Communicative Language Teaching Approach Research Articles

From Conversation to Interaction: A Pedagogical Exploration of Applying Conversation Analysis in EFL Classrooms

Within the communicative language teaching approach, current instructional materials often lack explicit guidance or fail to provide L2 learners with a wide range of resources in the target language. Conversation analysis (CA), which focuses on authentic talk, has been proposed as a potential resource for language classrooms. This study examines the effectiveness of using CA as a pedagogical approach in an EFL classroom and its impact on learners’ attitudes toward English language learning. The study engaged eight adult learners in a structured program, encompassing a pre-test, a 4-week explicit CA-informed instruction, and a post-test. After four weeks, learners demonstrated progress in their knowledge and skills of interaction, different aspects of English speaking, interactional competence, and confidence in speaking English. Additionally, the CA-informed instruction positively influenced learners’ attitudes toward English language learning and their appreciation of interactional features. The results strongly suggest that language teachers should consider incorporating CA insights into their teaching practices to enhance both linguistic and attitudinal outcomes.

Using Mother Tongue in Teaching and Learning Legal English Terminology in a Vietnamese University: Teachers and Learners’ Voices

Communicative Language Teaching (CLT) approach has led to the minimization of the use of the mother tongue (L1) in second (L2/SL)/ foreign (FL) language/ English for Specific Purposes (ESP) settings. Nevertheless, in recent years, there has been an increasingly tendency to use L1 in language teaching and learning, especially in the ESP contexts, for its undeniable efficacy, one of which is terminological standardization (Glušac, 2023, p.100). Accordingly, this paper focuses on investigating the teachers and learners’ perceptions together with their L1 utilization in teaching and learning legal English (LE) terminology in English-for-law classes at a tertiary law education institution. To achieve the aims, a mixed-method approach by dint of a survey questionnaire and semi-structured interviews with the participation of 164 students and five LE instructors. Classroom observations were also conducted to justify the teachers’ practice of using L1. The findings show that there was congruence between learners and teachers’ supportive views on the benefits of L1 in teaching and learning LE terms. LE majors and law majors share similar attitudes in the choice of either L1 or L2, yet statistically significant differences were witnessed as regards their English language proficiency levels in acquiring LE terms. Such findings are hoped to be worthy to both LE instructors and learners in teaching and learning LE terminology process.

Bangladesh's national education policy for English teaching: Policy direction and gaps over the last decade

This study aims to demonstrate the perceived differences between the direction and the gaps in the execution of Bangladesh's National Education Policy (NEP) for English Teachers. It specifically examines the changing requirements of English teachers over the past decade by enhancing their proficiency and teaching methodologies. In this study, we show that communicative language teaching (CLT) approaches significantly modify the existing structure of educational policy in Bangladesh. The present study is grounded in the constructivist research paradigm and utilized a qualitative case study approach from diverse sources. The data was gathered via document analysis, classroom observations, and interviews with six secondary school English teachers from a pool of educators representing four schools in different areas of Bangladesh. The data was analyzed using theme analysis via NVivo 11 software. The findings indicate several areas where the objectives of Bangladesh's NEP could be better aligned with their practical execution. These areas include reforming elementary and secondary schools and restructuring school leadership, teacher education, teacher status, and classroom pedagogy. Furthermore, this study is a valuable contribution toward advancing a more robust and efficient education policy at the national level, which can effectively improve the standard of education for all to provide quality teaching.

Efficacy of Mixed Model Instruction to Improve English Language Skills of Business Management Students: An Experimental Study

Aim. The current study explored and compared the efficacy of technology-based instructions, specifically web-mediated, blended, and online instructions, on the enhancement of English language skills among students pursuing Business management (BM) in Prince Sattam Bin Abdulaziz University, Saudi Arabia. Method. A total of two hundred and four participants were chosen randomly and divided into four groups. The control group, comprising 51 individuals, received general English instruction utilizing the communicative language teaching (CLT) approach, and engaged in exercises that focused on developing their general English skills. On the other hand, the web-mediated learning experimental group, also consisting of 51 participants, received general English instruction through the Duolingo educational model. Similarly, the blended experimental group, comprised of 51 individuals, received general English instruction through the Enriched Virtual Blended Learning Model. Lastly, the online learning group, consisting of 51 participants, received general English instruction through the LMS instructional model. Results. Prior to the intervention, all students underwent a pretest, and subsequently, a posttest and a delayed posttest were administered to evaluate their proficiency in standard general English, as measured by the TOEFL exam. The study's results indicated that all groups displayed progress in their English language skills. However, the Duolingo and Enriched Virtual learning models demonstrated superior performance in enhancing English language skills compared to the other groups. Conclusion. These findings hold significant pedagogical implications for curriculum designers, the development of training programs for future HR professionals, material producers, and all stakeholders involved in the field of BM education.

The Effect of Task-Based Language Teaching On Speaking Abilities of Iraqi Intermediate EFL Learners and Their Attitudes Towards English

In the last couple of decades, language educators have focused on the development of communicative language teaching approaches, which emphasize teaching language through communication. Among these approaches, Task-Based Language Teaching (TBLT) has gained popularity, and it is believed that TBLT can contribute to the development of speaking ability among learners. This study aims to investigate the effectiveness of TBLT in developing speaking ability among intermediate level Iraqi students. This quasi-experimental study included 50 individuals from a public school in Iraq. Students in the experimental group were taught using TBLT, whereas those in the control group were taught conventionally. The research data were acquired using two instruments of tests (pre- and post-test) to assess the students' speaking performance before and after treatment, as well as a questionnaire to determine their attitudes toward English. The validity and reliability of the study instruments were confirmed. The results of the research were analyzed using ANCOVA and MANCOVA. The data revealed that TBLT greatly enhances students' speaking abilities, and they have positive sentiments concerning its use in their speaking classes.

A Revolutionary Approach to Imparting English Language Skills

It is universally acknowledged that a command over spoken and written English is a sinequanon of success, professional or personal. The methods, principles and techniques adopted in schools and colleges in non-native English countries, not to speak of India, have not met the expected success in equipping students with the requisite linguistic skills to express themselves through speaking and writing. So many discussions have taken place among scholarly circles to address the lacunae resulting in the formulation of various methods like the Grammar Translation Method, the Direct Method, The Audio-Lingual Method, the Silent Way, the Bilingual Method, Community Language Learning, Communicative Language Teaching Approach, Structure Approach and Situational Approach. In the luxuriant of these numerous methods, the right approach becomes conspicuous by its absence in other words all these approaches will only help the learner be confused in acquiring English language competence. This rather gloomy picture has made the writer of this paper seek a solution to the problem resulting in his invention of an easy approach on the part of English language teachers in imparting English communication skills.

The use of Communicative Language Teaching (CLT) Approach to develop L2 Speaking Proficiency at Vocational Students in South Aceh Polytechnic

The use of Communicative Language Teaching (CLT) Approach to develop L2 Speaking Proficiency at Vocational Students in South Aceh Polytechnic

The Role of Interactive Media in Teaching Pronunciation Through Communicative Language Teaching Approach

The Role of Interactive Media in Teaching Pronunciation Through Communicative Language Teaching Approach

Students’ Speaking Skills through Communicative Language Teaching

This study was designed to increase the English speaking of students by implementing Communicative Language Teaching (CLT) approach in the second grade of Department of Dental Nurse Politeknik Kementerian Kesehatan Makassar. The subject taught was the English for Dental Nurse and the sample used in this study was class A as a control group and class B as an experimental group. This study implemented quasi experimental design with nonequivalent control group design. The result of this study showed significant greater improvement in students’ English speaking by implementing Communicative Language Teaching approach for experimental class than implementing Grammar Translation Method for control group. The study’s findings demonstrated that Grammar Translation Method was not as successful at increasing students’ speaking as Communicative Language Teaching (CLT).

Overcoming Shyness and Bullying in EFL Classrooms: Strategies for Promoting Communicative Competence among Iraqi Learners

The improvement of communicative competence in English as a Foreign Language (EFL) is essential for Iraqi learners to involve effectively in personal, academic, and professional contexts. However, learners often face obstacles like shyness and bullying that could hinder their language acquisition and participation in classroom activities. This research examines strategies to overcome those obstacles and endorse a supportive learning environment that nurtures communicative capability amongst Iraqi EFL learners. Through a wide-ranging literature review, the study inspects theoretical perspectives from the affective filter hypothesis, sociocultural theory, and motivational backgrounds to comprehend the multidimensional factors influencing language learning practices. The conceptual model offered integrates individual factors (shyness, anxiety, motivation), social features (bullying, peer relationships, classroom climate), and pedagogical methods to explore their relationship in developing communicative competence. The research theorizes that targeted interventions, like affective strategies, anti-bullying programs, and supportive learning techniques, can alleviate the negative impacts of shyness and bullying, thereby enhancing learners' communicative capabilities. The findings have important implications for EFL teaching practices in Iraq, highlighting the importance of creating inclusive classrooms, applying communicative language teaching approaches, cultivating peer support, and addressing socio-cultural effects. Eventually, this study contributes to the body of knowledge on endorsing communicative competence and presents applied references for educators, policymakers, and shareholders in the arena of EFL education in Iraq.

The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents

This bibliographical article delves into the historical trajectory that culminate in the contemporary challenges of English as a Foreign Language (EFL) instruction in Brazilian schools. It elucidates the evolution of language teaching methods, from traditional approaches to modern pedagogies, such as the Communicative Language Teaching (CLT) approach and postmethod pedagogy. Moreover, it traces the development of legal frameworks guiding EFL education in Brazilian schools, from colonial times to the present day, highlighting significant policy shifts and implementation challenges. Despite recent efforts for English as a foreign language education in Brazil, practical barriers persist, including low literacy rates, inadequate infrastructure, and limited teacher training programs. The article emphasizes the importance of acknowledging the social contexts and historical developments that shape EFL instruction in Brazil and advocates for tailored teacher development activities to address the unique needs of Brazilian EFL educators. By contextualizing the challenges and complexities of EFL teaching in Brazil, this article may offer insights for enhancing language education practices and policies in the country, with an emphasis on teacher education.

Teachers’ Implementation of Communicative Language Teaching Approach in Primary School English Language Classrooms in Tanzania

This study presents findings on how teachers implement the Communicative Language Teaching (CLT) approach which is recommended in the English subject syllabus for primary education in Tanzania. It employed a qualitative approach and phenomenology design to explore the teachers’ experiences in using the CLT approach. Five public schools were selected based on comparably good performance in Primary School Leaving Examinations (PSLE) reviewed for four consecutive years (NECTA, 2013-2016). Data were collected through interviews with subject teachers, head teachers, ward educational officers (WEOs), district education quality assurers (DEQAs), and classroom observations. The study reveals that although teachers could explain the CLT techniques stipulated in the subject syllabus, when observed in classrooms most of the teachers were unable to use the CLT techniques. Some teachers were willing to use the CLT techniques, but large class sizes, teachers’ insufficient language proficiency, and inadequate teaching and learning resources hindered them from effectively implementing the CLT approach. It concludes that the CLT approach was adopted for implementation before sufficient training was provided to teachers who have to implement it. The government should dedicate to annually allocate adequate financial resources for the needed improved teaching and learning environment of the English subject in primary schools in Tanzania.

Enhancing Vocabulary, Dialogue, and Writing Skills in Arabic through Communicative Language Teaching: An Experimental Study

This study aims to test the Communicative Language Teaching (CLT) approach in improving vocabulary memorization, conversation skills, and writing skills for non-native Arabic speakers. The research was conducted among 1st-semester students of the Islamic Primary Education (PGMI) at the Faculty of Education at IAIN Metro Lampung for the 2020/2021 academic year. This quantitative research uses quasi-experimental methods with control classes and experimental classes. Primary data were collected through student tests and interviews with Arabic lecturers, while secondary data were obtained through observation and documentation. The study population included all 1st-semester students of the PGMI Department, with the sample consisting of class B as an experimental group (33 students) and class C as a control group (19 students). Data analysis using the T-Test showed that the communicative approach was quite effective in learning Arabic, indicated by an N-Gain score of > 56% on vocabulary mastery, dialogue skills, and writing Arabic texts. The significant difference between the pre-test and post-test in the control and experimental groups with significance values of 0.000 < 0.005 supported the working hypothesis and rejected the null hypothesis. In conclusion, the communicative approach has proven effective in improving students' speaking skills (vocabulary mastery and dialogue skills) and writing (texts).

New Communicative Language Teaching Methods: How ChatGPT is Used in English Teaching and Its Impacts

An overview of ChatGPT's use in English instruction within the framework of Communicative Language Teaching (CLT) approaches is given in this paper, along with an analysis of the implications for language learning. The development of language competency, interaction, and real-world communication are the main focuses of communicative language teaching. In order to improve language learning experiences, this research highlights the integration of ChatGPT, a potent language model, within the CLT framework. Key components of this integration – such as the usage of ChatGPT for real-time feedback, continuous practice, and adaptive learning – are succinctly described in the abstract. It also goes over ChatGPT's implications for individualized, effective, and entertaining English language training. The main focus is on how ChatGPT affects teaching methods, language learning, and student learning outcomes. This research contributes to the understanding of technology-enhanced language education. Through qualitative and quantitative data analysis, the study explores how ChatGPT facilitates interactive language practice, fosters natural language production, and provides personalized feedback. Findings suggest that ChatGPT effectively supplements traditional language instruction by offering authentic language use scenarios and promoting autonomous learning. Implications for language educators and suggestions for future research are discussed.

The Implementation of Communicative Language Teaching (CLT) Approach in Efl Classes; A Case Study on The Border Of Indonesia – Malaysia

The position of English in Indonesia as a foreign language requires teachers to be more creative in using the right approach in teaching EFL classes. One approach teachers widely apply is the CTL approach because it is considered by them to combine the four skills in English, namely listening, speaking, and reading. and writing. However, the application of the CLT approach depends more or less on the character of the class being taught and is influenced by several factors, including the geographical location of an area where Sebatik Island is geographically located on the border of Indonesia and Malaysia. It makes the application of the CLT approach may be different from other areas find borders with other countries. This research aims to qualitatively describe the implementation of the CLT approach in the classroom by English teachers on Sebatik Island and the challenges they face in implementing it. The research method used is descriptive qualitative with a case study approach. Data collection methods were collected through observation, interviews, Focus Group Discussions (FGD), and triangulation involving four respondents from several junior high schools on Sebatik Island. The data collected was then analyzed using the Miles and Huberman interactive analysis model consisting of three activity streams that co-occurred: data reduction, data presentation, and conclusion. From the data analysis using the model, the geographical location of Sebatik Island, which directly borders Malaysia, positively contributes to students' communication skills. However, the implementation of the Communicative Language Teaching (CLT) approach by teachers on Sebatik Island is not free from several challenges, namely the lack of understanding among some teachers regarding the importance of this approach in learning English, the provision of supporting facilities, support from various parties including school principals and Government Agencies Education, as well as the political dynamics in the regions, which tend to be unproductive in developing teacher competency.

Exploring Diverse Teaching Models for Enhancing Nursing Students' English Language Proficiency: A Blended Learning Perspective

The present study examines the efficacy of blended learning models in enhancing nursing students’ proficiency in the English language. It is challenging to come across comparative studies that assess the effectiveness of blended learning models in advancing the English language skills of nurses. However, the experimental study includes five groups, and each group has gone through five different instructional models of teaching. The first experimental group received instruction through the rotation model; the second experimental group received instruction through the flex model; the third experimental group received instruction through the self-blend model; the fourth experimental group received instruction through the enriched-virtual model; and the fifth group which served as control group received instruction through the communicative language teaching approach. A total of one hundred and fifty participants were selected through random sampling from Aligarh Muslim University, India. The data were gathered using pre- and post-tests administered before and after the intervention of these models using the standardized general English test (TOFEL). The repeated measure ANOVA revealed that each group manifested significant advancement in nurses' English language skills. Nevertheless, the rotation model demonstrated superior performance in enhancing nurses' English language skills in comparison to the other groups. The findings of the study hold pedagogical significance for those who are responsible for designing curricula, developing training programs for future nurses, producing materials, and all other persons who are involved in nursing education.

Improving Oral Expression in English through Communicative Approach: A Study in the Peruvian University Context

This study analyzes the impact of the communicative approach on oral expression in university students at Cayetano Languages, Lima, in 2023. The research focuses on the relationship between the communicative approach and the dimensions of linguistic, pragmatic, and sociolinguistic competence. Hypothesis testing and ordinal regression were applied to evaluate the relationships between the variables. The results demonstrate a significant influence of the communicative approach on the development of oral expression, evidenced by a Pseudo R-squared of 28.3%. Additionally, a positive association with the dimensions of linguistic, pragmatic, and sociolinguistic competence was found. These findings support the importance of implementing pedagogical strategies based on the communicative approach in English language teaching. This study contributes to the understanding of enhancing communicative skills in the university context.

The impact of Communicative Language Teaching Approach on Students’ Speaking Ability

<p><em>EFL Speaking is seen as a difficult skill that must be learned by most Indonesian students, especially those taking non-English programs. </em><em>But teachers still have trouble coming up with the best way for their EFL speaking students to learn. So, this study suggests using Communicative Language Teaching (CLT) to help EFL students get better at speaking. CLT strategies focus on communication skills in the context of social situations. This makes it easy for students to learn how to speak English as a foreign language. </em><em>This research aims to find out how the use of the Communicative Language Teaching (CLT) approach affects students' speaking skills. The research method used is a type of quasi-experimental research in which one group carries out tests before and after the research. Because there is no control group variable or only one group is the subject of the research. The pre-test is used to see how well students can do the task and the post-test is used to see whether there are changes in students' speaking abilities before and after treatment. This study found that using learning with CLT to teach English as a foreign language (EFL) speech in a college setting is helpful.</em><em></em></p>

Role Of Communicative Language Teaching Approaches In Strengthening English Language Speaking Skills In ESL Learners

This qualitative study explores ESL teachers' perspectives on the role of communicative language teaching (CLT) approaches in strengthening English language speaking skills among ESL learners. Fifteen ESL teachers from diverse educational backgrounds participated in semi-structured interviews, which were analyzed thematically to identify key themes and patterns. The findings revealed that teachers generally perceive CLT as effective in enhancin[1]g ESL speaking skills, citing the value of communicative activities in promoting authentic language use and fostering fluency and confidence among learners. However, teachers also encountered challenges in implementing CLT methodologies, including large class sizes, limited resources, and time constraints. Nonetheless, they emphasized the importance of adaptation and flexibility in overcoming these challenges and providing meaningful language instruction. The study underscores the dynamic nature of language teaching and the need for ongoing professional development and support for ESL teachers. Suggestions for enhancing language teaching practice include providing professional development opportunities, supporting classroom adaptation, promoting flexibility in instruction, advocating for policy changes, and encouraging reflective practice. By implementing these suggestions, institutions and educators can create supportive learning environments where ESL learners have the opportunity to develop their English language speaking skills authentically and effectively.

Use of Communicative Language Teaching (CLT) Approach in Teaching Speaking Skill

Speaking is one of four English skills that students must master because it is an important skill. To teach speaking, teachers can use Communicative Language Teaching (CLT) approach. The main purposes of this research are to find out the students' response to the CLT in teaching speaking, to figure out the problems faced by teacher in using CLT in teaching speaking, and to explore how teacher solves problems encountered in using CLT in teaching speaking. This study was conducted at a private junior high school in North Bandung. A descriptive qualitative research design was employed in this study with three data collection techniques, namely observation, questionnaire and interview. The participants involved were an English teacher and 27 students of the 7th grade of Binar Ilmu Junior High School. To analyze the data, a framework of CLT proposed by Richards & Rodgers, (2014) was used. The results show that the students responded positively to the use of CLT in teaching speaking skill. Furthermore, there were three problems faced by the teacher in the use of CLT, namely the lack of students’ interaction, the limited students’ concentration, and the limited time allocation. To overcome those problems, the teacher did such things as provoking students by asking questions or inviting discussions, giving some signals such as yells to make the students conducive, delivering one material in two meetings, and giving them homework