Abstract
This study investigated the perceived knowledge and actual practice of Communicative Language Teaching (CLT) among post basic education teachers in Omani schools, along with the influence of gender and length of teaching experience years on teachers’ practice of this approach. It also explored the different challenges faced by teachers when implementing CLT. A total of 122 EFL Omani teachers took part in this study. The respondents completed the following: (1) a twenty-five item questionnaire concerning CLT principles; and (2) a questionnaire regarding the challenges of CLT. The results revealed that Omani EFL teachers have a high degree of awareness of the principles of CLT. However, they practice this approach at a moderate level, while their gender and length of teaching experiences have little impact on their actual practice of this approach. The findings further indicated that the implementation of CLT in Omani classrooms is hindered by: (1) teachers’ lack of training in CLT; (2) lack of time to prepare communicative activities; (3) students’ low levels of proficiency in English; (4) large class sizes; and (5) difficulties assessing the linguistic aspects of the language. This resulted in the drawing up of a number of recommendations.
Highlights
Teachers are considered the most influential factor in the students’ achievement
The researcher selected a smaller group of thirty individuals from the sample of English as a Foreign Language (EFL) teachers, in order to examine their actual practice of communicative language teaching inside their classrooms through the use of a classroom observation checklist. 3.2 Research Instruments 3.2.1 Questionnaire (CLT Principles) The researcher adapted a questionnaire from Karavas-Doukas (1996) and Kim (1999(, as cited in Beyene (2008) in order to collect data concerning teachers’ knowledge of Communicative Language Teaching (CLT) principles
What are the challenges faced by teachers when implementing CLT? 4.2 Teachers’ Awareness of CLT Principles The first research question investigated the degree to which teachers are aware of the principles of CLT
Summary
Teachers are considered the most influential factor in the students’ achievement. an examination of the practice of teachers (including how they absorb and employ curriculum policies based on their beliefs and educational philosophy) is viewed as an efficient method of improving the quality of education (Freeman & Richards, 1996). Rogan (2006) indicated that it is insufficient to develop a new curriculum, as attention needs to be focused on how curriculum principles are shaped into practice. The framework calls for CLT (which focuses on meaning and language use), learning outcomes remain insufficient, leading to the English skills of graduates failing to achieve the expected outcomes (Al Mahrooqi, 2012; Al-Issa & Al-Bulushi, 2012; Al Hajri, 2010, Al-Lamki, 2009; Al Salmi, 2005) This leads to the possibility that the high rates of failure, combined with the poor quality of the students’ performance, reflect the instructional quality of post basic education schools, i.e., teachers’ practice of CLT. This could indicate that inappropriate teaching methods are a factor in the poor performance of students, and the widely-noted fall in the standard of education in Oman. It is essential to investigate the awareness and practice of teachers concerning the enhancing of students’ communicative skills necessary for different academic and professional orientations (Al Najar, 2016)
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