CLT Approach Research Articles

Using CLT Approach to Foster Fluency and Oral Communication Skills in Saudi Female English Major First-Year Students: Teachers’ Perspectives

Using CLT Approach to Foster Fluency and Oral Communication Skills in Saudi Female English Major First-Year Students: Teachers’ Perspectives

TEACHING READING COMPREHENSION OF ENGLISH THROUGH COMMUNICATIVE APPROACH IN HIGHER EDUCATION

The objectives of this study are to investigate the perceptions of the secondary homeschooling students on the use of the communicative approach (CLT) in their reading classrooms and to find out to what extent CLT contributes to the development of ESL learners’ reading skill. Four procedures were employed for data collection which included Pre-test and Post-Test, Classroom Observation, Questionnaire and Structured Interview. In general, the results in the Experimental Group showed that there was significant improvement among the learners between pre and post-test scores. Therefore, we can conclude that there was a significant improvement in scores between pre-test to post-test scores. Most secondary homeschooling students are enthusiastic and positive about the communicative approach in their ESL reading classrooms, whereby they learn more vocabulary through group discussions and improve their reading comprehension when exchanging ideas and opinions. Responses and attitude were very positive and strongly agreed with the use of CLT for improving their reading skills as the CLT approach has changed the reading class atmosphere to be better than before. Therefore, the homeschooling students felt pretty cheerful, comfortable and excited duringthe learning process of reading using CLT activities. Besides that, both homeschooling teachers tend to have a clear, positive and supportive attitudes and perceptions toward CLT. They strongly agreed that CLT is an effective and useful teaching method toaccommodate the demands of the time as this method put high emphasis on the interpersonal skill, stimulate the students to communicate their enthusiasm as well as stimulate their interest in their language learning process. Moreover, this approach is advantageous and favourable as the approach is to involve every student in the communicative activities and places high emphasis on communication which highly encouraged the students to communicate and interact with each other as well as stimulate their interest in English learning and developing their learner autonomy.

Attitudes of EFL Learners towards Communicative Language Teaching

Communicative Language Teaching, as a responsive teaching approach to the needs of learners, has been extensively recognized as a favorable approach to EFL teachers and learners around the world. The main purpose of this study is to investigate the attitudes of EFL students towards CLT in an Afghan EFL setting. It also attempts to determine the effects of CLT activities on their motivation and CLT challenges by their demographic profile. The data were collected from 201 English major undergraduate students from the Faculty of Language and Literature at Takhar University purposefully through a questionnaire which consists of 30 items. For answering the research questions, descriptive statistics, sample T-test, and a one-way ANOVA test were employed. The findings revealed that Afghan EFL students have positive attitudes towards CLT approach. The study also showed that the attitude of the students towards CLT is positive in terms of their gender. Moreover, there is no statistically significant difference among the group factors (age, first language, and English learning experience) of the participants.

Impacts of Teachers’ Perceived Difficulties and Learners’ Anxiety on Implementation of CLT Approach: A Survey of Selected Secondary Schools in Mbeya City-Tanzania

This paper sought to assess the impacts of teachers’ perceived difficulties, and learners’ anxiety towards the implementation of the communicative language teaching approach (CLT): a survey of selected secondary schools in Mbeya city. Mainly the study intended to find out whether or not the teachers' perceived difficulties on the one hand and the learners' language learning anxiety on another hand are factors for the failure of the implementation of the CLT approach in the classrooms. The study used an experimental research design. To comply with it a quantitative research approach was used in collecting and analyzing the data. The data was specifically collected by questionnaires: one was designated for EFL teachers (teachers of English as a foreign language) while the other was for EFL learners (learners of English as a foreign language). The collected data were analyzed quantitatively with the aid of an SPSS software version 25 before they were presented. The research concluded that the teacher's perceived difficulties and learners' English language learning anxiety have negative impacts on the implementation of the CLT approach in the classrooms, and lastly, the study recommended that the teachers’ in-service capacity programs should be given extra weight to update them with the knowledge and principles of the CLT. The government to continue building more classes to ease the problem of class overcrowding and to encourage teachers to be removers of learners' English language learning anxiety by motivating learners to be confident and comfortable to participate in all learning activities. The study will help teachers to overcome the notion that the CLT approach is difficult to implement as well as help learners overcome anxiety during classrooms' teaching and learning activities.

Improving Communicative Competence through CLT Approach in Second Language Learning at the Undergraduate Level

This study aimed to find the teachers' and students' beliefs about communicative language competence skills and their uses in undergraduate programs to improve educational careers. This study used a random sampling approach where 300 students from 6 departments (50 X 6) and 24 teachers from Superior University and the University of Lahore participated. The survey method was used to collect data for this study, and descriptive statistics (mean, standard deviation) were used to analyse the data. Universities help students develop their communication skills to meet workplace requirements, equally important for graduates' academic success. According to the study's results, teachers and students comprehend the idea of communicative competence and feel it is essential for academic and professional success. Student's potential to improve their communication skills is most inhibited by teachers' lack of language and disinterest in speaking English in the classroom. CLT's poor performance results from an outmoded curriculum, antiquated teaching methods, and a lack of teacher training. For the improvement of communication skills, innovative methods are necessary. CLT is important in Pakistan because it enables students to communicate effectively in social and cultural settings. In addition, CLT can help students develop critical thinking skills and a deeper understanding of their own culture and society. Furthermore, CLT aligns with the more pragmatic and communicative global approach to language teaching. It makes language learning for students more interactive, engaging, and meaningful. This can result in greater learning motivation and engagement. In addition, it can prepare students for success in academic and professional settings, where effective interpersonal ability is essential.

CLT and Task-Based Instruction for Effective Learning

The goal of Communicative Language Teaching is to develop fluency in language use. It emerged for better interaction like native speakers. Significantly, using the CLT approach increases communicative competence which is more reliable in language teaching. CLT is a broad approach to teaching that resulted from a focus on communication as the organizing principle for teaching. It helps language teachers achieve maximum learning among the learners rather than focus on mastery of the grammatical system of the languages. Task Based Instruction focuses on classroom activities involving two or more learners using communication strategies and interactional skills.

Applying Communicative Language Teaching in Classroom English Language Lesson Curriculum

This article provides us a specific classroom English language lesson curriculum designed for CLT, attached with a brief lesson plan and some relevant teaching materials. In the introduction, this article first explains the different English teaching methods coming through the last century and the conception and burgeoning of the CLT approach in language teaching, followed by its primary principles as presented by different scholars. Thereafter, the rationales for each activity and the reasons for the choices within the lesson plan are elaborated in detail. Last but not least, the article further evaluates the strengths and weaknesses of the lesson plan, including the method used, activity types, choice of text, etc.

Employing CLT Approach to Improve English Speaking Skill for Hau Giang Community College Students

Teaching the English language to non-native students at Hau Giang community college is a concern for instructors. This research was conducted to examine whether the CLT approach is the effective teaching method that students expect. The research used survey questionnaires for teachers and students. The participants consisted of 16 teachers of English and 23 EFL students at Hau Giang community college. The quantitative data was collected through the Google form application. The finding indicates that necessary factors such as classroom activities, appropriate teaching materials, and media aim to create a communication environment that gives learners some chances to interact with each other. The study results confirmed that CLT is an appropriate and effective teaching method for students here until now.

Evaluation of High School English Textbooks: “English for Afghanistan” based on McDonough and Shaw’s (2003) Model

The textbook is an integral component of the ELT classroom. They need to be evaluated periodically, as the needs of learners change according to time, context, and approaches to identify their strengths and weakness. The aim of this research is to evaluate High School English textbooks at schools in Afghanistan. The textbooks include ELT books: ‘English for Afghanistan: for grades 10-12’ designed by the Ministry of Education of Afghanistan. For this purpose, the researcher used McDonough Shaw’s (2003) model. Both the external and the internal evaluation criteria are applied to the textbooks. The findings indicate that the textbooks are designed for local purposes, which reflect Afghan religious and cultural values. The study also indicated that the textbooks are based on communicative language teaching which includes different situations for teaching the topics. However, the textbooks also had some drawbacks. The listening skill, which is the main component of the CLT approach, is completely neglected; the grammar activities are brought in the deductive approach, and the textbooks are gender-biased. Overall, the textbooks are up to date and meet the learners’ needs and wants, and can achieve the objectives made for each unit. However, the findings of the research can be more useful for teachers, syllabus designers, materials developers, methodology experts, and test designers in revising the textbooks.

On Discussing the Application of Language Education Theories in Teachers’ Questioning Practice in EFL Classrooms

Over the past few decades, “the field of applied linguistics and second language acquisition and teaching have accumulated a respectable repertoire of teaching approaches” [1] for language education. Approaches including Grammar-Translation Method (GTM), the Audio Lingual Method (ALM), the Direct Method, the interactional approach and the CLT approach thus have enabled language education professional and researchers to reach to a variety of methods to be utilized in English language education to effectively improve learning and teaching. This paper aims to provide an in-depth discussion on relevant theories of second language instruction understood and appreciated in a more applicable manner if applied in particular research settings. Pedagogical suggestions are expected to be drawn on how these theories could effectively support the potential research centering on the study of teachers’ questioning practice in ELT classrooms in mainland China’s universities. A proposed study is preliminary designed with a clear guided conceptual framework indicating potential results and contributions.

PROBLEMS REGARDING CLT IMPLEMENTATION AT HIGHER SECONDARY LEVEL: A CASE STUDY IN BOTH URBAN AND RURAL AREAS IN BANGLADESH.

This article tries to find out the explanations behind the implementation of CLT approach in the higher secondary level and attempts to produce a real data of CLT implementation in both rural and urban areas in Bangladesh. It also looks at the factors that make this teaching approach difficult to implement. This study examined both teachers’ and students’ perceptions, opinions, and perspectives of the English language at the higher secondary level. To achieve the objectives of the study, a mixed-method approach has been undertaken to conduct the methodology of the study where a range of methods such as Questionnaire, Interview and Classroom Observation Checklist have been used. The outcomes reveal various types of obstacles which are: a huge number of students in CLT classroom, small size of classroom, insufficiency of modern materials. It also disclosed that maximum students are not able to understand the English lecture in the classroom, teachers are not trained to maintain the classroom by following CLT method and some of the trained teachers are refused to apply CLT approach as well. Based on the findings, this study tries to propose some processes for reversing the current situation that is happening at present within the educational system in Bangladesh.

Factors Affecting the Application of Communicative Language Teaching CLT in Syrian Schools

The main purpose of CLT is to help EFL learners to communicate with other Englishlanguage speakers. Practicing speaking and communication is limited in Syrian educationalinstitutions. Hence, to improve the communicative skills of learners, the CLT approach of the teachinglearning process is highly recommended. The study aims to identify the challenges that negatively affect the valid application of CLT in Syrian public schools in Aleppo governance. The study employed a fully quantitative research design. A survey questionnaire was used as a data collection instrument. A number of 50 English language teachers from 25 schools were randomly selected. The collected data were analysed descriptively using SPSS (25) software. Teachers despite their awareness of the importance of CLT, faced many challenges. The results showed four types of challenges namely; teachers-related challenges: lack of training, lack of authentic materials, lack of English cultural knowledge. Students related challenges: low proficiency, passive learning style, lack of motivation. Education system-related challenges: lack of support, too large classes, unsuitable curriculum. Finally, CLT related challenges: lack of effective and efficient assessment instrument, lack of teaching materials. The study provided a comprehensive approach towards better implementation of CLT in the EFL context. Implications and recommendations were discussed in light of the findings.

Student Perception of Traditional English Teaching Methods (CLT approach) and Comparison to Modern Methods (Using Technology)

This study aimed to assess the perception of students regarding traditionally used CLT approach for teaching English language and its comparison to modern teaching methods based on technology. Survey was carried out using a quantitative analysis on 200 students of English language teaching institutes that are currently using CLT approach. Pre and post responses survey was carried out wherein their perspectives were assessed before and after exposure to technology-based ELT methods. Analysis was carried out using Wilcoxin test which revealed the impact of modern technological tools used in language teaching, such as, video conferencing, audio CDs, online oral versions, text-to-speech synthesis, interactive books, digital game-based learning and computer assisted language learning (CALL).

The Effectiveness of Teaching Reading Skill Using Communicative Approach in Malaysian Secondary Homeschooling ESL Classroom

The objectives of this study are to investigate the perceptions of the secondary homeschooling students on the use of the communicative approach (CLT) in their reading classrooms and to find out to what extent CLT contributes to the development of ESL learners’ reading skill. Four procedures were employed for data collection which included Pre-test and Post-Test, Classroom Observation, Questionnaire and Structured Interview. In general, the results in the Experimental Group showed that there was significant improvement among the learners between pre and post-test scores. Therefore, we can conclude that there was a significant improvement in scores between pre-test to post-test scores. Most secondary homeschooling students are enthusiastic and positive about the communicative approach in their ESL reading classrooms, whereby they learn more vocabulary through group discussions and improve their reading comprehension when exchanging ideas and opinions. Responses and attitude were very positive and strongly agreed with the use of CLT for improving their reading skills as the CLT approach has changed the reading class atmosphere to be better than before. Therefore, the homeschooling students felt pretty cheerful, comfortable and excited during the learning process of reading using CLT activities. Besides that, both homeschooling teachers tend to have a clear, positive and supportive attitudes and perceptions toward CLT. They strongly agreed that CLT is an effective and useful teaching method to accommodate the demands of the time as this method put high emphasis on the interpersonal skill, stimulate the students to communicate their enthusiasm as well as stimulate their interest in their language learning process. Moreover, this approach is advantageous and favourable as the approach is to involve every student in the communicative activities and places high emphasis on communication which highly encouraged the students to communicate and interact with each other as well as stimulate their interest in English learning and developing their learner autonomy.

Application of Communicative Language Teaching Approach in the Preparatory Program of Shaqra University, Saudi Arabia

This study is based on communicative language teaching perceptions that learners have toward CLT communicatively based lectures at the preparatory program of Shaqra university. The Problem of concern is to assure that CLT approach is truly practiced. Presuppositions assumed are concerned with students’ belief about efficiency of CLT approach to help acquiring an outstanding communicative competence when learning a new language and the lecturers’ assumption that CLT is an ideal approach for teaching a new language. The study uses a questionnaire constructed to extract perceptions toward practices of CLT approach from students and lecturers. The Findings of the study show that students learn a new language effectively when it is used as a vehicle for doing something such as greeting, requesting, giving, and apologizing. Overall, students think that communication is an important skill and teachers have faith in CLT as a perfect approach enhancing students’ communication skill. It is recommended in the study that teachers had better employ CLT approach to enhance communication and that students had better make communication main objective for learning a new language. The study suggests for further studies areas of controversial issues concerning priority of grammatical accuracy to communicative accuracy when learning a new language.

Investigating Factors Affecting the Implementation of Communicative Language Teaching in East Gojjam Zone Agricultural Technical and Vocational Educational Training Colleges ESP Class Rooms

This study was designed to investigate the major factors affecting the implementation of communicative language teaching in East Gojjam Zone ATVET Colleges in ESP class room setting. Qualitative research design was used for this research. Participants of the study were work place communication Teachers of TEVT teachers and college academic vice deans from Mertule Mariam, Motta, Bichena and Debre Work ATVET colleges. The main data gathering tools were questionnaire, interview, and document analysis. The collected data were categorized and discussed using figures with a qualitative description below. The result of the study revealed that ESP course teachers in TVET confront with several factors in implementing communicative language teaching. It was emphasized that the absence of language teachers from TVET system, unable to prepare a CBLM nationally, shortage of giving on job language teaching training, TVET current language teaching policy from MOE related factors; lack of time ,heavy work load, lack of supervision from institutional related factors; deficiency in spoken English, lack of training in CLT, misconception about CLT, lack of experience in CBLM development from teachers related factors and low English proficiency, passive style of learning and resistance to participate in communicative activities were the major factors that challenge teachers in implementing CLT approach in ESP class room. Moreover, the study discovered that the work place communication CBLM activities were not prepared based on the common features of communicative activities. Thus, it is recommended that any concerned bodies like deans, teachers, students, MOE, industrial sectors that need TVET graduates, especially federal TVET Bureaue heads should cooperate each other and give immediate solution in the way that the implementation of communicative language teaching can improve in East Gojjam Zone agricultural, technical and vocational colleges. Keywords: CLT, ESP, and implementations DOI: 10.7176/JLLL/67-01 Publication date: April 30 th 2020

Application of Contextual Teaching and Learning Approach on Statistics Material Against Student Results

Based on empirical data, student learning outcomes on statistical material are not in accordance with the expectations of teachers so it is necessary to apply the Contextual Teaching and Learning (CTL) approach. A CTL implementation can help students to understand concepts and skilled resolve issues. The research purpose is to see whether the students learning outcomes on statistics materials that are taught using the CLT approach are better than conventional approaches. The methods used are experimental studies and the data will be obtained from the pre-test and post-test learning outcomes. The population are the entire class IX student while samples taken by random sampling techniques, two classes, namely as an experimental class and control. Research design is a Non-equivalent Control Group Design. Based on the results with two average difference tests on T-Test statistics were obtained that student learning outcomes in experimental class is higher than the controls. This means learning by applying the CTL approach can improve learning outcomes and the benefits for mathematics teachers gained insight into the CTL learning process.

Attitudes towards Communicative Language Teaching: The Case of EFL Learners and Teachers

AbstractAlthough in recent years a great number of studies have been conducted on the use of communicative language teaching (clt) in English as a foreign language (efl) settings, relatively few have specifically dealt with comparing and con-trasting the foreign language teacher’s beliefs with those of their own students concerning the clt approach. Hence, this study was designed to delve into teach-ers’ beliefs and learners’ beliefs regarding six main tenets of the communicative approach within the efl context of Iran. To this end, a Likert-type attitude scale was developed and administered to 154 teachers and 242 learners of English. The results revealed that although both groups of participants held favorable attitudes toward clt, teacher participants had significantly higher levels of perception regarding clt tenets in terms of the role of grammar, the learner’s role, the teach-er’s role, and error correction/evaluation. However, no significant differences were found between language learners and teachers concerning group/pair work and native language role. The participants’ favorable attitudes were taken to indi-cate positive signals for the implementation of clt in the Iranian context because its core tenets seem to be welcomed in the context of this study.Keywords: communicative language teaching ; teachers’ beliefs; learners’ beliefs; English as a foreign language; clt tenetsResumenAunque en los últimos años ha habido un gran número de estudios sobre el uso de la clt en la efl, relativamente pocos estudios han tratado específicamente de comparar y contrastar las creencias de los profesores de lenguas extranjeras con las de sus propios estudiantes con respecto a los principios clt. Por lo tanto, este estudio fue diseñado para profundizar en los profesores y las creencias de los estudiantes hacia seis principios principales del enfoque comunicativo den-tro del contexto efl de Irán. Para ello, se desarrolló y administró una escala de actitudes tipo Likert a 154 profesores y 242 estudiantes de inglés. Los resultados revelaron que, aunque ambos grupos de participantes tenían actitudes favorables hacia la clt, los participantes de los maestros tuvieron niveles de percep-ción significativamente altos en cuanto a los principios de la clt en cuanto al papel de la gramática, el papel de los estudiantes, el papel de los maestros y la corrección / evaluación de errores. Sin embargo, no se encontraron diferencias significativas entre los estudiantes de idiomas y los maestros en relación con el trabajo en grupo / par y el rol del lenguaje nativo. Las acti-tudes favorables de los participantes fueron tomadas para indicar señales positivas para la implementación de clt en el contexto iraní, ya que sus principios básicos parecen ser bienvenidos en el contexto de este estudio.Palabras clave: enseñanza comunicativa de la lengua; creencia de los profesores; creencia de los estudiantes; inglés como lengua extranjera; principios clt.RésuméBien que, ces dernières années, il y ait eu un grand nombre d'études menées sur l'utilisation de CLT dans des contextes EFL, relativement peu d'études ont essayé de comparer et de contraster les croyances des enseignants de langues étrangères avec celles de leurs étudiants en ce qui concerne les principes CLT. Cette étude a donc été conçue pour approfondir l ́étude sur les croyances des enseignants et celles des apprenants quant aux six principes principaux de l'approche communicative dans le contexte EFL en Iran. À cette fin, une échelle d'attitude de type Likert a été développée et soumise à 154 enseignants et 242 apprenants d'anglais. Les résultats ont révélé que bien que les deux groupes de participants aient des attitudes favorables à l'égard de CLT, les enseignants-participants avaient des niveaux de perception significativement élevés en ce qui concerne les principes CLT en particulier quant aux aspects grammaire, rôle des apprenants, rôle des enseignants et correction/évaluation des erreurs. Cependant, aucune différence significative n'a été trouvée entre les apprenants de la langue et les enseignants concernant le travail en groupe/en pairs et le rôle de la langue maternelle. On a pris en compte les attitudes favorables des participants comme indicateurs positifs pour la mise en œuvre de CLT dans le contexte iranien, car ses principes fondamentaux semblent être les bienvenus dans le cadre de cette étude.Mots-clés: enseignement communicatif de la langue; croyance des enseignants; croyance des apprenants; anglais langue étrangère; principes clt.

The Alignment of and Gaps between the Needs Analysis, the 2013 Curriculum and Classroom Practice of CLT Approach

In designing and evaluating a curriculum, need analysis is the prior action so that it can accommodate students’ need and the result is not disappointing. The dissatisfaction toward graduate students from vocational high school who most of them do not have adequate English skill to work can be assumed that the curriculum as well as the learning process do not consider the students’ needs. This study aimed to investigate the vocational high school students’ needs and its alignment of and gap toward the 2013 Curriculum and the practice of CLT approach. This research is qualitative descriptive research which was conducted at SMK Negeri 1 Semarang toward the students and the teacher. The data were collected by using questionnaire, observation checklist, document analysis guideline and interviews.The result of this study shows the students’ opinion, demand, and reflection toward the English learning process. Meanwhile on the investigation of the teaching learning, it is found that the implementation of the 2013 Curriculum more or less has been accordance with the regulation, on the contrary the CLT approach had not been applied well. The alignments of the needs analysis, the curriculum and the CLT approach lay on the sufficient time allotment of the English subject, the learning activity, promoting active learning, and promoting English usage during the learning process. Meanwhile the gaps between the needs analysis, the curriculum and the CLT approach occur in the lack of productive skill practice, authentic learning media, and the discipline-related learning material.

Using Google Classroom in Enhancing Communicative Grammar Use and Attitudes of Non-English Specialized Post Graduates

This research integrates virtual language learning and the Communicative Language Teaching CLT approach for developing grammatical performance and attitudes towards English grammar use. It follows the one-group quasi-experimental design. Participants were randomly selected from the postgraduates General Diploma (41) at Hurghada Faculty of Education, Egypt. Instruments of the research included communicative grammar module through Google classroom application, communicative grammar test and a scale about the attitude towards English grammar use. It discussed how to design, instruct and assess a communicative grammar module by using Google Classroom virtual class. Results of the study showed a development in both the performance of participants’ use of English grammar as well as their positive attitudes towards grammar use. Following a one-group quasi-experimental design, the obtained results showed a development in participants’ grammar use (0.001) and also their positive attitudes (0.001) towards using grammar. Results also showed a strong correlation between the two variable; the coefficient scores were (0.779, 0.928 and 0.892) on Pearson, Kendall and Spearman coefficients respectively.