Implementation Of Communicative Language Teaching Research Articles

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.

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.

PROJECTING COMMUNICATIVE LANGUAGE TEACHING (CLT) IMPLEMENTATION IN TEACHING SPOKEN LANGUAGE AT SECONDARY SCHOOL

The interconnected between communicative competence and Communicative Language Teaching (CLT) has been recognized as the most common approach to promoting communicative competence in language teaching. Moreover, it has been implemented by many English as a Foreign Language (EFL) countries involved in Indonesia. This study aims to determine the CLT implementation as performed by an EFL teacher in teaching spoken language at Secondary School. To achieve the aim, this study used a descriptive case study as a research design. The participant of the study was an EFL teacher who implements CLT in teaching spoken language. The data were collected through semi-structured interviews, classroom observation, and document analysis. The result of the data collection was analyzed by using Qualitative Data Analysis from Miles, Huberman, and Saldaña (2014). The findings revealed that the CLT implementation has been performed by an EFL teacher through three components. Those are seen from the teacher’s way of deciding the material, being a facilitator in the teaching-learning process, and applying teaching-learning strategies. This research indicates that the use of the CLT approach could facilitate learners to develop communicative competence skills.

Use of Communication Strategies in Oral Interactions: (In)effectiveness of CLT Approach in L2 Teaching

Communication strategies (CS) have been generally used to overcome oral communication problems in delivering the intended messages. While studies on CS mostly involved simulated communication contexts, the current study deviates from the past studies on CS by identifying the types of CS employed by candidates of real job interviews and examining the effectiveness of Communicative Language Teaching (CLT) approach adopted in Malaysian schools in English language teaching. The data were collected from observations made on oral interactions between candidates and the panelists of academic staff recruitment interviews at one public university in the east coast of Malaysia. The recorded oral data were imported into NVivo software (version 12) before the use of CS by the candidates were categorised based on CS taxonomies proposed by Dörnyei and Scott, and Clennell. The results revealed that the candidates employed various types of CS with fillers and self-repetitions being the most frequently employed strategies while the two least employed strategies were asking for clarification and guessing. While the results showed extensive use of CS in the interactions, the high frequency use of fillers as a time-gaining strategy might reflect that the speakers lacked competency in conveying their messages. Additionally, too much use of fillers might not be favoured by the interlocutors since the strategy could occur unpredictably. The findings indicate that CLT approach has not been effective in enhancing English language competency among L2 learners. Considering this, intervention measures to improve the current situation by looking at the root problems in the implementation of CLT are needed if the government decides to retain this teaching approach in Malaysian schools.

Teachers Practices on the Implementation of Communicative Language Teaching (CLT) Through Synchronous Online Learning: A Systematic Literature Review

This paper demonstrates an analysis of a systematic review based on the various past studies related to teacher practices on the implementation of communicative language teaching (CLT) via synchronous online learning. All the past studies are reviewed from 2015 to 2021 with the total of fifteen studies. This paper aims to review and highlight on the implementation of communicative language teaching (CLT) through synchronous online learning by the teachers that focusing on three major objectives which are how CLT is implemented via synchronous online learning, the challenges faced by teachers in conducting CLT via synchronous online learning, and the effectiveness of CLT via synchronous online learning. The findings indicate that various online platforms can be utilized in assisting teachers to implement CLT during synchronous online learning. The most used apps based on the past studies is Zoom Meeting and followed by Discord, Google Meet, Google Classroom, Webex, Youtube, WhatsApp and Email. Although there are various technologies and online platforms that have been advocated for the application of CLT via synchronous online learning, the problems and constraints still arose during the lesson for both teachers and students. For the teachers they had difficulties affiliated to the readiness in adapting e-learning, the accessibility to e-learning devices and classroom management issues. However, for the students the problems are related to their attention spans, difficulty to apprehend the task, limited access to direct interactive communication and limitation to online learning access. Apart from that, most of the teachers agree that implementing CLT through synchronous online learning brings more drawbacks and hinder them to achieve the teaching and learning objectives to the fullest.

Teacher’s Application of the Communicative Language Teaching (CLT) in Teaching Oral Communication Towards Instructional Strategies

The first aim of this descriptive-narrative study is to explore the understandings and attitudes of English teachers of Signal Village National High School regarding adopting Communicative Language Teaching (CLT) in their classroom practices to better understand the appropriateness and effectiveness of Communicative Language Teaching or CLT activities in their classroom teaching practice. The second aim of this research is to investigate and understand the factors that help and hinder secondary teachers’ implementation of CLT in their classrooms.  The study has employed nine English teachers in the school where the researcher is currently working for 15 years. The research outcomes and recommendations resulting from this dissertation have the potential to help the English teachers of Signal Village National High School enhance English teaching efficacy in the following areas: it may help them to identify the main impacts of CLT in a local context and this research may provide potential suggestions for English teachers to improve their teaching strategies and to improve students’ communicative competence. Moreover, insights gained from this research may improve the teaching and learning experiences for both teachers and students of Signal Village National High School, Taguig City. The results of this study might also help both teachers and students change from emphasizing grammar-based translation to a communicative approach, which could motivate secondary students to be more focused on communicative activities and improve students’ communicative competence. Lastly, it might assist policy-makers and users to understand the complexity of introducing communicative English teaching into the K to 12 Curriculum.

Issues with Communicative Language Teaching Implementation in Saudi Arabia Concerning the Government Policy, Teachers, and Students: Two Decades of Research

This paper focuses on the most significant empirical studies on the topic of challenges facing the communicative language teaching approach in Saudi Arabia. The communicative language teaching method has been used for more than two decades in Saudi Arabia and research conducted during this period offers some insight into the main challenges of the implementation. The main goal of this paper is to synthesize findings from research studies conducted in the past and by doing so, suggest the possible avenues for tackling these challenges. Four broad categories of challenges have been adopted from Li’s (1998) comprehensive framework in an attempt to structure the challenges under meaningful labels. This, in turn, enabled us to categorize the challenges according to their source which helped our understanding of how to resolve them. The findings suggest that the most frequently observed policy-related challenges are the current exam system, overcrowded classes, no AV equipment, and low quality of in-house training programs for teachers. Teacher-related challenges mostly relate to conflicting ideas about CLT, low confidence in these methods, preference for the traditional learning model, focus on developing skills that feature in the exams, and deficiencies in teachers’ English. Student-related challenges are found to be their low-level proficiency, passive learning style, lack of motivation to learn the target language, and fear of their marks being negatively affected if they are paired with weaker peers during communicative activities. This paper concludes that these challenges are all interconnected, and a systematic approach is essential in trying to tackle these with the government intervention being a potential first step.

Implementation of Communicative Language Teaching: Cambodian EFL Teachers’ Attitudes toward Communicative Language Teaching

Implementation of Communicative Language Teaching: Cambodian EFL Teachers’ Attitudes toward Communicative Language Teaching

Challenges in the Implementation of Communicative Language Teaching in Azad Kashmir

This study investigated challenges faced by EFL teachers in the execution of communicative language teaching (henceforth CLT) at the elementary level in Azad Jammu and Kashmir (AJK), Pakistan. The sample for this study consists of 30 EFL teachers from ten elementary schools in Muzaffarabad. The data was collected in two phases, starting with quantitative data collection through questionnaires, followed by qualitative data collection through interviews. The collected data was analyzed statistically through frequencies and percentages. It was found that the EFL teachers in AJK are aware of the basic principles of CLT.Although the teachers have a positive approach toward CLT, they have failed to practice it in their classes because of some challenges. The findings indicated that the factors affecting the implementation of CLT in the AJK are traditional grammar-based teaching, lack of CLT training, large class size, the diverse backgrounds of students, and a lack of support from the administration.

Exploring The Challenges of Communicative Language Teaching in Indonesian Context from a Constructivist Perspective

A communicative approach has been included in Indonesia's English curriculum since the introduction of the 1984 Curriculum. However, despite its popularity, CLT (Communicative Language Teaching) posited some cultural constraints. These constraints are caused by different views of the learning and teaching process in different cultures. This study explores the challenges of implementing such a teaching approach from a constructivist point of view. The primary aim of this article is to provide insightful information about those challenges which may, then, contribute to a deeper understanding of the issue. The descriptive qualitative approach was used in this study. The study concludes that cultural constraints to the implementation of CLT in the Indonesian context do not necessarily come from cultural aspects. Using a constructivist paradigm, this essay provides an alternative explanation on why students are reluctant to engage in a communicative approach in the Indonesian context: (1) the failure of representation to occur in the teaching instructions and teaching materials during the learning process, and (2) identity-caused reluctance to communicative competence.