Communicative Language Teaching Research Articles

Teachers’ Perception and Practice of English Language Teaching Following CLT Approach in Chinese Higher Education - A Study of Two Higher Educational Institutions in China

the purpose of the present study was to investigate the role of teachers’ perception and practice of English language teaching in the implementation of Communicative Language Teaching (CLT) approach in two Chinese universities, which was conducted with three pragmatic purposes: 1). to investigate teachers’ perception on the characteristics of CLT approach used in English language teaching; 2). to identify teachers’ perceived practice of instructional strategies with CLT approach in helping students develop their communicative language skills; 3). to explore the problems and obstacles in the midst of English language teaching with it. The mixed methodology of (Quant +qual) approaches was employed in this study. The data was collected from forty college English teachers who were working at the Department of Applied English through survey questionnaire, a case study, and semi-structured phone-call interview. The findings revealed that almost teachers’ perception and practice had a noticeably positive correlativity with the characteristics of CLT approach in ELT, directly manifesting that the three intricate characteristics and instructional strategies of CLT approach in practice as they’ve frequently perceived highly related to the improvement of students’ English language communication skills, respectively. Nevertheless, some problems and obstacles were likewise illustrated, which probed to be difficultly operated in prolific English language teaching class within CLT approach. Implications for the study are that teachers’ perception and practice of ELT with the characteristics of CLT approach have meaningful effects on ELT development in Chinese higher education as well as the exhibited issues in class operation profoundly requires consideration to be kept from in college class.

Teaching English for Elementary School Students through Communicative Language Teaching

The aim of the implementation Communicative Language Teaching (CLT) in learning process is to change the teacher-centered learning process into student-centered learning, where students have the freedom to move and discuss all available materials. The method is given to students in grades three to six at SDN Jambangan during the Kampus Mengajar program. The CLT method is divided into four, namely the Communicative English teaching method, the practice question method, the question and Answer Session method, the guessing game method. Further, when learning is carried out, it was designed to make communicative activities such as games so that students don't feel bored. This learning process can provide opportunities for students to improve their language skills by using communicative English teaching methods. The findings showed that it is very helpful for educators to provide what is the right method to help students in dealing with existing problems and make learning fun. The students were active during the teaching and learning process. They did the teacher’s instruction cooperatively. Therefore, it can be concluded that learning can be carried out well and feels light when using the right stages. This research also helps the researcher to gain new experiences, which are very valuable experiences for life.

The Lecturers and Students’ Speech Act Used in Classroom Interaction: A Case Study

The speech act becomes a crucial major to provide the better conversation between people in the society or setting condition. The aim of the research is to explore the speech act used by the lecturer and students involving classroom interaction in teaching and learning process. In this research, the case study was used to examine the lecturer and students’ speech act in classroom interaction. The subject of the research was two lecturer and six students in linguistics program of faculty of cultural sciences, Hasanuddin University, Makassar in academic year 2022/2023. The sample was chosen by purposive sampling while the instrument of the research is observation and interview. In this research, the data will be analyzed by Searle’s Theoretical framework. The lecturer argues that the reason is using more directive speech acts is only to invite students to talk more and to carry out the principle of what Communicative Language Teaching is like believe. In this case, the directive is mostly dominant proposed by the lecturer in the teaching and learning process in the classroom interaction. It shows that the speech act used in the classroom can be powerful in the teaching and learning process for interaction in the classroom. The last, the implications can be seen from the finding that using directive speech acts that involve asking a lot of questions, asking, or governing contributes to student achievement, especially in productive skills.

The Application of Communicative Language Teaching: Method in Middle School English Classroom Teaching

The Application of Communicative Language Teaching: Method in Middle School English Classroom Teaching

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.

Issues and Recommendations Regarding the Chinese Language Proficiency Examination in Thailand

Background and Aim: In 1998, the Thai Ministry of Education included Chinese as one of the elective subjects in the national college entrance examination. Since its introduction, the number of candidates taking the Chinese Language Proficiency Examination (CLPE) has consistently ranked first among foreign language subjects. However, the overall performance of candidates has been relatively low, creating a noticeable contrast between the number of candidates and their test scores. To explore the reasons behind the consistently low scores, this article will focus on analyzing the issues within the CLPE in Thailand, including its structure, examination papers, and other related factors. Based on these issues, corresponding recommendations will be proposed to address the challenges faced in the current system. Materials and Methods: This study will employ a combination of literature analysis and interviews. By examining past examination papers, test scores, as well as feedback from candidates and teachers, this study aims to analyze the issues within the CLPE, including its structure, examination papers, and other related factors. Results: The study found the main issues identified within the CLPE in Thailand are as follows: 1) Institutional issues: instability of the examination system, lack of score classification standards, limited diversity in examination format, and limited localization and adaptation. 2) Examination paper issues: limited diversity in the composition of question setters, lack of scientific and systematic guidelines for test construction, limited variety in question types, overall difficulty level, and so on. 3) Other issues: assessment-teaching disconnect, lack of emphasis on language skills, and so on. Conclusion: The imbalance in the quality of Chinese education has resulted in varying levels of proficiency among candidates, and there is also a noticeable separation between the CLPE and Chinese teaching in high schools. The current examination format showcases the differences in pre-examination Chinese teaching and the language proficiency of candidates through the widespread low scores and polarized examination results. The Chinese language teaching community in Thailand needs to enhance the efficacy of the examination system, examination papers, and other elements scientifically and effectively.

Research on Oral English Teaching Strategies in Junior High School Based on Communicative Language Teaching

Research on Oral English Teaching Strategies in Junior High School Based on Communicative Language Teaching

Insights on Teacher's Perception of Communicative Language Teaching

Insights on Teacher's Perception of Communicative Language Teaching

Best Teaching and Learning Approaches through the Eyes of Thai EFL Preservice Teachers

The best teaching and learning approaches have been controversial since the origins of language teaching and learning. This study aims to explore the Thai EFL preservice teachers’ perceptions towards the best teaching and learning approaches through the written test. A qualitative research design and purposive sampling were employed to collect data from 46 participants who completed teacher training for at least one semester. Research ethics were obtained prior to data collection. The research instrument was a 150-word written test from 46 participants. The results show that there were 17 features of the best teaching and learning desired by Thai EFL preservice teachers, which can be put into four aspects: lesson, classroom environment, teachers, and students. In detail, lessons should be learned in a group setting using meaningful, real-life situations, simplified language, communication practice, language practice, and thinking practices. The classroom environment should be active, fun, and enjoyable, allowing for freely expressing ideas and opinions and peer-supported learning. Teachers should scaffold, increase motivation, and provide mental support to students. Finally, students must be able to manage their own emotions, have a sense of control over their own learning, and become autonomous learners. The mentioned features are likely to comply with Communicative Language Teaching (CLT). The reasons that the participants weighed in on this approach can probably be due to ready-to-use materials to be used in different communicative situations, exciting and motivating approaches with active activities, and technology-supported language learning, leading to idealized pedagogical implementation.

SOSIOLINGUISTIK DALAM PEMBELAJARAN BAHASA INDONESIA

Linguistics is the study of language, both as an object and in its function and development. The existence of language structures can be seen throughout history and is a special phenomenon, isolated from other social elements. Regarding the structure of language and the limitations it imposes (lexical semantics, phonology, morphology, syntax and functional stylistics), language is a very specific and separate social phenomenon. Some language elements and categories, their characteristics and structural variants cannot be translated and are unique to the language. There are a number of methods and approaches that focus on sociolinguistic studies, including: a) competence-based language teaching, b) communicative language teaching, c) natural approach, d) cooperative language learning. In addition, there are several explanations of the basic theories of sociolinguistics that are applied in schools, namely: a) language as a communication tool, b) language skills are broad, c) students are part of society

Communicative Language Teaching for an Enhanced Speaking Competence of Grade 11 Students in Sta. Lucia National High School

This study aimed to determine the effectiveness of communicative language teaching, such as content-based and task-Based instruction, in enhancing the speaking competence of grade 11 students in terms of fluency, vocabulary, grammatical accuracy, and pronunciation. The researcher hopes that the problems encountered in speaking might be alleviated through the study's outcomes and further promotes the use of the approaches used in this study. The use of these approaches paved the way to enhance further speaking competence in fluency, vocabulary, grammatical accuracy, and pronunciation. This might open doors to those students who are hesitant to express their ideas in speaking not only in English subjects but also in other disciplines. Through the study's findings, the possible approaches in further promoting these approaches will be clear and hopefully effective. Meanwhile, the study's findings on enhancing the students' speaking competence using communicative language teaching resulted in significant differences in fluency and grammatical accuracy. Whereas in terms of vocabulary and pronunciation, no significant difference was found. The results revealed that in terms of speaking competence, students have improved. However, the results also show that vocabulary and pronunciation skills are the competence found to have found the least mastered by the students since they are still in the adjustment period from the pandemic. They needed to be given more exposure to the vocabulary and practiced their pronunciation skills.

Designing Reading Materials for Teaching Agro-Technology Department Based on Communicative Language Teaching in Universitas Islam Madura

The basic goal of teaching and learning English at Agro-Technology Department is to develop the English skills of the students in order that they can understand and comprehend any English references such as textbooks, journals and other sources and they are able to communicate actively. The learning and teaching of English at Agro-Technology Department is considered unable to achieve its objectives. The main problem in this case is there is no an appropriate reading material for the students. The existing material is not in accordance with the needs and the background of the students. Concerning the problem above, a set of suitable instructional material for the students of Agro-Technology Department needs to be developed. The procedure being done in this study are doing need analysis, developing reading materials, expert validation, revising the materials, trying out the materials, and final product. The data from the result of the needs analysis shows most of the students agree to develop reading materials which are suitable with their major content subject namely Agro-Technology science, to include list of vocabulary in the reading materials they are learning, to include grammar review in the future reading materials, to clarify the content of the materials in the explanation, and to arrange the materials according to the degree of its difficulty

A Study of the Activities/Tasks in English Textbooks for Intermediate Classes from Communicative Language Teaching Perspective

Textbooks of English are filled with numerous activities for developing different competencies. This study analyzes intermediate English textbooks for Grade 11 & 12 of Khyber Pakhtunkhwa Textbook Board, Peshawar for determining the extent of incorporation of Communicative Language Teaching principles (CLT) in the textbooks. The English textbooks for grades 11 & 12 are analyzed to obtain data for the research. For evaluating the textbooks’ activities, a CLT based qualitative framework was adopted. The findings indicated that the textbooks do not incorporate all the principles of CLT. There is no balance among the four skills of language. Listening skill has been completely ignored. The textbooks lack focus on the functional aspects of the use of language in context. Based on the results, recommendations for further research are provided. The study has important implications in terms of modifications and revisions of activities for achieving greater congruency with the tenets of CLT.

Language Teaching Methodologies for Effective English Learning

In this comprehensive study, the paper explores "Language Teaching Methodologies for Effective English Learning." It delves into the prevalence, perceived effectiveness, and practical implementation of diverse teaching approaches in the context of learning English as a second language (L2). Employing mixed-methods research, including surveys, classroom observations, and data analysis, the study offers crucial insights into language education. The prevalence data underscores that Communicative Language Teaching (CLT) emerges as the dominant approach in English language education, in line with contemporary priorities such as communicative competence and learner-centered methods. Moreover, CLT garners the highest mean effectiveness rating, indicating its success in nurturing English language proficiency, boosting learner confidence, and enhancing satisfaction. Nonetheless, the research brings to light the diverse nature of language education. While Grammar-Translation proves effective in enhancing language proficiency, its impact on learner confidence and satisfaction is limited. Task-Based Learning, on the other hand, displays promise but requires further refinement

Measuring Communicative Intentions and Capabilities: Learners’ English Proficiency as a Supplement to Willingness to Communicate

In this study, we attempted to measure English learners’ communicative intentions and capabilities (CIC) by adding their English proficiency to their willingness to communicate (WTC) as a predictor of the learners’ English use. In the context of communicative language teaching (CLT), learners’ WTC is considered the key to linking important learner factors such as self-perceived competence, anxiety, and motivation. Given that WTC only accounts for learners’ communicative intentions, we hypothesized that learners’ communicative capabilities (i.e., language proficiency) would be a meaningful addition to measuring overall CIC. To test this hypothesis, we collected a total of 67 samples (N = 17,811) and conducted an analysis using a metaanalytic structural equation modeling (MASEM) approach. The results indicated that the learners’ overall CIC successfully predicted their English use, with a significant path coefficient (β = .525, p = .02). Furthermore, we found that the size of the direct contributions of perceived competence and motivation became non-significantly marginal (ps > .05), indicating that adding learners’ proficiency to the WTC to measure the overall CIC can improve the overall explanatory power of the MASEM model to predict learners’ English use.

Boosting Self-motivation in English Language Learning: The Role of Learning Methods and Self-efficacy

English language learning is a critical part of global education and has been the focus of significant research. However, there has been a limited examination of the impact of different English language learning methods on student self-motivation and the mediating role of student self-efficacy. This study aims to empirically explore the effects of English language learning methods and experimental learning on student self-motivation, with a focus on the mediating role of student self-efficacy. Using a sample of 369 students from diverse academic settings, it tested the hypothesized relationships through structural equation modeling. The study included various English language learning methods and experimental learning and measured student self-motivation and self-efficacy. The study's findings revealed that both English language learning methods and experiential learning had an impact on students' self-motivation. Students who were exposed to a variety of learning methods and engaged in experiential learning activities, in particular, reported higher levels of self-motivation than those who were not. Student self-efficacy mediated the relationship between learning methods, experiential learning, and self-motivation. The study also found that certain English language learning methods, such as communicative language teaching and task-based language teaching, were more effective than others at encouraging self-motivation. Experiential learning activities, such as language exchange programs and cultural immersion experiences, were also found to be particularly effective in increasing students' self-motivation. The study have important implications for language educators because they suggest that providing students with a variety of learning methods and experiential learning opportunities can boost self-motivation and, as a result, improve language learning outcomes.

Exploring Effective Teaching Approaches for English as a Foreign Language (EFL) Instructors: Best Practices and Future Directions

The field of English as a Foreign Language (EFL) is expanding rapidly, with millions of students globally seeking to improve their English language proficiency. To meet the demand for effective EFL instructors, it is essential to possess a diverse range of skills, including knowledge of best practices in language teaching and an understanding of individual learner needs. This paper explores effective teaching approaches for EFL instructors at the university level in France, focusing on key practices and future directions in the field. The paper discusses the significance of effective EFL instruction, outlines the challenges instructors may encounter, and examines approaches such as communicative, task-based, intercultural approach and content-based language teaching. Additionally, the role of technology in EFL instruction is explored as a means of enhancing learning outcomes. Finally, the paper aims to highlight the importance of effective EFL teaching and to propose a roadmap for EFL teachers who wish to improve their teaching practice.

An Analysis on the Application of Communicative Language Teaching in Senior High School English Class

An Analysis on the Application of Communicative Language Teaching in Senior High School English Class

The Effectiveness of Using Communicative Language Teaching in ESL Classroom by EFL Teachers; An Exploratory Study

Success of any innovation in the field of education directly associated with learners’ perceptions about that. Communicative Language Teaching is an innovation and this article attempts to discover learners’ attitude and perceptions regarding this. This study will be very useful in Pakistan where implementation of CLT is in hot discussion and mostly researchers worked on the perceptions and attitude of teachers. This study is quantitative in nature. Data was collected from students through questionnaire that was adapted from the study of Sandra J.Savignon and Chaochang Wang (2003). The goal of the study is to explore: what reputation Grammar Translation Method and Communicative Language Teaching are enjoying, what new is introduced to fit CLT in Pakistani educational system, whether learners have positive attitude towards communication based activities or not, what are the problems that challenge the implementation of CLT in classrooms, what perceptions do students have towards communication based activities, which classroom activities are serious threat in meeting the goal of communicative ability. Findings show that teachers are aware about the importance of CLT and learners have positive attitude and perception towards communication based activities. Functional English and English Comprehension is taught that resulted learners can understand classic literature and English movies as well. There is a fair possibility of adopting CLT but their prolonged attachment with Grammar Translation Method, examination system, emphasis on accuracy, preference of mother tongue are the hindrances that blur the concept of implementation of CLT in Pakistan’ classrooms.

Exploring Perspectives and Practices of EFL Graduate Student-Teachers on Communicative Language Teaching

Exploring Perspectives and Practices of EFL Graduate Student-Teachers on Communicative Language Teaching