Implementation Of Communicative Language Teaching Research Articles

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.

Constructive alignment in foreign language curricula: an exploration of teaching and assessment practices in Dutch secondary education

ABSTRACT While Communicative Language Teaching (CLT) is recognised as an effective approach worldwide, its implementation in foreign language (FL) classrooms remains difficult. Earlier studies have identified factors impeding CLT implementation, such as a lack of communicative lesson materials or teachers' more traditional views on language learning. In the Netherlands, CLT goals have been formulated at the national level, but are not always reflected in daily FL teaching and assessment practice. As constructive alignment between learning goals, classroom activities and assessments is a precondition for effective teaching, it is important to gain a deeper understanding of the degree of alignment in Dutch FL curricula and the factors influencing it. The current study therefore aims to take a systematic inventory of classroom practices regarding the translation of national CLT goals into learning activities and assessments. Findings revealed that teaching activities and classroom assessments predominantly focused on grammar knowledge and vocabulary out of context and, to a lesser extent, on reading skills. External factors, such as teaching and testing materials available, and conceptual factors, such as teachers' conceptions of language learning, were identified to contribute to the observed lack of alignment. Assessments in particular seem to exert a negative washback effect on CLT implementation.

A Sociomaterial Perspective of the Challenges of Implementing the Communicative Approach in Saudi State Schools

Despite its dominance in the field of teaching English as a second/foreign language, the implementation of the Communicative Language Teaching (CLT) approach continues to be challenging and problematic. A similar set of constraints – including but not limited to challenges related to educational cultures, contextual and conceptual factors, and lack of authentic materials and facilities – have been reported as factors hindering CLT implementations in many contexts. Language teaching and learning materials and facilities are crucial elements that have been found to affect communicative language teaching implementation. However, the issue of how those material elements can affect CLT implementation has rarely been the focus of research in CLT implementation studies. In this paper, the researcher examines the effect of language teaching and learning materials on teachers’ ability to teach communicatively. Thus, informed by sociomateriality this paper attends to a gap in the literature about how material elements of the curriculum hinder the implementation of the communicative language teaching approach in the Saudi context. The data examined in this study were collected through classroom observations and semi-structured interviews. The analysis of the findings indicated that material elements in the curriculum exerted agency and power, hindering teachers’ ability to teach communicatively and learners’ ability to improve their learning experiences. The report concludes with practical implications related to the complexity of curriculum development and implementation and the emergent nature of such processes as webs of entangled human/nonhuman relations that give rise to education.

Communicative Language Teaching in Public Universities in Afghanistan: Perceptions and Challenges

While Communicative Language Teaching (CLT) has been advocated in Afghanistan, little is known about the perception of Afghan EFL (English as a Foreign Language) teachers on CLT. This study aims to investigate the perceptions and challenges of CLT in Afghan public universities from the perspectives of EFL teachers. The study employed a mixed-method approach comprising survey questionnaires and a qualitative interview. A sample of sixty-two Afghan EFL teachers was selected to participate in a survey questionnaire, while five were interviewed. Findings from the questionnaires and interview showed that Afghan EFL teachers have positive perceptions regarding CLT. The results also showed that the education system is one of the significant challenges for CLT implementation in Afghan public universities. The current study is valuable for policymakers, teachers, and students for improvement of EFL classes in Afghanistan.

WASHBACK EFFECT OF YEMENI GENERAL SECONDARY SCHOOL CERTIFICATE ENGLISH EXAMINATION ON TEACHERS' TEACHING PRACTICES AND CLASSROOM TESTING

The new trends in language testing towards the effect of testing in language learning and teaching helped in emerging a new concept ''washback'' or ''backwash'' to reflect the vital role that tests play, positively or negatively, in language learning and teaching. This study aims to investigate the washback effect of Yemeni General Secondary School Certificate English Examination (YGSSCEE) on teachers' teaching practices and classroom testing. The research methodology was quantitative approach design. Interview was used as a research instrument. The population of this study was 21 of English language teachers at Yemeni secondary schools namely: Aden, Abyan and Lahj. The study used purposive sampling method. The findings of the study revealed that teachers' teaching practices and classroom testing were, negatively, influenced by YGSSCEE. Most of the teachers used grammar translation method instead of implementation of communicative language teaching that was emphasized by Crescent English Course 6 for Yemen (CEC6Ym). Most of the teachers adapted the classroom tests from the past YGSSCEE papers. Reading, writing and grammar were given more emphasis; while listening skill was totally skipped in language teaching and testing. Most of the teachers considered the YGSSCEE as a role model in language teaching and testing in classrooms.

The Implementation of Communicative Language Teaching (CLT) in Teaching English

This research was aimed at finding out the way of the teacher in implementing of Communicative Language Teaching (CLT) in teaching English at class of SMPN 1 Enrekang, exploring the media, problems, and types of CLT activities that students prefer. The population of this research was the teachers and the students of SMPN 1 Enrekang. The sample was three teachers and two classes. In this research, the data were obtained through three kinds of instruments namely, observation checklist, interview, and questionnaire. The result showed the ways of teacher in implementing of CLT were the teachers used principles of CLT methodology stated by Richards (2006:13). Moreover, the researcher found two other ways. Firstly, the teacher always tried to use creative ways/activities in applying Richards’s principles of CLT methodology in order not only to motivate and interest but also to decrease the boredom of students in learning English. Secondly, the teacher showed her sympathy, sensitivity, and understanding to their students’ needs and problems. Generally the problems encountered by the teachers were the students rarely communicated with others using English in daily life so they are lack of English proficiency. The media used by teacher were authentic materials, non-authentic material, listening exercises, internet, and computer based program. The result of questionnaire calculation is about 49.71. This result is in like categories as stated in Liker scale. Based on the data, the top rank of CLT activities that students prefer was task completion activities (100% of students).

Analysis the Implementation of Communicative Language Teaching and Classroom Interaction in the Effort to Increase Learners’ Speaking Skills

Communicative language teaching (CLT) is a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom (Richard, 2006:2). Classroom interaction occurs in the process of applying CLT which requires the participation of both learners and teacher. The study aims at finding out how CLT and classroom interaction implemented collaboratively in the effort to increase learners’ speaking skill at private senior high schools in Ruteng, Flores. It’s mixed method research combining the use of descriptive quantitative and qualitative study design with phenomenological approach. For the purpose of quantitative study, it’s chosen 123 students by using cluster random sampling, meanwhile for the purpose of qualitative data, it’s chosen 12 students and three English teachers by using purposive sampling. The research result showed that CLT characteristics (82=66.7%) and teacher’s role (98=79.7%) were mostly categorized as high level of CLT implementation. Meanwhile, material, media and learners’ role were mostly categorized as medium level. English teachers always involve their students in the productive activities. However, they mostly used book or hand out as the media to deliver materials. Integrating technology into classroom, using games as one of method to cheer up the students boredom hardly ever undertaken. Regarding the implementation of classroom interaction; initiation was mostly in the category of low level (76=61.8%). Students mostly do the activities of learning English designed by teacher. They are not engaged with learning autonomy that leads them to have self learning habit. Consequently, students are only able to accomplish the simple tasks

Exploring Communicative Language Teaching Principles Alignment of English Textbook in Saudi Arabia Middle School

This paper aims to analysis an English language textbook used in “middle school” (high school) in Saudi Arabia in-depth, to ascertain the type of pedagogy pushed by the teacher’s book. The criteria of analysis are adapted from Communicative Language Teaching (CLT). These criteria are used to analyses the textbook in terms of how communicative it is and personalised, how authentic, how meaningful; its degree of linguistic complexity; whether it is scaffolded, accuracy or fluency oriented; and how much of all each of these categories is in the textbook activities. The methodology of this paper is qualitative and presents only one aspect, textbook analysis, of a broader case study which forms part of a Ph.D. project that explores the factors behind the failure of implementation of CLT in Saudi Arabia. The results of this analysis show that in the textbook there is a careful balance between accuracy and fluency. There are some person, alised and meaningful activities, however most of the activities lack of authenticity which limits freedom for the students in using use the target language.

Teachers' beliefs about the implementation of communicative language teaching at primary school level in Zimbabwe

Communicative language teaching (CLT) is considered as a teaching approach that assists learners to achieve communicative competence. However, it seems as though a major gap exists regarding how teachers’ beliefs affect the implementation of CLT in primary school. In the study reported on here, we examined how primary school teachers’ beliefs affect the way in which CLT is implemented in Zimbabwe using a case study of five purposively selected teachers. The analysis aimed to explore what the teachers believed about CLT and how their beliefs were reflected in their classroom practices. The study adopted an inductive thematic analysis that permitted an understanding of how teacher beliefs affected classroom practice through teacher–learner and learner–learner interactions. Data from classroom observations, interviews, documents and field notes were analysed to reveal the phenomenon under study. A major finding of this study reveals that teachers hold beliefs that are not in support of the use of CLT. These beliefs are pedagogical and methodological, and both influence the way in which CLT is implemented. Teachers had their own ideas about CLT and the activities that should be used when implementing it. The teachers’ beliefs were established through observing how teachers implemented CLT and through the knowledge that they had about the approach. In view of the foregoing major finding, it is recommended that teacher training colleges should not emphasise traditional methods of teaching but rather focus more on CLT as a teaching approach.

The Implementation of Communicative Language Teaching by Kurdish EFL Student-Teachers at Colleges of Education

In modern education, English language teaching has been going through various methods and approaches stating the journey with grammar- translation method, direct method, audio- lingual method, content-based, task-based and participatory approaches, and reaching communicative language teaching (CLT). Having appeared since the 80s, CLT still maintains its popularity in English language teaching contexts. It is one of the most popular and dominant approaches used in the world of teaching English. In Kurdistan, CLT has been used and adopted in the 2000s. English courses have been redesigned following the communicative approach principles. EFL student-teachers are supposed to implement CLT while they practice teaching during the assigned period of time. They took a course named methodology in which the focus is on CLT. In addition, fourth year students had another class called 'View' in which students visit schools to observe teaching English. To the researchers' knowledge, no studies have investigated the extent to which this approach has been applied by student-teachers at the College of Education and Basic Education.
 The purpose of this study is to observe and describe how the communicative approach is being applied by EFL student-teachers in high school classrooms. Therefore, the problem of the study can tacitly be expressed in the following question: to what extent the CLT approach is implemented among the student teachers in teaching Sunrise. The study is a qualitative study because it describes the student teachers' behaviors while teaching Sunrise. Two tools have been utilized. An observation scheme COLT (Communicative Orientation of Language Teaching) is used to collect the data. Nine students are observed for one lesson in 2020. Besides, a questionnaire is delivered to twenty EFL instructors at the College of Education and Basic Education. In the light of the findings, it becomes apparent that CLT is not implemented by the majority of the student teachers. Finally, Recommendations are suggested to solve this problem.

Curriculum materials as a barrier to the use of communicative approach to English language teaching in EFL context: examples from Tanzania

This paper examines how curriculum materials act as a barrier to implementation of communicative Language Teaching (CLT) in English as a Foreign Language (EFL) context. It has been noted that several studies report some challenges of CLT in English language teaching. Consequently, some authors conclude that CLT is useless while others observe that the reported challenges are external weaknesses caused by users of the approach. In light of this debate, this study was conducted. Two questions were the focus of the study: how do curriculum materials respond to CLT? How does the actual use of the developed curriculum materials respond to principles of CLT? Drawing on the data obtained, authors of this study argue that curriculum materials are missing essential tasks which would facilitate a smooth implementation of CLT. Consequently, features of the traditional methods are dominating the practices. Authors advocate that it is unfair to argue that CLT is useless in EFL context but we have failed to design for it. Following the noted weaknesses, researchers recommend the adoption of task-based curriculum material design to ensure rich communicative activities in textbooks and classrooms as well.

The Implementation of Communicative Language Teaching (CLT) and Factors Hindering Teachers from Implementing it in High School

This study attempts to see the implementation of communicative language teaching and to investigate factors hindering high school teachers from implementing it. Data were collected using online questionnaire and interview. This questionnaire was administered to 29 senior high school teachers. The findings show that most teachers understand the concept of CLT well. However, there are some obstacles that they need to deal with in implementing CLT the classroom. Teachers experience limited access to the target language’s culture, limited time to develop materials for CLT and lack of training in order to improve their teaching skill. Given its importance, more research is still needed to see how this CLT method can be improved in Indonesia teaching context in the future.

The Implementation of Communicative Language Teaching in English Practice

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.