Redefining Language Learning: Integrating Performance-Based Pedagogy to Foster Dynamic 21st  Century Speaking Skills

This research focused on investigating the effect of integrating Performance-Based Pedagogy, an approach to teaching and learning that emphasizes students being able to do or perform specific skills because of instruction, in enhancing the 21st-century public speaking skills of Senior High School learners, specifically in terms of delivering prepared and extemporaneous speeches. This study employed a true-experimental research design to further explore the effectiveness of narrative pedagogy in reducing the affective filter and enhancing speaking skills among learners. The research findings indicated that the Experimental Group with students exposed to the performance-based speaking activities tended to have a higher proportion of students scoring Excellent in both types of speeches, while the Controlled Group had more students scoring in the Good range.  These findings underscored the effectiveness of Performance-Based intervention, as evidenced by the superior performance of the Experimental Group, thereby emphasizing the importance of innovative pedagogical approaches in enhancing students' public speaking skills. The findings revealed the superior performance of the Experimental Group in both prepared and extemporaneous speeches, highlighting the effectiveness of Performance-Based Pedagogy in enhancing the 21st-century skills of Senior High School students. The study highly recommends the integration of performance-based activities into the curriculum and the exploration of alternative approaches for enhancing extemporaneous speech skills. The proposed action plan emphasizes experiential learning and feedback mechanisms to foster articulate and confident 21st-century communicators.