Communicative Language Teaching Method Research Articles

Research Trends in Communicative Language Teaching: A Bibliometric Analysis from 2014 to 2023

Communicative Language Teaching (CLT) is an approach to language education that prioritizes communication as the core of language learning. Since its emergence in the 1970s, it has garnered significant attention from linguists and language educators. This study aims to reveal the current status and trends of CLT-related research, thereby contributing to its ongoing development. Through a bibliometric analysis using the RStudio Biblioshiny tool, 649 documents on CLT from the Web of Science Core Collection, spanning from 2013 to 2024 were examined. Various aspects such as the number of publications, publication venues, corresponding authors' countries, the most cited documents, and frequently explored topics were analyzed. The findings suggest avenues for further exploration, including the interdisciplinary development of CLT, its application in languages beyond English, and the exploration of more practical variants of the CLT method in the future.

Exploring english language needs: Non-english major students at University of Al-Qolam Malang

This research investigated English language needs for new students majoring in non-English who are taking courses in the Foreign Language Center program. This research approach used qualitative with descriptive methods. The subjects in this research were new students majoring in non-English. The data in this research was obtained through two stages, namely Focus Group Discussion (FGD) involving six students who were representatives from each study program; Indonesian Language Tadris, Mathematics Tadris, Islamic Religious Education, Sharia Economic Law, Ahwal Al-Shakhsyiyyah, and Islamic Teaching Communication, and distribution of questionnaires filled in by 127 students. Here the researcher found that most students (75%) who took part in the Foreign Language Center (English) program wanted to master all English language skills; listening, speaking, reading, and writing. Apart from that, the English components they need are vocabulary and grammar with a percentage (78%). Furthermore, regarding the abilities and components of English, students want the lecturer's strategy used in the learning process to be text-based teaching. Therefore, researchers provide recommendations so that learning is implemented using relevant methods such as the Grammar Translation Method (GTM), Direct Method (DM), Audio Lingual Method (ALM), and Communicative Language Teaching Method (CLT).

Attitudes towards dictionary use: A case study of university students studying languages for business

AbstractDue to the spread of the communicative language teaching method language learners were often encouraged not to use a dictionary but rather infer the meaning of a word or phrase from its context. Proper dictionary use, however, is now seen as an important element of autonomous and life-long language learning. The present research used the quantitative research paradigm and a self-prepared questionnaire (n = 925) to investigate attitudes towards dictionary use in the case of university students studying languages for business. The study investigated participants' willingness to use and pay for dictionaries and their willingness to read usage guides in dictionaries. Our results show that participants typically use a dictionary if they do not know the meaning of a word or phrase, but are reluctant to buy a dictionary and are likewise unwilling to read the information guides in dictionaries. Our results also reveal that willingness to pay for dictionaries is positively influenced by willingness to use dictionaries, willingness to read usage guides in dictionaries and language learners' age.

Cognitive linguistics-inspired language instruction

Second language acquisition (SLA) or second/foreign language teaching has been influenced to various degrees by key linguistic theories, including structural linguistics (Bloomfield, 1933; Saussure, 1959), generative linguistics (Chomsky, 1957, 1965), systemic functional linguistics (Halliday, 1973), and, more recently, contemporary Cognitive Linguistics (CL; Goldberg, 1995; Lakoff, 1987, 1993; Langacker, 1987, 1991; Talmy, 1988, 2000), a theory composed of several related linguistic approaches often viewed as a response or complement to generative linguistics. While structural linguistics, generative linguistics, and systemic functional linguistics have each provided a theoretical impetus for one or more of the prominent language teaching methods or approaches over the past century (such as the Audiolingual method, the Natural method, and the Communicative Language Teaching method), CL, as a newcomer, has begun to exert a growing influence since the early 1990s. Given that the purpose of this research timeline article is to present a historical overview of the key thoughts and studies on CL-inspired approaches to instructed second language acquisition (ISLA),1 a brief discussion of CL's main differences from the other linguistic theories and its key theoretical tenets is in order.

Measurement of Student Satisfaction with the Application of Communicative Language Teaching Method in Indonesian Higher Education

Background. Higher education in Indonesia increasingly emphasizes the importance of developing effective and innovative language skills to prepare students to face global challenges in the future. In language learning, the Communicative Language Teaching method is a popular approach because it emphasizes authentic communicative use of language. Purpose. This research aims to measure the level of student satisfaction with the application of the Communicative Language Teaching method in Indonesian higher education. Apart from that, it also aims to provide better insight into the effectiveness of its use in higher education in Indonesia. Method. The research method used in this research is a quantitative method. Data collection was carried out through questionnaires distributed to students from several universities in Indonesia that apply the Communicative Language Teaching method. The questionnaire is designed to assess certain aspects of the student's learning experience. Results. The research results showed that the majority of students responded positively to the application of the Communicative Language Teaching method through the questionnaires given. The results of data analysis also stated that there was a high increase in student satisfaction in the learning experience using the Communicative Language Teaching method. This method also helps improve their ability to communicate in the target language. Conclusion. The conclusion of this research shows that the Communicative Language Teaching method has a positive influence on students at Indonesian universities. Using this method not only improves their language skills but also enriches their learning experience through active social interaction. The implication of this research is that there needs to be more emphasis on the development and implementation of communication-oriented learning methods in the higher education curriculum in Indonesia.

Communicative Teaching for Elementary Students with “Like and Dislike” Minigame

<p><em>The activities of the National Movement for Mental Revolution (GNRM) are located at Al Fityan School Tangerang. These activities aim to introduce teaching and learning by using CLT or the Communicative Language Teaching method through mini-games. The main problem is that elementary students require more fun in teaching due to their changing moods and mental states to absorb experiences and knowledge. We handled the 4th-grade elementary school students, all of them were boys. The teaching was focused on various topics, however, this paper was focused on “like and dislike”, knowing that children tend to express their moods and feelings. This activity was based on 28 samples based on questionnaires collected from students. The findings show that students were able to express themselves when mentioning two things (what do they like and what don’t they like) with proper vocabulary and grammar</em></p><p><strong><em>Keywords:</em></strong><strong><em> </em></strong><strong><em>Elementary School, Qualitative, CLT, Like, and Dislike</em></strong><strong><em></em></strong></p>

Communicative Language Teaching in Aviation Vocational College Context: The Effect of Students’ Learning Perception and Attitude on Their EFL Learning Performance

This study examines the effect of learning perception and attitude on students' learning performance while implementing communicative language teaching (CLT) in a vocational college. The quantitative study used a survey research method with a cross-sectional design. 270 students participated in the study selected using a voluntarily random sampling technique. These research respondents were among those who had completed intermediate English classes with the amplification of the CLT method. Data were collected using a questionnaire with a four-point Likert's scaling method from very disagree (1) to very agree (4) (α = 0.843). The obtained data were analyzed using ANOVA with the assistance of IBM SPSS 25. Results showed a significant effect of learning perception (β = .890; F = 1018.849; p = 0.000) and attitude on students’ learning performance (β = .850; F = 698.468; p = 0.000). Among the two, learning attitude had been the more influential factor in students' learning performance during the implementation of CLT. This study suggested that CLT could be a catalyst for learning perception and attitude to elevate students' learning performance in the context of EFL teaching in vocational college.

English Language Teaching through Communicative Method: A Qualitative Study of Pre-service Teachers' Perceptions

Objective: This study aims to explore pre-service English teachers' perceptions of implementing the Communicative Language Teaching Method (CLT) after being exposed to theoretical and practical pedagogical aspects of CLT through the Teaching English as a Foreign Language Methodology (TEFL 1) course. Method: The present study was a qualitative research as it employed an online survey following the participants' teaching demonstration and reflections as instruments to collect the data. The sample group in the study consisted of 30 EFL male and female pre-service English teachers studying at a private university in a remote area in West Timor-Indonesia. Results: The results indicated that although most participants were highly optimistic about using communicative language teaching methods, they suggested several challenging factors and solutions to promote students' active interaction in CLT classrooms. Novelty: This study attempted to make the TEFL 1 course more relevant for pre-service teachers and promote CLT enactment in English teaching. Ultimately, it is expected that such initiatives encourage pre-service English teachers to implement interactive teaching methods in their future teaching professions.

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

Communicative Language Teaching method is one of the main teaching methods in foreign language teaching. According to CLT, the foreign language classroom should be a place which is full of communication, and the final destination of English learning is communication. Compared with traditional teaching methods, communicative teaching method has its unique charm and characteristics. English is a language. The purpose of English teaching is to let students learn to communicate in English. As language becomes a means of communication, the acquisition of foreign language knowledge and communicative competence depends on specific communicative activities such as listening, speaking, reading and writing. The English syllabus also clearly requires that English teaching should cultivate students' communicative competence. However, looking at the current situation of English Teaching in China, it can be found that the vast majority of students' ability to communicate in English is relatively weak. In order to improve students' ability to communicate in English, communicative teaching method has been paid more and more attention by teachers. However, it is undeniable that everything has two sides. There are also many deficiencies in the implementation of communicative teaching method, which need us to further explore. Therefore, this thesis focuses on the evaluation and analysis of the application of Communicative Language Teaching of teaching practice.

THE APPLICATION OF COMMUNICATIVE LANGUAGE TEACHING METHOD FOR ENGLISH SPEAKING SKILL OF GRADE 6 STUDENTS IN HUNAN PROVINCE, CHINA

This study aimed to compare grade 6 students English speaking skill before and after using communicative language teaching method and investigate their satisfaction towards the use of communicative language teaching method in a English speaking course in Hunan province, China. The data were collected through the use of four lesson plans, pre-test, post-test, questionnaire, and semi-structured interview. The data collection lasted for four weeks. The sample group consisted of 30 students studying in grade 6 in Hunan province.
 The result of the pre-test and post-test indicated that the students in the sample group improved English speaking skill. The students’ post-test mean score(x̅=14.97) was higher than that of the pre-test one(x̅=11.9). The questionnaire on Interest and Motivation, Engagement, and Efficacy in Communicative Language Teaching Method indicated that all of them expressed positive satisfaction towards the application of communicative language teaching method in English speaking lessons. The semi-structured interview also showed positive satisfaction towards the application of communicative language teaching method in English speaking lessons. The study proved that the application of communicative language teaching method is an alternative and effective way of learning English speaking skill in Hunan province, China.

FOREIGN LANGUAGE LEARNING USING A COMMUNICATIVE APPROACH WITH NEW LITERACY THEORY

This study discusses a number of influences related to teachers' understanding of the application of new literature theory and communicative learning, such as teacher trust, teacher education, and teacher professional development. The research is literature-based, with documentary data collection and analysis methods using content analysis. This research focuses on important issues that can help in the development of foreign language teaching curriculum. The focus of discussion in this article includes the lack of understanding of new literacy theories and communicative language teaching methods, curriculum understanding, teacher professional development through new literacy theories, and ideological tensions arising from the foreign language teaching gap in Indonesia. Implementation of the contemporary curriculum may differ between cities and villages. The lack of language activities, especially listening and speaking skills, in the old curriculum is what causes apathy and boredom among students and prevents them from interacting with their communities.

Effectiveness of Audio-Lingual Method and Communicative Language Teaching in Enhancing the English Language Grammar Proficiency and Attitude among Intermediate Chinese EFL Learners

The current study delved into examining the effectiveness of Audio-lingual Method (ALM) and Communicative Language Teaching (CLT) in developing the English language grammar skills and language learning attitude of EFL intermediate Chinese learners. The study employed a quasi-experimental research design in the two groups of 60 Chinese EFL middle grades. The study uses a quasi-experimental research method for two groups of respondents. Findings showed that the ALM and CLT are effective in enhancing the English language grammar proficiency and language learning attitude among Chinese EFL intermediate learners. The gender gap in language learning favors female respondents to exhibit better performance. Consequently, the EFL learners exposed to the Communicative Language Teaching method showed better language learning grammar performance compared to those in the Audio-lingual Method. Language grammar learning attitude is not affected by gender, implying that both sexes were able to obtain the same level of benefits of the ALM and CLT. Finally, the study further concludes that language proficiency is not associated to attitude towards learning grammar of the two groups of respondents after their exposure to Audio-lingual method and Communicative Language Teaching implying that regardless of the learners’ attitude towards learning grammar they are capable of manifesting better performance in language learning with the use of ALM and CLT. The theoretical and practical implications of the study are presented and discussed.

Demotivating Factors for Saudi EFL Learners: A Comparative Study between Arts and Science Tracks Preparatory Year Programme Students

While several studies in L2 deal with motivation in English language learning, demotivation has recently become the focus of much research. Following Sakai and Kikuchi's (2009) theoretical framework, this study aims to investigate the demotivation factors that affect Saudi students learning English in the Preparatory Year Programme (PYP) at a Saudi university. The data were collected from a random sample of 221 university students from the Arts Track (103) and the Science Track (118). Quantitative and qualitative data were collected using a questionnaire with two open-ended questions and analysed using SPSS and content analysis. The results revealed that the main demotivating factor that affects both tracks is ‘experience of failure and test score’. In addition, there was no significant difference between the students on the Arts Track and the Science Track pertinent to factors such as: 'experiences of failure and test scores', 'class environment', and 'learning content and materials.' However, there was a significant difference between the two tracks related to 'teachers' competence and teaching styles', 'characteristics of the classroom' and students' 'lack of interest' factors. The study's findings may have broader implications because they suggest that teachers can significantly impact students' intrinsic motivation as they can motivate low-performing students and those who have failed. It also suggests that teachers should dissuade students from comparing themselves to their classmates, avoid making comparisons among students, and use more communicative language teaching methods. Saudi pre-service and in-service EFL instructors should be better prepared to identify the primary sources of their students' demotivation and provide solutions to improve the learning environment.

Methods Analysis: Comparing Competitive Team-Based Learning with other Instructional Methods and Approaches

Having introduced Competetive Team Based Learning (CTBL), my innovative approach to teaching, this paper presents a cogent and critical analysis and comparison of CTBL with other popular methods /approaches in the arena of Education in general and Language Teaching in particular, in terms of their distinguishing features and characteristics. Among such methods and approaches are Communicative Language Teaching (CLT), Collaborative Learning (ColL), Interactive Learning (IntL), and Cooperative Learning (CL) methods which are appreciated particularly in the U.S. and in the West. A synthesis of the distinguishing drawbacks of the comparison methods and approaches is part of the article. The chapter also explicates how CTBL, my educational innovation, that has been formulated based on my edu-political theories (Hosseini, 2023) is, in the last analysis, an approach to human security and prosperity and world peace. I hope this chapter would contribute to making a sound decision on implementing CTBL in the arena of (Language) Education for the ultimate goal of peace making and more compassionate civilizations building.

EFFECTIVENESS OF COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD TO IMPROVE STUDENTS SPEAKING SKILL

Students in Indonesia may understand theories in learning English but struggle to put them into practice.This research was conducted at SMAN 7 SIDRAP and the researcher wants to use Communicative Language Teaching (CLT) method which emphasizes language as a tool for communication, the researcher wanted to compare the CLT method with the conventional method that teachers usually use at school, so the formulation of the problem in this study was to find out whether there were differences in learning outcomes between the CLT method and the conventional method.This study aimed to assess the effectiveness of the Communicative Language Teaching (CLT) method in improving the speaking ability of students at SMAN 7 SIDRAP. This research used experiment design with Quasi experimental, the total sample was 40 students that devided in 2 class that is 20 students’ was from 10 MIPA 1 as an Experiment class and another 20 was from 10 MIPA 2 as an Control Class, the result showed that the independent sample t-test revealed a significant difference between the two methods, with the CLT method being more effective in improving students' speaking abilities.

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.

Teachers and Students Perceptions of Grammar Teaching in Curriculum 13

This research is aimed at investigating teachers’ and students’ perceptions on the role of grammar in English teaching learning and how grammar is taught in curriculum 13. The research employed a qualitative descriptive design. The data were gathered through questionnaire and interview. The participants involved in this research were three English teachers and thirty students of grade X and XI in a private senior high school in Bandung. The findings revealed that the teachers and students had the same view about the importance of grammar both in language teaching learning and communication. Although the majority of them agreed that the knowledge of grammar is beneficial in both speaking and writing activities, there were a few of them who disagreed its importance in speaking. Furthermore, teachers and students in this research were aware that grammar in the curriculum 13 is more appropriate to be taught under Communicative Language Teaching (in which grammar is taught integrated into communicative activities, inductively, and with contextualized grammar practice) than under Grammar Translation Method (in which grammar is taught in separate lesson, in deductive approach, and emphasizing practice of patterns). From the findings, it was recommended that grammar needs to be taught in the current curriculum using Communicative Language Teaching method.

ENHANCEMENT OF THE UNDERGRADUATE STUDENTS' FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

The development of modern society requires highly qualified specialists in different fields of industry, who can communicate effectively and interact productively with foreign colleagues. Proficiency in a foreign language has become crucial for a specialist’s personal and professional growth. This paper aimes to study the impact of communicative foreign language teaching methods on developing undergraduate students' communicative competence at Ternopil Volodymyr Hnatiuk National Pedagogical University. This research employs general scientific approaches and methods: theoretical for analysis, generalisation of the main provisions of the research and clarifying the essence and features of the process of developing communicative competence; and empirical: a questionnaire, observations, testing and conversations for examining the level of undergraduate students' communicative competence. This paper starts with the analysis of theoretical fundamentals of communicative competence in foreign language learning, its general components. It briefly describes some foreign language teaching methods focused on communication activities in foreign language classes. Due to the data of the survey conducted at Ternopil Volodymyr Hnatiuk National Pedagogical University, the impact of implementing communicative foreign language teaching methods on developing undergraduate students' communicative competence was examined. According to the study's findings, communicative foreign language teaching methods promote students' interest and foster their engagement in the learning process, raise their motivation and improve their communication proficiency in English. The combination of innovative and traditional technologies, such as writing essays or reports, constructing scenarios, modelling communicative situations, role-playing, case-studying, etc., plays a critical role in the foreign language classroom learning. Undergraduate students felt more confident in speaking and writing in English due to the learner-centered approach and numerous interactions and communication activities undertaken in a foreign language class. Key words: communicative competence, foreign language learning, undergraduate students, proficiency, communication.

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.

베트남 학습자들의 의사소통 영어교수법에 대한 흥미도 연구

This study identified the degree of interest in learning English among Vietnamese learners learning English in Korea. The survey data was based on the questionnaire on foreign language self-learning strategies and consisted of a total of 20 items to meet the communicative language teaching method. The SPSS 26.0 program was conducted to identify the total distribution, the difference in average between groups, the significance between genders, and the difference by learning period. The results show that students are generally more interested in reading and writing than in listening and speaking. In addition, there is a significant difference in the learning period rather than the difference between genders. The results of this study need to be used as reference materials for foreign learners learning liberal arts English at Korean universities.