The purpose of this study was to compare the impact of clickers, the communicative approach and the lecture method on the communicative competence development of learners who were taught English a second language (ESL). Ninety nine pupils from three primary schools participated in the study. Quasi-experimental non-randomised pre-test posttest control group design was adopted for the study. A battery of English Language Listening Tests and English Language Speaking Tests were used to measure pupils' communicative competence. Study's data were analysed using boxplot, paired samples t-test, Analysis of covariance and multiple regression analyses. Findings indicated that, there was a significant difference between the communicative competence pre-test and post-test scores of pupils in each of the groups. Furthermore, across the groups, there was a significant difference in pupils' communicative competence post-test scores based on the teaching strategy. Multiple regression analysis results revealed that 84.9% of the variance of pupils' communicative competence was accounted for by a combination of the predictor variables. Speaking skills was the potent contributor while gender did not make a significant contribution to the prediction of pupils' communicative competence in ESL classrooms.