Assessing the Current Implementation of Communicative Language Teaching for English Language Teachers in Ethiopian Universities

Abstract

This study has attempted to assess the current implementation of communicative language teaching (CLT) approach in two Ethiopian universities to identify professional development (PD) needs of English language teachers. A cross-sectional study using teachers, students and management as sources of information was applied to conduct the study. Data were gathered through teachers’ questionnaire, interview schemes, focus group discussion and classroom observation, and analyzed using both quantitative and qualitative methods. The study has found out that a good number of teachers of the universities lack appropriate professional preparations in CLT, particularly in-service training. Though most teachers make self-report that they have sufficient subject matter knowledge and pedagogical knowledge and skills of CLT, data from department heads, student discussions and classroom observations tend to contradict with the report of most teachers. Moreover, the teachers seem to have positive beliefs about CLT, but their implementation of the approach has been challenged by several factors. Furthermore, the study suggests the management of the universities to be supportive of PD initiatives to improve CLT implementation of their respective universities. Finally, the study has concluded that in addition to strengthening the existing pre-service CLT training, it is essential for the universities to arrange in-service PD opportunities to sustainably support the teachers to improve their CLT implementation and ensure continuous and effective student learning.