The objectives were: (1) To compare the effectiveness of the Communicative Approach and the Structural Approach to ELT in terms of students’ Achievement in English. (2) To compare the effectiveness of the Communicative Approach and the Conventional Approach to ELT in terms of students’ Achievement in English. (3) To compare the effectiveness of the Structural Approach and the Conventional Approach to ELT in terms of students’ Achievement in English. (4) To study the opinion of the students for the Communicative, Structural and Conventional Approaches to ELT with reference to their Learning Experiences.

The hypotheses were: (1) There will be no difference in students’ mean Achievement score after learning English through the Communicative Approach and the Structural Approach. (2) There will be no difference in students’ mean Achievement score after learning English through the Communicative Approach and the Conventional Approach. (3) There will be no difference in students’ mean Achievement score after learning English through the Structural Approach and Conventional Approach.

The Treatment continued for about two months. The Achievement test in English and Opinionnaire were developed for collecting the data.

The findings were: (1) The Conventional Approach was more effective than the Structural Approach and Communicative Approach. (2) The Communicative Approach was more effective than only the Structural Approach. (3) The Structural Approach was not found effective as compared with other two Approaches. (4) Students’ Opinions for the characteristics of Communicative Approach as well as Conventional Approach were favourable. But the characteristics related to the use of Grammar and Mother Tongue, word – to - word translation and teachers’ authenticity were not opined favorably. They were against the mechanical procedure of this Approach. They also did not like restriction of translation into Gujarati.