Implementation Of Communicative Language Teaching Research Articles

Impediments to the Implementation of CLT Principles at the SSC Level in Bangladesh: A Case Study

The Ministry of Education of Bangladesh introduced Communicative Language Teaching (CLT) at secondary level by replacing Grammar Translation Method (GTM) in 1995. However, a body of studies found that principles of the CLT-based curriculum are not properly implemented so far. As a consequence, a wide gap is noticed between the policy and practice in teaching of English language. So, it is important to identify the reasons or factors that hinder the implantation of CLT at the secondary level education. This qualitative study was designed with a purpose to ascertain the impediments those hinder the implementation of CLT at the secondary level in Bangladesh. It used two methods namely classroom observation and practicing teachers’ interview and then the findings were triangulated to find a comprehensive answer to the research questions. The identified impediments may be taken into consideration and a solution to the research problem may be found.

A Study on Partial Least Squares Structural Equation Modeling (PLS-SEM) as Emerging Tool in Action Research

Structural equation modeling (SEM) depicts one of the most salient research methods across a variety of disciplines, including educational management. Recent research advocates the use of partial least squares structural equation modeling (PLS-SEM) as an attractive tool in action research. The purpose of this paper is to systematically examine how PLS-SEM has been applied in action research with the aim of investigating the effect of teacher’s leadership styles (transformational and transaction) and student’s motivational factors (intrinsic and extrinsic) on student engagement for implementation of Communicative Language Teaching (CLT) in classrooms as well as explore the mediating role of motivational factors of student between the relationship of teacher’s leadership styles and student engagement. A cross-sectional survey design was used for the study featuring a self-administrated questionnaire among the students of some selected schools in Bangladesh. The transactional leadership style of teachers influences student engagement, intrinsic, and extrinsic motivation while the transformational leadership style of teachers influences the intrinsic and extrinsic motivation of the student. Both motivational factors mediated the relationship between leadership styles and student engagement. This study contributes to the literature by providing teachers with the updated guidelines for action research by using PLS-SEM. The study also suggests the way for increasing student engagement for CLT implementation in classrooms.

A Critical Analysis and Comparison of two Published Academic Journals in Education Field

The purpose of this study is to critically analyse and evaluate two selected journal articles. The two articles are research papers in the education field; more specifically both journals are about the usage and implementation of Communicative Language Teaching. For ease of reading, each article is dealt with separately. This paper is to pinpoint their weaknesses and strengths. The two chosen papers are also critiqued from various perspectives such as methods of data collection and analysis, research layout and organization, validity and reliability of the data collected, sampling issue and ethical considerations. Although the titles are very similar, the content was different and the papers are written differently using various instruments for collecting data. This study concluded that both articles to some extend have week points such as the use of instruments and the sampling size which were a very limited size especially in article Y. The ethical issues in both articles to some extend are considered, however, in one of the articles, it is less taken into account.

The Implementation of Communicative Language Teaching by Iraqi English language Teachers

The implementation of Communicative Language Teaching (CLT) has been debated by many researchers in the field of language teaching methodology. Much is done in this regard and literature confirms that the implementation of CLT in teaching English as a foreign language is challenging. Even though there are studies investigating the issue in Iraqi schools, little has been done in exploring the classroom practices of Communicative Language Teaching by the teachers. Thus, this study hopes to investigate how Iraqi English language teachers implement CLT in their classrooms. A qualitative method is used to collect data through classroom observation of 3 in-service English language teachers. The research question that is addressed is (to what extent the classroom practices of Iraqi English language teachers comply with the principles of Communicative Language Teaching?). The data collected from the observations are analyzed based on a checklist to compare them to the basic principles of communicative approach. The results of the study show that Iraqi English language teachers do not fully implement communicative approach in their classroom practices and their teachings mostly focus on grammar and vocabulary rather than meaningful communication. The results from this study will contribute to the field of knowledge about Communicative Language Teaching, particularly in Iraqi public schools. The outcome of this study will support teachers to overcome the current challenges in language teaching and provide better recommendation for them to improve their teaching and implementation of CLT approach.

Perceptions and Challenges of CLT in EFL Classes - Possible Research in Afghan Tertiary EFL Context

A great deal of research has been conducted regarding Communicative Language Teaching (CLT) in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, including in Afghanistan. However, the real status of CLT employed in Afghan context is vague due to the lack of sufficient studies. The aim of this paper is to present a review on CLT in various EFL contexts in general and on the perceptions and challenges in the implementation of CLT in Afghanistan for the purpose of identifying gap for a subsequent investigation of CLT in the country. The results show that there are still many areas that need to be examined in the Afghan EFL setting to improve the quality of English teaching and learning in Afghan universities.

EFL Teachers’ Awareness, Practices and Challenges of Teaching English Communicatively in Oman Post Basic Education Schools

This study investigated the perceived knowledge and actual practice of Communicative Language Teaching (CLT) among post basic education teachers in Omani schools, along with the influence of gender and length of teaching experience years on teachers’ practice of this approach. It also explored the different challenges faced by teachers when implementing CLT. A total of 122 EFL Omani teachers took part in this study. The respondents completed the following: (1) a twenty-five item questionnaire concerning CLT principles; and (2) a questionnaire regarding the challenges of CLT. The results revealed that Omani EFL teachers have a high degree of awareness of the principles of CLT. However, they practice this approach at a moderate level, while their gender and length of teaching experiences have little impact on their actual practice of this approach. The findings further indicated that the implementation of CLT in Omani classrooms is hindered by: (1) teachers’ lack of training in CLT; (2) lack of time to prepare communicative activities; (3) students’ low levels of proficiency in English; (4) large class sizes; and (5) difficulties assessing the linguistic aspects of the language. This resulted in the drawing up of a number of recommendations.

Teaching Practices and Knowledge Base of English as a Foreign Language Teachers’ Communicative Language Teaching Implementation

This small scale study aimed at identifying (1) the characteristics of teaching practices in CLT classrooms, (2) teachers’ opinions underlying such practices, (3) their positions while adopting CLT, and (4) a knowledge base used as a framework of CLT implementation. Eight Thai teachers who regarded themselves as CLT proponents voluntarily took part in this study. Data collected via classroom observations and post-teaching semi-structured interviews indicated that CLT involved four common features including promoting ‘small talk’ in the target language, beginning the lesson with the combination of lead-in and presentation strategies, positively reacting to students’ linguistic errors, and emphasizing semi-communicative activities. The participants’ opinions underlying CLT implementation centered on playing multiple roles including lesson designers, class managers, and English users with certain levels of English proficiency. Content, pedagogical content, and subject matter knowledge served as their major elements of the knowledge base for teaching when conducting CLT lessons.

Practices and Outcomes of Communicative Language Teaching in Higher Secondary Schools in Rural Bangladesh

This paper aims to provide insights into the challenges of Communicative Language Teaching (CLT) practice at higher secondary level in Bangladeshi rural settings. Employing qualitative approach, in-depth interviews were conducted with 24 rural English language teachers to explore the problems they face in CLT implementation. The interview data were scrutinized using thematic analysis. Three major themes emerge from the analysis which are: (i) pedagogical factors; (ii) contextual factors; and (iii) personal factors that obstruct CLT implementation to reach at its expected outcome. The paper reveals the gap between the objectives of the present ELT curriculum and teachers’ practices. The teachers are optimistic with CLT approach for improving students’ English skill, but they need viable support to overcome the factors working as the barriers of its proper implementation. Based on the teachers’ suggestion, the study recommends the aligning of curriculum and test format, and also the training and logistic support for the teachers to overcome the issues surrounding the CLT implementation in the rural context of Bangladesh.

FACTORS HINDERING THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING IN LIBYAN UNIVERSITY ENGLISH CLASSES

In recent years, communicative language teaching in Libya has been the focus in English language teaching. This study aimed to point out the factors that hinder the implementation of communicative language teaching in Libyan university English classes in EFL context. An interview has been used to gather data from eight university teachers from two Libyan universities. The findings identified the factors that impede the use of CLT related to students, teachers, resources, and the Libyan educational system. Specifically, some barriers were mainly due to the lack of teacher training, insufficient teaching resources, non-qualified students, and the educational system not meeting the goals of modern teaching methods. A few recommendations have been provided for teachers and policy makers to encourage successful implementation of CLT. Article visualizations:

Using Communicative Language Teaching among English Teachers at A Senior High School in Riau

The study aimed to identify the implementation of Communicative Language Teaching (CLT) in the teaching of English as a foreign language, specifically in speaking and listening, to find out the teachers’ understanding of CLT, and to identify any problems in the use of CLT in the teaching of English as a foreign language. The major findings showed that there was a broad use of most elements of CLT in the classrooms. Teachers were not yet able to conduct the production stage-communicative activities. They designed pair or group activities that reflect only parts of the practice stage in which activities are more controlled by the teachers than the learners. They recognized that their difficulties in adopting CLT is due to their unfamiliarity of the new concept of language teaching embedded in CLT and their limited proficiency in English. The main problem to using CLT was students’ reaction and attitudes, specifically during pair and small group work. Other problems included students’ lack of confidence in their speaking ability, embarrassment, and inability to express their opinion, ask questions, and be innovative during conversation practice.

Repetitions as communication strategies in L2 oral interactions

The implementation of communicative language teaching (CLT) approach in early 1970s has greatly impacted second language (L2) learning worldwide, including Malaysia. Since this approach mainly focuses on the conveyance of a message, CLT students are expected to use various communication strategies (CSs) in getting their message across. In this regard, past literature indicates that repetitions play various roles in oral communication. Hence, they became the focus of the current study. The data were elicited from role-play assessments in English classes involving six selected pairs of students. The analysis of the transcribed oral data revealed that, aside from being employed as time-gaining strategies, repetitions also occurred as a means to provide affirmation, to ask for confirmation and to emphasise a point in oral communication which indicates their role in enhancing effectiveness in communication as posited by Clennell. Consequently, Dörnyei and Scotts' taxanomy of communication is proposed to be revised.

Repetitions as communication strategies in L2 oral interactions

The implementation of communicative language teaching (CLT) approach in early 1970s has greatly impacted second language (L2) learning worldwide, including Malaysia. Since this approach mainly focuses on the conveyance of a message, CLT students are expected to use various communication strategies (CSs) in getting their message across. In this regard, past literature indicates that repetitions play various roles in oral communication. Hence, they became the focus of the current study. The data were elicited from role-play assessments in English classes involving six selected pairs of students. The analysis of the transcribed oral data revealed that, aside from being employed as time-gaining strategies, repetitions also occurred as a means to provide affirmation, to ask for confirmation and to emphasise a point in oral communication which indicates their role in enhancing effectiveness in communication as posited by Clennell. Consequently, Dörnyei and Scotts' taxanomy of communication is proposed to be revised.

ENGLISH TEACHERS’ VOICES ON COMMUNICATIVE LANGUAGE TEACHING FOR READING IN INDONESIAN RURAL CLASSROOMS

The aim of this research was to find out whether English teachers teaching in rural areas in Indonesia are incorporating the Communicative Language Teaching (CLT) approach in their reading classes. The mixed research design included questionnaires, observations and interviews. A questionnaire was administered to 144 teachers in 68 rural high schools in Padang, West Sumatra. Out of these teachers, eight were chosen to be interviewed, and observations were conducted in their classes. Findings of the questionnaire showed that English teachers’ perceptions and attitudes are generally positive towards CLT in teaching reading. However, the results from observations and interviews with the teachers indicated that a majority of teachers still implemented the traditional (teacher-centred) approach in teaching reading compared to the student-centred approach as suggested by CLT. The preferred choice of teaching methods in teaching reading was influenced by several factors; namely, the students’ low proficiency level, their low degree of self-confidence and motivation, large class sizes, limited teaching schedule, and the teachers’ insufficient knowledge on CLT implementation. Finally, this research suggests that if Indonesia expects its policy of learning reform to be successful, intensive and consistent teacher development must be well-organized, and sufficient resources must be allocated so that all schools, especially those in rural areas, can meet the objectives. Keywords: communicative language teaching, English as a foreign language, reading, teachers’ voices, rural areas.

Analysis of teaching resources used in EFL classes in selected Ecuadorian universities

This study looks at how Communicative Language Teaching (CLT) is implemented in Ecuadorian universities through analysis of teaching resources that teachers use in classes. A survey was conducted through the administration of a questionnaire. A total of 65 teachers responded to the survey. The results indicated that in developing productive skills, group-oriented activities such as pair-and-share scheme and role-plays are frequently conducted, and the use of worksheets, translator applications and audio materials were often used in developing students’ receptive skills. Teachers did not often use resources on pronunciation activities, direction-oriented tasks and translation using Spanish. Analysis of frequently used resources showed that teachers tried to develop students’ communicative competence, one of the core principles of CLT, however, most of these resources were not teacher-made but support materials of textbooks produced by publishing houses abroad. Too much dependence on these resources influences teacher interaction with students and also diminishes the role of the teacher as the frontline source of language use especially in listening and speaking when audio materials and worksheets replace the teachers’ voice. Indeed, the selection of a teaching resource is as crucial as the method employed in CLT implementation in EFL classroom.

Exploring the Implementation of Communicative Language Teaching in the Philippines: A Tertiary Teachers’ Perspective

Several studies have been conducted on teachers’ perception and implementation of communicative language teaching (CLT) in Asia. However, how CLT is implemented in the Philippine context and how it is perceived by tertiary teachers is underexplored. Thus, this study sought to determine the beliefs, practices, and problem encountered by tertiary teachers in implementing CLT. Ten experienced tertiary teachers from a private university in the Philippines were purposively selected to participate in the study. Using a 34-item questionnaire, this study used a survey method to determine the beliefs, practices, student’s reactions, and problems encountered pertaining to CLT. The findings revealed that teachers did not extensively integrate the principles of CLT into their beliefs. The results also reflected how they implement CLT in their respective classrooms. Findings further showed that teachers did not extensively employ tasks, syllabus, and materials that would realize CLT in language classrooms. Interestingly, Audiolingual Method remains to have some influence in teachers even if they claim to use CLT. These findings can be attributed to several contextual factors such as class size, limited class hours, and teachers’ and students’ attitude. Several implications for teaching and future studies are discussed. The findings prove to be significant in several ways. First, it provides language teachers baseline information on their current practices which is crucial to extending their teaching repertoire and developing teacher development programs. Second, the findings can be used as a springboard for further studies on teaching practices in ESL/EFL contexts using other methods of elicitation, such as think-aloud protocol and logs.

Exploration of English Teachers Understandings and Practices of Communicative Language Teaching (CLT) at Pre-University Level of Islamic Tertiary Educational Organization

Previous studies regarding communicative language teaching approach (CLT) have shown that many language teachers saying they are adopting CLT in their classes. However, when it comes to the reality they are utilizing other traditional approaches which reflect a disparity between the theoretical and practical sides of this issue which needed to be studied. Thus, the first objective of this paper is to explore the understandings of English language teachers from Centre for Strategic Education and Training (IIUM CRESCENT) regarding the main attributes of CLT. The second objective is see how they practice it at the pre-university level in International Islamic University Malaysia (IIUM). The third aim is to find out what the situational challenges that might face them whilst implementing CLT, which causes a deviation from utilizing it in their classes. A qualitative phenomenological analysis method was adopted in this study, and its participants are five English language teachers from IIUM CRESCENT. These English teachers who have taken part in this study showed a positive understandings of CLT attributes which coincide with its characteristics. However, they have also mentioned some cultural and situational challenges that hinder their implementation of CLT, as result; they blend it with other teaching methods. This paper concludes with recommendations for adopting CLT for multi-national and multi-cultural students at pre-university level in Islamic context.

Teachers’ Perspectives of the use of CLT in ELT Classrooms: A Case of Soran District of Northern Iraq

This mixed-method study aims at exploring Iraqi English as a Foreign Language (EFL) teachers’ attitudes towards Communicative Language Teaching (CLT). The study was conducted in Soran town, in the northern part of Iraq. The participants of the study were 58 EFL teachers from secondary and high school classrooms. In the first phase, a five-point Likert-scale questionnaire was administered to examine the participants’ attitudes towards CLT principles: “place/importance of grammar, group/pair work, quality and quantity of error correction, the role of the teacher in the classroom, the role and contribution of learners in the learning process.” The second phase of the study was qualitative and consisted of semi-structured interviews to examine the reasons behind the implementation of CLT in terms of the factors that hinder and encourage the implementation of CLT in the Iraqi setting. The results of the quantitative analysis revealed that the teachers held overall positive attitudes towards the use of CLT. The findings of the interview phase concluded that the main factors that cause the failure and success of the implementation of CLT in Iraq can be categorized under four headings: educational factors, teacher factors, student factors, and CLT factors. The results of the study suggest that the educational system and the teachers’ communicative competence are essential to promote the employment of CLT in Iraqi EFL classrooms.

Communicative Language Teaching And Its Achievements: A Study Of In-Country Program In Indonesia From 2013-2015

<p>This paper aims to discuss the result of the study on the implementation of communicative language teaching and its impact on the language achievements of the students. In this study, the data is collected from classroom observation, interview, and examination of various Indonesian curricula, syllabi, and teaching materials. The subjects of the study are students, peer tutors, and instructors involving in the CLS Malang programs in the summers of 2013–2015 at Indonesian for foreign speakers (or locally known as <em>Bahasa Indonesia bagi Penutur Asing</em> (BIPA)), State University of Malang. The result of the study shows that the implementation of communicative language teaching approach is very effective when it is combined with extracurricular activities. The combination of these two can significantly increase students’ skills in Indonesian language as the students are able to use it effectively and meaningfully in “real-world” contexts afterwards. Moreover, based on the results of OPI (Oral Proficiency Interview), this approach enables students to practice Indonesian language through real-life interactions. Higher levels of students’ achievement are predicted to result from this approach because the OPI interviews emphasize oral proficiency based on communicative and cultural skills in real-life settings. The limitation and suggestion for further research will also be discussed.</p><p> </p><p><strong>Keywords: </strong><em>communicative language teaching, achievement, Bahasa Indonesia, in-country program, Indonesia</em></p>

Reconsideration of Communicative Language Teaching for the Korean EFL context

Communicative language teaching (CLT)-related innovations and measures in Korea have drawn considerable research interest. A synthesis of these studies’ findings suggests that the implementation of CLT has been difficult in Korea. There is little evidence to suggest that the adoption of CLT has brought any significant changes in classroom teaching practices in Korea. This observation calls for a reconsideration of CLT as it is implemented in the Korean English as a foreign language (EFL) context. The main goal of this study is to reconsider the appropriacy of CLT in the Korean EFL education. For that purpose, the paper revisits major features of CLT, including the emphasis on communicative activities, the orientation toward student-centeredness, the lack of appropriate assessment tools, and the development in the English as a second language environment. The paper then relates the features to realities of Korean EFL education. The study argues that these realities function as constraints on the employment of CLT in the Korean EFL context. As a conclusion, the paper argues for more context-sensitive approach.

Re-conceptualizing Communicative Language Teaching through Socio-Cultural Perspective

Communicative Language Teaching (CLT) has been know as one of the most successful approaches in teaching English to speaker of other languages. With this approach students are required to engage in communication trough interaction using the target language as much as possible. In the countries where English is taught as a foreign language or as a second language, this approach has become an ideal example on how activities are reconstructed in teaching learning activity to improve students’ ability in communicating in English both in spoken and written ways. Despites all of the advantages of CLT, there are still some the flaws found in he implementation of CLT in teaching learning activities. Therefore, in this paper, the writer will not only provide some critiques that are normally found in CLT but also suggesting some alternatives based on the socio cultural concepts to mitigate the shortcoming. The provided alternatives are aimed to re -conceptualize the CLT in based on the socio cultural perspective.