Implementation Of Communicative Language Teaching Research Articles

Effectiveness of Communicative Language Teaching in Non-Urban Areas’ Primary Schools: The Case of Afif, Saudi Arabia

The main purpose of the study was to investigate the effectiveness of Communicative Language Teaching (CLT) in Teaching English to Speakers of Other Languages (TESOL) at primary schools in Afif city. The responses given by students covered their feelings towards CLT in terms of their English speaking levels, their motivation, their efforts, their grammar and vocabulary learning, their confidence in using English in real life, and their opinion towards other additional ways of learning English such as games and social media. A qualitative approach was used, with a sample of seven female students from two primary schools in the Afif district selected using a concentrated sampling procedure. Two instruments were used: the Students’ Attitude Scale, adapted from Savignon and Wang (2003), and peer observation. The Students’ Attitude Scale was used to evaluate students’ impressions of CLT, while peer observation was used to identify the impact of CLT in teaching English to non-native speakers. Overall, the most significant results of the study indicate that CLT has a positive effect on learners’ English comprehension skills, builds up their confidence to use English in different situations, and gives them more/more satisfaction with the experience. CLT also helps to motivate the students and bring about improvement in their dialogue/ communicative proficiency. Based on these results, the study recommends the continued implementation of CLT in English language teaching, ongoing professional development for teachers, promotion of student engagement, fostering confidence building, integration of technology, and encouragement of peer observation among teachers. These recommendations aim to enhance the effectiveness of CLT in TESOL settings in primary schools in Eastern Saudi Arabia.

A Comprehensive Review of Communicative Language Teaching (CLT) in Modern Classrooms

Communicative Language Teaching (CLT) has become a dominant methodology in language education, emphasizing interaction and practical communication skills over traditional grammar-focused approaches. With the increasing need for language learners to develop real-world communicative competence, CLT has been widely adopted in modern classrooms across various educational contexts. However, its implementation faces challenges such as cultural differences, teacher preparedness, and institutional constraints. This comprehensive review aims to evaluate the effectiveness and challenges of CLT in contemporary language teaching settings. This study uses a systematic review methodology, analyzing research articles, case studies, and reports published in the last two decades. The review focuses on both qualitative and quantitative studies that assess CLT’s impact on language proficiency, learner motivation, and classroom engagement. It also explores barriers to successful CLT implementation, including teacher training and resource limitations. The findings suggest that CLT has a significant positive impact on learners’ communicative competence and motivation, especially in immersive environments. However, the success of CLT varies depending on the classroom context, cultural backgrounds, and teacher expertise. Moreover, while CLT fosters a more interactive learning experience, challenges such as inadequate teacher training and a lack of suitable materials often hinder its full potential. In conclusion, CLT remains an effective approach to language teaching, but its success is contingent on overcoming implementation barriers. Further research is needed to address these challenges and to explore how CLT can be adapted to different learning environments.

Creating a Communicative, Learner-Centred, Intercultural EFL Classroom

This study examines the incorporation of independent learning and Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) classes with the aim of establishing a communicative, learner-focused, and intercultural setting. The text underscores the significance of cultivating student independence, improving teacher-student engagement, and adjusting instructional approaches to accommodate students proficiency levels and learning preferences. The study emphasizes the mutual reliance between language and culture, the importance of having the ability to communicate effectively across cultures (intercultural communication competence or ICC), and the need to include cultural material in language instruction. This text explores the difficulties and remedies involved in the implementation of Communicative Language Teaching (CLT) in China. It specifically addresses issues such as teacher training, class numbers, and student motivation. The research concludes by recommending customized pedagogical approaches that specifically target unique educational environments, thus fostering efficient language acquisition and intercultural sensitivity.

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.

Challenges Regarding Implementation of Communicative Language Teaching At Higher Secondary Level In Pakistan: ELT Teachers’ Perspectives

This qualitative phenomenological study aims to explore English language teachers’ perceptions about uses of Communicative Language Teaching (CLT) and its implementation challenges at higher secondary level. The data was collected through semi-structured interviews from 5 ELT teachers from Sindh, Pakistan. Thematic analysis was used for data analysis. According to the findings, teachers perceived CLT as a student-centered interactive approach to develop speaking fluency and communicative competence. Teachers’ perceived CLT implementation challenges were lack of teachers’ professional training and difficulty in time management; students’ low English language proficiency and lack of motivation; exam-oriented education, over-crowded classes, inappropriate seating arrangement in classes, improper timetable, lack of materials and resources, classroom confined language practices; and lack of adequate tools to assess and evaluate students’ communicative competence. These findings can provide useful insights regarding CLT’s prospects to ELT teachers, academic administrators, and educational leaders, and also a way forward to effective CLT implementation at higher secondary level.

Indonesian EFL Students’ Perception on Hello Talk Application in Fostering Speaking

This study aims to investigate how students perceive the implementation of Communicative Language Teaching, specifically utilizing the HELLOTALK APP, to enhance their speaking skills. University of Islamic Zainul Hasan Genggong students participated in this descriptive qualitative research, which involved data collection through observation, field notes, and interviews. The analysis employed methods such as data reduction, data display, and conclusion. The findings indicated that most students recognized the positive impact of HELLOTALK APP in classroom activities, attributing it to the development of language skills and increased self-confidence. Although they found its implementation somewhat challenging, students expressed a preference for code-switching by the teacher during classroom activities. They also favored active discussion in pairs or groups, focusing on their respective fields of study, and recommended the integration of additional tools like online platforms and applications to enhance the learning process.

The Discussion of Communicative Language Teaching in Language Classrooms

Communicative Language Teaching (CLT), also known as communicative approach, has witnessed a tremendous growth of research since it was developed by British applied linguists, as an effective approach to L2 learning and teaching. The basic idea of CLT is that language instruction should focus on communicative proficiency instead of on mere mastery of structures. With the guidance of five interconnected principles summarized by Richards and Rodgers, various implementations are realized. However, the implementation of CLT in Asia still encounter a number of difficulties due to some conceptual and contextual mismatches. In the short discussion of CLT, its background, definition, main characteristics as well as its strengths and limitations are contained. The article aims to help foreign language teachers to acquire a comprehensive understanding of CLT and adapt their teaching beliefs to cope with the challenges in practical teaching.

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.

Afghan EFL Teachers’ Perceptions Toward Challenges They Encounter in Implementing CLT in Their Classes

This study aimed to identify the challenges that Afghan EFL teachers encounter when implementing Communicative Language Teaching (CLT) in their classes. The study utilized a descriptive quantitative research design, employing a survey questionnaire. A total of 25 EFL teachers from different public universities of Afghanistan participated in this study. The results revealed that in teacher-related challenges, insufficiency in spoken English, lack of training in CLT, shortage of time for developing communicative materials, and lack of knowledge about the culture of the target language are the primary obstacles to the application of CLT. Additionally, challenges in student-related factors such as low English proficiency, passive learning styles, and lack of motivation were identified as critical difficulties hindering the implementation of CLT in their classes.

The Perceptions and Attitudes of Saudi EFL Students Toward the Use of Communicative Language Teaching in Oral Communication Classes

Communicative Language Teaching (CLT) is widely and extensively practiced in language teaching, especially in EFL classes. In fact, most educators consider it to be the most effective and practical approach to language teaching. Early studies indicated that the positive or negative attitudes of learners toward CLT can affect their language learning process. As a result, the current study aims to unveil the perceptions and attitudes of Saudi college and graduate students toward the implementation of CLT to enhance their speaking and listening skills. Furthermore, gender role is also considered since Saudi has a segregated system of education. Questionnaire items adopted from Komol et al. (2020) were rated on a Likert scale which ranged from “Strongly Disagree” (1, very low) to “Strongly Agree” (5, very high). Mean Likert scale scores were used to evaluate the responses of participants along with the standard deviation (SD). The study found that Saudi participants displayed a higher perception of CLT activities when compared to their attitude. Moreover, females showed a higher perception and attitude toward CLT activities than males did. The highest mean scores of perception items among females are “Making a short video” because it allows them to get more exposure to English use while males have chosen “Teacher’s instruction on class CLT activities” as more significant. Concerning attitudinal items, males believe in using CLT activities to promote their language proficiency. In contrast, females believe in using role-play activities to improve their language proficiency. Finally, females showed less preference for CLT group or class activities than males did.

From Policy to Practice: Evaluating the Implementation of Communicative Language Teaching (CLT) in Bangladeshi Primary Schools

This research critically examines the current state of English language teaching and learning in primary schools across Bangladesh, with a specific focus on the curriculum developed by the National Curriculum and Textbook Board (NCTB) and the textbooks used in grades 4 and 5. The study delves into the primary obstacles hindering the implementation of Communicative Language Teaching (CLT), highlighting the significance of resource availability and the pervasive influence of traditional pedagogical approaches. To explore the potential gap between the intended application of CLT and its actual practice in classrooms, a qualitative study was conducted. This involved in-depth interviews with teachers and systematic observations of classroom activities. The findings reveal several contextual challenges that pose significant barriers to the successful implementation of CLT. These include overcrowded classrooms, a lack of essential educational resources, insufficient time allocated for interactive classroom activities, inadequate teacher training on CLT methodologies, and a misalignment between the curriculum's objectives and the testing framework. Moreover, the study identifies a pronounced disparity between the traditional exam-centric approach, which predominantly focuses on rote learning, and the development of practical language skills necessary for real-life communication. The reliance on reference books, particularly Model Questions, by teachers further impedes the adoption of communicative practices, thereby restricting opportunities for meaningful language use in the classroom. Despite these challenges, the analysis acknowledges that the NCTB textbooks are thoughtfully designed to support the goals of CLT. To bridge the gap between curriculum design and classroom practice, the study recommends an increase in the frequency of interactive and communicative activities within the classroom setting. Additionally, it proposes the incorporation of listening and speaking components into the assessment process, thereby ensuring a more holistic evaluation that aligns with the communicative objectives of the curriculum.

Vietnamese EFL teachers’ approach in employment of Communicative Language Teaching (CLT) via synchronous online learning

With the advent of technology-enhanced learning, research emphasizes the pivotal role of teachers’ beliefs in shaping their implementation of Communicative Language Teaching (CLT), whether in traditional or virtual classroom. Nevertheless, little investigation has been conducted concerning Vietnamese EFL teachers' beliefs, especially those working in language centres and private teaching, with regards to CLT and their implementation of this approach in online contexts. This research aims to explore the universal beliefs towards CLT among Vietnamese teachers as well as their methods to apply the approach into their virtual classrooms. A mixed-methods approach, with a combination of an online questionnaire and semi-structured interviews, was adopted to generate both generalised and in-depth data from Vietnamese EFL teachers. Findings showed that Vietnamese teachers have positive beliefs towards the principles and characteristics of CLT despite certain misconceptions regarding the importance of teaching grammar and a preference for teaching speaking skills. Moreover, they demonstrated a noticeable dedication as they apply certain teaching strategies and activities associated with CLT during their virtual classes. Accordingly, the research revealed a strong link and alignment between teachers' beliefs and their implementation of the approach in virtual classrooms. The research also highlighted the relevant obstacles faced by Vietnamese teachers when adopting CLT online and potential solutions to these problems.

Chinese EMI University Students’ Attitudes Towards the Implementation of Communicative Language Teaching (CLT) in English Language Classes

With the rapid global growth of English usage, numerous institutions have been established in non-English speaking jurisdictions such as China to provide English medium instruction (EMI). Communicative Language Teaching (CLT), a language teaching methodology that emphasizes communicative functions, has increasingly been applied in English as foreign language (EFL) areas. Therefore, this research aims to investigate Chinese EMI university students' attitudes towards the effect of CLT implementation on English skills development, teachers' roles in CLT English classes, and factors influencing their study of English under the methodology of CLT. Through semi-structured interviews with five junior English major students at a Chinese EMI university located in southern China, this study reveals a generally positive attitude towards CLT. The participants believe that the implementation of CLT could enhance their English proficiency, particularly in listening and speaking skills. It is widely acknowledged that teachers play a crucial role as facilitators in CLT-based English classes. Additionally, this study reveals that both internal factors, such as increasing students’ sense of participation in class, and external factors, including a communicative learning environment, cooperative learning activities, peer pressure, the social media publicizing ideas of English language learning and so on, all have positive effect on participants’ English study.

Chinese Teachers’ Perceptions on Implementation of CLT in College Business English Class

This qualitative study investigates teachers’ perceptions and challenges of the implementation of Communicative Language Teaching. The participants were nine Business English teachers at a private college in Chengdu, China. The data was collected through semi-structured interviews. The findings revealed that the majority of participants have favourable perceptions of CLT. However, participants mentioned teacher-related challenges, student-related challenges, and policy-related challenges that hinder their implementation of CLT in Business English classes. The findings of this study are beneficial to the field of CLT in China, especially in the English for Specific Purpose context. The recommendations for future studies are discussed.

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.

Impediments to the Application of Communicative Approach: Survey Among Saudi University Teachers

Communicative language teaching (CLT), which is considered to be a promising approach to language teaching-learning, has appeared as a reaction to situational approaches which mainly focus on teaching structures in limited contexts rather than on communication. However, the applicability of communicative language teaching in all contexts is still under debate. This study intends to explore the impediments university lecturers face in applying communicative language teaching in Saudi Arabia’s social context. It also examines the feasibility of attaining communicative competence as a central goal of communicative language teaching. Twenty-six professors and lecturers from three universities were interviewed to collect the data. The findings revealed that in the social context of teaching English as a foreign language, the low English learning outcomes at secondary school and the low motivation of learners are some of the impediments to the successful implementation of CLT. Moreover, the findings demonstrated that communicative competence is difficult to attain in a society with an EFL context without engaging learners in various social interactions and multicultural contexts in real life. The mere sensitization of sociolinguistics competence will not serve the purpose of achieving communicative competence.

Factors Hindering Implementation of Communicative Language Teaching in Secondary Vocational Schools of Science and Engineering in China

Without the pressure to help more students to be competitive in College Entrance Examinations, teachers in secondary vocational schools are supposed to spend more time improving students’ communicative competence in English which is more practical for students’ future career. Although communicative language teaching (CLT) approach has been added to the syllabus for over 30 years in China, however, the implication of it is hardly witnessed in English classes in secondary vocational schools of science and engineering (SVSSEs). By handing out questionaries to eight English teachers and over 300 students in my school, four restraints which prevent the application of CLT in SVSSEs have been concluded which are knowledge restraints, restraints related to the educational system, restraints by students and restraints related to teachers’ attitude and concerns.

Impact of Communicative Language Teaching Method on Students' Speaking and Listening Skills: A Review Article

English language teachers and educators everywhere try to find better language approaches, methods, theories, techniques, and strategies. One way to do that is by implementing the approaches or practices in their classrooms to see which one works, serves more for their students, or has more impact. These communicative language education techniques have been used for many years in many nations. The main goal of the learners is to reach communicative competence; thus, they continuously search for a method or approach that can significantly impact their communicative competence. Hence, teachers and learners try to use different language approaches and techniques to improve the student's language skills, especially their speaking skills. The main aim of this review article is to investigate the impact of communicative language teaching (CLT) by reviewing five reports and some literature reviews. Kasumi's first article, ' Communicative Language Teaching and Its Impact on Students' Performance," was conducted in 2015. The second article is entitled "The effect of using Communicative Language Teaching on Speaking Ability," which Ratih and Hanafi undertook in 2016. The third article is entitled "The Effect of Using Communicative Language Teaching on Developing English Speaking and Listening Skills of Iranian Secondary School Students," which Aalaei conducted in 2017. The fourth article, "The Effect of Communicative Activities on Libyan Secondary School Students' Speaking Performance in Malaysia," was conducted by Owen & Razali in 2018. The fifth article, "The Impact of the Implementation of CLT On Students' Speaking Skills, " was led by Mangaleswaran and Aziz in 2019. The findings of these articles indicated that CLT impacts students' communicative competence, especially speaking and other skills such as listening, reading, and writing. The results show that the sub-skills such as vocabulary, grammar, pronunciation, comprehension, and fluency improve.

Exploring Communicative Language Teaching to Enhance Grammatical Knowledge among Secondary School Students in Bangladesh

Communicative Language Teaching (CLT) involves students in real-life interaction in order to improve their communicative competence. There are a lot of controversy about whether grammatical knowledge can be gained by CLT in the English learning process. This qualitative case study goals to attain the perspective and attitudes of students and explore the implementation of CLT in Bangladeshi Secondary School. Moreover, researcher aims to reach the gap which is emerged by the controversy. It attempted to find out the contribution of CLT in improving grammar knowledge among Secondary School Students in Bangladesh. Researcher investigated two research questions and examined two research objectives. Data was collected through semi-structured interview and an essay writing task from Dr. Khastagir Government Girls’ High School, Bangladesh. The finding of study indicates efficient and feasible CLT activities are explored in the textbook which engaged students in collaborative learning and meaningful interaction. Students have a certain perspective and an assured outlook towards CLT based classroom and they have a knowledgeable linguistic competence in writing. Besides, in acquiring communicative skills, fluency and accuracy were not attained equally among the students. Besides, students were aware of both in grammar knowledge and meaningful interaction but faced few obstacle in speaking. Accuracy activities of CLT facilitate to enhance grammar knowledge but a little lack was explored from the findings. To say, this study provides an insight on positive perspective of students towards communicative classroom settings.

MENINGKATKAN KEMAMPUAN BERBICARA BAHASA INGGRIS SISWA MELALUI PENGAJARAN BAHASA KOMUNIKATIF UNTUK TINGKAT PEMULA DI DESA INGGRIS SINGOSARI MALANG

Speaking is one of the most difficult talent to master in everyday life and be the second language skills in Indonesia which everyone requires it to communicate with others to express facts, thinking, and message between two or more people. The students’ of Desa Inggris Singosari Malang namely Be a Trainer program who are still in the beginner level get some difficulties in Speaking skill. As a result, the researcher uses Communicative Language Teaching approach which aim to repair all the problem and improve the students’ speaking skill. The type of researcher is Classroom Action Research (CAR). During the implementation of Communicative Language Teaching approach, it shown that the students’ motivation was increased and shown significant progress during the research. This research was carried out in two cycles. The researcher also suggested that the future researcher conduct experimental research to find the differences between the communicative language teaching approach with the other approach in teaching speaking, and more. The researcher also suggested that the future researcher conduct classroom action research to know whether the implementation of communicative language teaching in teaching speaking for the students in the different levels has the same benefit.