Abstract
This study aimed to identify the challenges that Afghan EFL teachers encounter when implementing Communicative Language Teaching (CLT) in their classes. The study utilized a descriptive quantitative research design, employing a survey questionnaire. A total of 25 EFL teachers from different public universities of Afghanistan participated in this study. The results revealed that in teacher-related challenges, insufficiency in spoken English, lack of training in CLT, shortage of time for developing communicative materials, and lack of knowledge about the culture of the target language are the primary obstacles to the application of CLT. Additionally, challenges in student-related factors such as low English proficiency, passive learning styles, and lack of motivation were identified as critical difficulties hindering the implementation of CLT in their classes.
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