scholarly journals The Effect of a Flipped Classroom with Communicative Language Teaching Approach on Undergraduate Students’ English Speaking Ability

2021 ◽  
Vol 14 (3) ◽  
pp. 1025-1042
Author(s):  
Marady Phoeun ◽  
◽  
Supanee Sengsri ◽  
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
English Speaking

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

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.

scholarly journals Omani Students’ Perceptive of Communicative Language Teaching Approach in Higher Education in Oman: Its Practice

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1333
Author(s):  
Mouza Said Al Kalbani ◽  
Josu Solabarrieta ◽  
Ahmad Bin Touq
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Clear Understanding ◽  
The Impact

This study aimed to analyze and understand learners’ attitudes towards Communicative Language Teaching (CLT) approach in a foreign language context in higher education in Oman. In the literature review, learners’ attitudes play a strong role in determining the success of innovations in instructional practices (Savignon and Wang 2003). In addition to that, this study is considered as an evaluative study to explore teachers’ implication of CLT and the impact of this implication on students “communicative competence”, which is considered as an ultimate goal of communicative language teaching in a foreign langue context (FL). The importance of this study is due to its significance to come up with a clear understanding of Omani learners’ beliefs considering teaching and learning process. It also aims to specify the impact of CLT as an effective teaching approach in English as a foreign language (EFL) among higher education students and to specify any difficulties or challenges that might hinder CLT implementation in the Omani context. To achieve this, a quantitative study had been used to collect data from both teachers and learners. The participants of this study were 631 students (189 male and 391 female) who were enrolled in Intensive English language programs (IELP) in Foundation Institute (FI) in two Universities (210 students from public university and 421 students from private university) and those participants were from three different English proficiency levels (247 level 1, 155 level 2 and 229 level 3). The analysis revealed that students perceived classroom’s practice to be more oriented towards using strategic and grammatical competence and less towards sociolinguistic and intercultural competences. Additionally, Omani learners reported statistically significant correlation between CLT practice. The students’ gender, language proficiency and education context affected how students perceived classroom practice.

scholarly journals ENHANCING LIBYAN STUDENTS’ ENGLISH SPEAKING PERFORMANCE THROUGH LANGUAGE GAME AND INFORMATION GAP ACTIVITIES

2019 ◽  
Vol 77 (1) ◽  
pp. 110-125
Author(s):  
Eman Abdussalam Owen ◽  
Abu Bakar Razali ◽  
Arshad Abd Samad ◽  
Nooreen Noordin
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Game ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Language Games ◽  
Information Gap ◽  
Post Test ◽  
English Speaking ◽  
Speaking Performance

The importance of English as a foreign language EFL in Libya has increased significantly throughout the years and the language has become essential in all disciplines. However, one of the essential challenges that needs to be explored is the lack of speaking competence of the Libyan students. There has been little research, which adopts an experimental design to determine the causal effects of certain teaching methods, particularly the Communicative Language Teaching (CLT) approach on Libyan students’ English speaking performance. Against this backdrop, this research sets out to assess the effects of selected Communicative Language Teaching (CLT) activities (i.e., Information gap and Language games) on Libyan first-year secondary school students’ English speaking performance. Using a sample of 124 students from a public secondary school in Sabratha, Libya, and adopting the quasi-experimental pre-test, post-test non-equivalent groups design (NEGD), first year classes were randomly assigned as three experimental groups (i.e., Experimental Language Game group (G1), Experimental Language Game and Information Gap group (G2), and Experimental Information Gap group (G3)) and one Control group (G4). Treatments were given to the experimental groups and paired sample t-test results reveal significant differences between the groups’ in the post-test English language speaking scores. While an ANOVA test, comparing the scores between the four groups reveals a substantial difference between Information Gap group and the control group through a post-hoc test. It is therefore concluded that implementing communicative activities based on the principles of CLT in the Libyan English language classroom helps to enhance students’ English speaking performance. Keywords: Communicative Language Teaching (CLT), English as a foreign language (EFL); information gap and language games activities; quasi-experiment speaking performance.

scholarly journals Improving Student Learning Ability Through Communicative Language Learning Approach

2020 ◽  
Vol 7 (1) ◽  
pp. 20-32
Author(s):  
Gitit I.P Wacana
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Learning Ability ◽  
Teaching Approaches ◽  
A Value ◽  
English Speaking ◽  
Improving Student Learning ◽  
Speaking Skills

This study aims to find out how students' speaking skills are developed through the Communicative Language Teaching approach. The significance of this research is to provide information for readers, especially for Pamona people as native speakers of the language, about the tenses in the Pamona language. Researchers used the Communicative Language Teaching (CLT) theory by Richard and Rodgers to develop students' speaking skills. The results of this study indicate that the objectives of this study have been achieved. The ability to speak English students successfully developed through the application of communicative language teaching approaches, through learning that triggers students to speak actively in the classroom through conversations as an exercise. In the first cycle all students attend the test. The results of the test in the first cycle were 12 students failed (33.3%) and 24 students (66.7%) passed. Achievement of the average grade of the class is also still low with a score of 65.8 grades C. Researchers then reflect on the learning process in this first cycle to be applied in the second cycle. In the second cycle, all students attend the test. The results of this test were 33 students (91.6%) successfully passed the test and 3 students (8.4%) failed. From the explanation of the results of the second cycle above, it appears that in this cycle the completeness criteria for class has been reached, in which 80% of the total number of students must achieve grades A, B or C or a value of more than 65. Students succeed in developing their English speaking skills because supported by teaching approaches that trigger students to speak and practice the functions of the language being learned.

scholarly journals USING COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH THROUGH SMALL GROUP DISCUSSION AS A DEVICE TO STIMULATE THE STUDENTS TO SPEAK IN ENGLISH

2012 ◽  
Vol 1 (2) ◽  
pp. 223
Author(s):  
Muhammad Astrianto Setiadi
Keyword(s):  
Small Group ◽  
Language Teaching ◽  
Group Discussion ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Small Group Discussion ◽  
Test Design ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean

This study was conducted to find out whether or not the using of Communicative Language Teaching (CLT) Approach through Small Group Discussion effective to stimulate the students to speak in English than the conventional way, and also to improve the teacher awareness to use an effective approach in teaching English, especially in teaching speaking skill. This study employed a Pre-Experimental research method with One Group Pre-test and Post-test Design. The data obtained from the test was analyzed quantitatively and then it’s result was compared with the questionnaire to know whether the students interested in learning speaking by using Communicative Language Teaching (CLT) Approach or not. The mean score obtained from Pre-test was 2, 84 and post-test were 6, 01. The data showed that the student’s speaking skills in post-test were higher than the pre-test. The data obtained from questionnaire showed the mean score 78, 67. It means that the students were highly interested in the application of speaking materials through Communicative Language Teaching Approach through small group discussion.Keyword: Communicative Language Teaching Approach, Small Group discussion, speaking.

scholarly journals La enseñanza comunicativa del inglés en el ciclo diversificado en Costa Rica: imágenes de algunas realidades

LETRAS ◽  
2010 ◽  
pp. 11-34
Author(s):  
Catalina Domian Sánchez ◽  
Hilda Fonseca Solórzano ◽  
Rocío Lara Jiménez ◽  
Sonia Rodríguez Salazar
Keyword(s):  
High Schools ◽  
Costa Rica ◽  
Field Study ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Rural High Schools ◽  
Private And Public

Análisis sucinto de una investigación de campo efectuada con estudiantes de 10 grado y 11 grado de colegios urbanos y rurales, públicos y privados, de Heredia. La investigación explora las metodologías empleadas por el profesorado y la aplicación del enfoque de la enseñanza comunicativa de la lengua y su relación con el Examen de bachillerato.A field study was carried out with tenth and eleventh grade students in private and public, urban and rural high schools in Heredia. The research focused on exploring the methodologies used by the instructors as well as on the implementation of the Communicative Language Teaching Approach and its relationship with the Standardized English Test.

Sign in / Sign up

Export Citation Format

Share Document