Effectiveness of language teaching methods in improving the 11th grade English competencies: a case of Nampula secondary school in Mozambique

Language teaching methods in education play a seminal role in improving learners' linguistic competencies in any given language. Suppose teachers and educational practitioners are conversant and aware of the factors that determine the choice of a method for teaching and learning a language. In that case, they are able to employ appropriate and effective teaching methods depending upon the linguistic competencies they want to instill into their learners. This study aimed to assess the effectiveness of Language Teaching Methods (LTM) in improving learners' competencies in the English language among grade 11 learners of Nampula Secondary School (NSS) in Mozambique. In order to assess the effectiveness of LTM at NSS, a quantitative research approach was used with a descriptive research design. The sample consisted of 8 teachers of the English language and 113 learners. A simple random probability-sampling technique was used to recruit learners, and a purposive sampling technique was used to recruit teachers. Descriptive statistics was used for data analysis. The study found that the teachers used Communicative Language Teaching (CLT) and Cognitive Code Method (CCM) to teach the English language. Speaking, writing, reading, and listening were the skills that learners were expected to develop in the English language. The LTM used to teach the English language at NSS was ineffective because it did not lead to the desirable teaching competencies. The major recommendations were that; teachers should use Eclecticism to instill both productive and receptive skills in their learners.