the English language in secondary schools in Tororo district. [Research report]. Busitema.https://bdears.busitema.ac.ug/handle/123456789/1772The Communicative Approach is one of the key elements of the Competency-Based Curriculum and its principally a learner-centered and adapting to the needs of the students, teachers and society. It emphasizes the importance of the language learning process. This study sought to explore the Use of the Communicative Approach in the teaching of the English Language in secondary schools. The study aimed to develop learners’ ability to communicate effectively in real- life situations. The study was undertaken with objectives to review the literature on the communicative approach in language teaching and its effectiveness in improving learner communication. To explore the role of the communicative competence in language learning and its relationship with the communicative Approach. To investigate the attitudes and perceptions of language learners and teachers towards the communicative approach and its impact on motivation and engagement in language learning. To evaluate the effectiveness of the communicative approach in developing different language skills. The study also was supported with some research questions to aid on developing more information since they serve as a guide. The Literature as reviewed and gaps as well were identified. The study employed a descriptive research methodology that involved Document Analysis, observation, Questionnaire method to aid in collecting the necessary information. According to the study, the communicative approach has been incorporated into the competency- based curriculum and has been accepted by different stakeholders and it is being implemented in the schools. The different approaches being used are discussions, group work, presentations, role-plays, projects, experiments, research and many others. However, some problems are being experienced during the implementation process. Limited materials especially authentic materials lit textbooks and work books. Limited computer skills for teachers because of the inadequacy of technological aids like computers, projectors. Recommendations have been drawn and it is the different stakeholders of the schools and the government to do the needful. The information provided in this research will serve as reference for monitoring the aspects of implementation of the communicative approach into the competency- based curriculum in the selected schools and other schools in Tororo District and Uganda at large.en-USThesis