Communicative Language Teaching Approach Research Articles

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>

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

An appraisal of recurring grammar errors in Saudi premedical EFL learners’ academic writing

The present research is a qualitative study investigating a potential relationship between explicit grammar instruction to adult EFL (English as a Foreign Language) learners and the development of their writing skill. Communicative Language Teaching (CLT) approach discourages explicit teaching of grammar at all levels as the theoretical premise in the approach is that learners are capable of imbibing grammar rules implicit in communication. However, adult EFL learners, taught English through CLT as an approach, are observed to make grammar errors in their writing, though they made progress in spoken English. In a qualitative study conducted with premedical students at a university in Saudi Arabia, the researchers find that explicit teaching of a few difficult-to-grasp grammar rules is required to improve learners’ writing skill since academic writing requires an advanced knowledge of grammar. A comparative analysis of learners’ writing samples and spoken English transcriptions showed that learners made numerous grammatical errors in their writings while the same group of learners made satisfactory progress in oral communication in English, despite making a few accent errors. The findings of the present research suggest that concerned EFL teachers need to make accommodations for grammar within communicative approach to explain certain grammar points explicitly, especially to adult learners, to take care of their writing skill, along with developing their communicative skills.

Attitudes of EFL learners towards communicative language teaching

The main purpose of this study is to investigate the attitudes of EFL students towards CLT in an Afghan EFL setting. Communicative Language Teaching (CLT), as a responsive teaching approach to the needs of learners, has been extensively recognized as a favorable approach for English as a Foreign Language (EFL) teachers and learners around the world. It also attempts to determine the effects of CLT activities on their motivation and CLT challenges based on 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 that 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.

Web-Based Vs. Mixed Mode Instruction Utilizing E-Learning via LMS: A Comparative Study

The current study compares the effectiveness of enhancing English language skills through Web-Based Instruction (WBI), Mixed-Mode Instruction (MMI), and Communicative Language Teaching (CLT) approach of medical students. The investigation was conducted with the participation of 90 students affiliated with the Medical Institute. The subjects were randomly assigned to three distinct groups. The group assigned as the control received instruction utilizing the communicative language teaching pedagogy and engaged in exercises centered on tasks requiring mastery of the English language. The group designated as the WBI experimental group underwent a comprehensive training program utilizing the Learning Management System (LMS) model. The MMI experimental group in the study was provided with education via a blended learning approach, which incorporates both online and face-to-face instruction. The students subsequently underwent an assessment that evaluated their proficiency in comprehensive English language skills through the posttest of English as a Foreign Language (TOEFL). The study’s findings revealed that the cohort that took part in the blended learning approach exhibited significantly superior outcomes compared to the remaining groups (WBI & CLT) regarding the enhancement of their comprehensive English language skills. The outcomes of this study bear significant educational implications for those involved in medical education, such as individuals responsible for creating curricula, designing training programs for aspiring medical students, producing educational materials, and other professionals working in this field.

Communicative language teaching approach

This article outlines effective methods and principles of communicative language teaching, demonstrating the application of these methods in foreign language instruction and the various techniques available for teaching communicative language. The article reveals that the organization of foreign language teaching is founded on multiple methods.

Revisiting Communicative Language Teaching Approach in Teaching ESL Speaking Skills

As the world heads into modernisation, English is widely spoken by non-native speakers due to the globally competitive market. Teaching speaking in ESL classrooms has always been a massive problem since many learners are struggling to utter simple sentences despite years of learning English. By introducing the Common European Framework of Reference (CEFR) into the existing curriculum, Communicative Language Teaching (CLT) approach is being prioritised to teach spoken interaction among ESL pupils. This systematic review aims to investigate the implementation of the CLT approach in teaching speaking skills in ESL classrooms. By adopting the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, 37 were extracted out of 360 CLT-related articles from Google Scholar and ERIC databases based on the inclusion and exclusion criteria. Based on the selected articles from 2018 to 2022, the findings reveal that teachers and pupils view the CLT approach positively regarding its effectiveness in sustaining speaking skills in ESL classrooms despite the challenges faced. Future research is suggested to fill in the gap of this study by investigating the perceptions of the education stakeholders towards implementing the CLT approach under the ESL context.

The impact of Communicative Language Teaching (CLT) Approach on Students’ Speaking Ability in a Public Indonesian University: Comparison between Introverts and Extrovert Groups

The aim of this research is to explore the effect of implementing the Communicative Language Teaching (CLT) Approach on the speaking ability of students-. The sample size for this study comprises 46 students representing the introvert class and the extrovert class, selected based on the results obtained from the distribution of questionnaires. To conduct the study, an experimental design was employed, which involved gathering quantitative data from the students' responses to the distributed questionnaire, as well as conducting pre-tests and post-tests to assess their speaking abilities. In order to analyze the collected data, the researcher utilized the SPSS program (Statistical Program for Social Science) for precise and efficient processing, generating various necessary outputs to draw meaningful conclusions. The findings of this study strongly indicate a positive impact of implementing the Communicative Language Teaching (CLT) model on the speaking abilities of introverted students. The results not only demonstrate the effectiveness of CLT in the speaking class but also align with previous research in the field. the incorporation of CLT in the speaking class positively impacts the speaking abilities of both introverted and extroverted students. However, a slight distinction can be observed in terms of the extent of improvement between the two groups, with the extrovert class showing a more notable progress. Recognizing and accommodating the diverse learning styles and preferences of students can help create a comprehensive and inclusive learning environment that fosters growth and development for all learners, regardless of their personality traits

Communicative Competence of Female English Subject Teachers of Secondary Schools in District Mardan, Pakistan

Communicative competence of English Subject teachers is essential for teaching English effectively. The present study aimed to explore the communicative competence of female English Subject Teachers of Public Secondary Schools in District Mardan, Khyber Pakhtunkhwa, Pakistan. The main objectives of the study were to find out the existing level of the communicative competence of English Subject teachers in Secondary Schools, investigate the ongoing practices of English Subject Teachers in their classrooms, and explore problems of female English subject teachers in developing communicative competence in secondary school students. A quantitative research design was adopted for the study. The population of the study consisted of 130 Public Schools of District Mardan, where 364 female English subject teachers are working. The study was conducted in 86 randomly selected sampled Public Schools of District Mardan by contacting 191 English subject teachers. A questionnaire comprising 49 questions was administered to the 191 English subject teachers. The main findings of the study show that a majority of the English Subject teachers did not possess the required communicative competence; almost all of the teachers did not adopt the Communicative Language Teaching (CLT) approach. For developing the communicative competence of learners, physical resources and facilities were not available for developing the listening and speaking skills of the students.

Teachers’ Perceptions of Communicative Language Teaching Approach in English Grammar Teaching

Over the decades, the reform and opening-up policy of the 1970s has pushed China to become increasingly connected to the world, leading to a growing demand for foreign exchange. The need for English language talents has promoted the transformation of teaching methods and reforms to the national curriculum. In the early 1980s, Communicative Language Teaching was introduced into the EFL setting in Chinese English classes. However, there is minimal time to practice speaking and communicating, and researchers have debated its applicability in China. This study aims to explore the effectiveness of Communicative Language Teaching in English grammar teaching in three public secondary schools; the current teaching environment affects its application, and the constraints that may prevent teachers from using it. Through semi-structured interviews, qualitative thematic data were collected from five English teachers working in three cities in Henan province. The results show that the uneven distribution of teachers between the capital city (Zhengzhou) and the other two prefecture-level cities (Xinmi and Xinxiang), the difference in the textbooks used, and the disparity in the English proficiency of the students led to five teachers’ different views on the feasibility of CLT. The findings will provide pedagogical insights for Chinese English teachers and contribute to the government’s efforts to improve Chinese public secondary schools’ teaching and learning environment.r

Using a Communicative Approach to Teaching Speaking Skills at Ibrahimy University

This qualitative research study explores the application of the Communicative Language Teaching (CLT) approach in teaching speaking skills at University Ibrahimy. The study aims to investigate the benefits, challenges, and outcomes of implementing CLT in the context of speaking skill development. Data is collected from students and instructors through interviews and classroom observations to gain insights into their experiences and perceptions. The objectives of this research are to examine the impact of CLT on students' speaking proficiency, explore students' engagement and motivation in speaking tasks, investigate instructors' experiences and strategies in implementing CLT, and identify the role of authentic materials, cultural awareness, and feedback in enhancing students' speaking skills. The findings of this research contribute to the understanding of the practical implications of CLT in promoting speaking skills at Ibrahimy University. The outcomes are instructional practices and professional development initiatives. Adopting a student-centered approach that emphasizes authentic communication at Ibrahimy University can empower students with effective speaking skills for future academic and professional endeavors.

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.

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.

Keigo Learning in Building Omotenashi no Kokoro through a Communicative Language Teaching Approach

In building interpersonal relationships through omotenashi no kokoro (Excellent Service), Keigo is a crucial aspect to consider when communicating in Japanese. Keigo, both in terms of grammar and its usage concept, is quite complicated. Therefore, the role of instructors in delivering Keigo learning materials is expected to motivate students to improve their communication skills while mastering the art of creating interpersonal connections. Communicative Language Teaching (CLT) is chosen as the teaching method. This research aims to provide an alternative teaching experience focusing on omotenashi no kokoro. The research method used is descriptive with a qualitative approach. The research subjects are students of the Japanese Language Program at Universitas Teknologi Yogyakarta (UTY) taking the hospitality course. The research is conducted through observation by analyzing CLT-based learning activities using three steps: mechanical practice, meaningful practice, and communicative practice. The study results indicate that with the CLT method, students can use Keigo through word or phrase repetition, understand the meaning of words and expressions in sentences, and freely actualize themselves through improvisation and exploration of conversational contexts. A new finding from this research is that the CLT teaching method is effective when applied to the hospitality course, emphasizing building interpersonal relationships through omotenashi no kokoro.

Features of Teaching Students of a Financial and Economic University to the General American Pronunciation Within a Communicative Language Teaching Approach

The presented article actualizes the topic of teaching the General American pronunciation to students of a financial and economic profile. It is noted that the practice of teaching foreign pronunciation should be carried out in conjunction with teaching all types of speaking activity in a foreign language. Attention is focused on the main principles of a communicative language teaching approach in teaching pronunciation. The features of the General American pronunciation, the development of which seems to be the most relevant for students of the financial and economic profile, are highlighted.

Language teachers’ knowledge and perceptions of the implementation of CLT in a Mexican language centre

This study explores the knowledge and perceptions that language teachers hold of the implementation of the communicative language teaching approach in their teaching context, a language centre of a public university in central Mexico. To collect data, a questionnaire was disseminated among teachers of different languages including Spanish, Nahuatl, Italian, German, French, and English. Data on teachers’ knowledge of the approach were included to discuss the reported use of CLT in their teaching activities. Then, inferences were made based on the contextual elements surrounding each language. The findings in this study provide evidence that there may be specific factors in each language that may foster or hinder the implementation of CLT principles.

Implementation of Technology on English for Specific Purposes (ESP) Students in Communicative Language Teaching Approach

Students can prepare themselves to enter the global workforce by learning English for Specific Purpose (ESP) as communicative approach, which is a crucial part of the subject. One way to make learning ESP enjoyable for students so they will be driven to do and will be able to grasp the topic quickly is by using social media. This study aimed to analyze technology on English for specific purposes (ESP) students in communicative language teaching approach. This study applied qualitative method. The data collection techniques used are observation, interviews, and documentation. The triangulation technique as a data validity technique is carried out by comparing interview data with data obtained from observations and data from documentation. From the research conducted, it was found that the use of social media as a medium for learning ESP had a positive effect, namely, as a means of communication that is in high demand, as a tool for triggering student interaction and motivation, and as a collaborative tool. Implications for teaching ESP with the help of technology and suggestions for further research were also provided

ESL Primary Teachers’ Perceptions on the Use of Communicative Language Teaching (CLT) Approach to Teach CEFR Speaking Skill

As the world heads into digitalisation, the ability to speak fluent English has become increasingly important due to its emergence as an international language among speakers of different countries. Nevertheless, many ESL pupils have struggled to speak and convey their ideas well throughout the years despite learning English very young. Along with abolishing centralised exams like UPSR and PT3, the English curriculum in Malaysia was spontaneously reshaped by introducing the Common European Framework of Reference (CEFR). Consequently, Communicative Language Teaching (CLT) Approach is being revived to sustain spoken interaction among the pupils. Despite countless studies on the CLT approach in ESL classrooms, there is insubstantial past research focusing on integrating CLT and CEFR curriculum in teaching ESL speaking skills. Hence, this study aims to explore ESL primary teachers’ perceptions of the use of CLT in teaching speaking and their readiness to use the said approach. This study focuses on 305 English primary teachers teaching on the east coast of Peninsular Malaysia. By adopting a cross-sectional survey design, data is collected quantitatively through purposive sampling. The research instrument used is an online questionnaire created via Google Form to be administered via a web-based survey procedure. The findings revealed at least 4.15 mean intervals across the first ten items and 4.07 and above for the following ten items, indicating that most respondents held positive perceptions and were ready to use the CLT approach in teaching speaking skill under the CEFR curriculum. Future recommendations included using localised CEFR textbooks and integrating Virtual Reality (VR).