Abstract
Foreign language teaching in many Asian-Pacific countries in recent decades has shifted toward communicative-focused instruction. However, researchers have reported a gap between policy and practice. To incorporate teachers’ voices in adopting the communicative approach in the curriculum, this study explores factors that promote or hinder EFL teachers’ implementation of Communicative Language Teaching (CLT) in Taiwanese college English classes. The findings indicated that the factors that impacted implementation of CLT related to teachers, students, the educational system, and suitability of CLT in the local context. Also, certain situational constraints were found to hinder the implementation of CTL. The article provides practical recommendations for teachers, educators, and policy makers to further improve teacher training, curriculum design, and situational constraints to ensure success in implementing the CLT approach.
Highlights
In recent decades, teachers of English as a Foreign Language (EFL) have been encouraged to implement Communicative Language Teaching (CLT) to help develop students’ English abilities appropriately in context
To incorporate teachers’ voices in adopting the communicative approach in the curriculum, this study explores factors that promote or hinder EFL teachers’ implementation of Communicative Language Teaching (CLT) in Taiwanese college English classes
This study explores factors that promote or hinder Taiwanese college teachers’ implementation of CLT, with the recommendation that their views be considered in decisions regarding the integration of CLT into Taiwanese college English education
Summary
Teachers of English as a Foreign Language (EFL) have been encouraged to implement Communicative Language Teaching (CLT) to help develop students’ English abilities appropriately in context. This is due to the awareness of English being the most widely spoken language in the world and used in various areas such as technology, science, and business. To compensate for the limitations of the traditional language teaching methods, CLT has been introduced in EFL settings to improve students’ abilities to use English in real contexts (Littlewood, 2007). Few studies have been conducted on college teachers’ opinions about factors influencing their practice of CLT in Taiwan. This study explores factors that promote or hinder Taiwanese college teachers’ implementation of CLT, with the recommendation that their views be considered in decisions regarding the integration of CLT into Taiwanese college English education
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