Abstract
This paper aims to explore the experiences of Jordanian English as a foreign language (EFL) student concerning communicative language teaching. Classroom surveys were used to gather data from three separate sources. The quantitative method was applied to collect and evaluate data through classroom surveys, which were statistically assessed using suitable methods. Female students (N = 115) who participated in the research. In terms of the significant conclusions, data interpretation revealed gaps in the subjects' experiences of EFL Learning. Furthermore, the results showed that EFL teachers in Jordan face various difficulties when introducing communicative language learning in their classrooms. Three points of concern were regularly identified: student challenges, institutional issues, and problems with the administrative structure. Overall, the findings showed that despite the problems, Jordanian EFL learners regard the CLT method favourably.
Highlights
1 1.1 Background to the study Communicative language teaching (CLT) was initially presented in the 1970s and is recognized as a significant language teaching practice factor
This paper aims to explore the experiences of Jordanian English as a foreign language (EFL) student concerning communicative language teaching
1.2 Significance of study This study contributes to the debate about Jordanian English language education background
Summary
1 1.1 Background to the study Communicative language teaching (CLT) was initially presented in the 1970s and is recognized as a significant language teaching practice factor. Language teaching has become a dynamic process in which reforms are regularly proposed and applied. This is to actively engage language learners in English as a foreign language (EFL) perspective (Larsen-Freeman & Anderson, 2011). Research has shown the significance of applying the communicative language teaching method in an EFL setting for improving proficiency in all language skills, both receptive and productive. According to Richards and Rodgers (2014), language teaching approach change has aimed to improve learners' speaking abilities and incorporate modern teaching tactics. Teacher-student engagement in cooperative groups, how teachers use additional resources, how learners perceive them, and how lessons transition between teacher-centric and collaborative activities. (Batstone, 2012)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
