Communicative Language Teaching (CLT) Strategies in Daily Lesson Plans of Oral Communication Teachers and their Alignment to Standards in Curriculum Guide

Communicative Language Teaching (CLT) is an approach that has been the subject of many practitioners and researchers in the field of language teaching and applied linguistics in many countries like the Philippines because of the recent changes and educational reforms, including lessons and curriculum innovations. Anchored to the CLT theory, this study used quantitative-qualitative content analysis of the daily lesson plans of the 7 purposively sampled Senior High School (SHS) language teachers teaching Oral Communication in Context (OCC). This aimed to identify the activities by cluster, assess which activities are CLT strategies, and determine their alignment to standards in the curriculum guide. Results revealed that the strategies used as classified through content analysis, and according to type and frequency included task-completion activity, opinion-sharing activity, mechanical practice activity, information-transfer activity, reasoning-gap activity, information-gap activity, communicative activity, information-gathering activity, fluency activity, accuracy activity, meaningful practice activity, and others. A number of strategies matched the CLT principles and features but vary on their respective percentages in each of the four phases, i.e., Activity-Analysis-Abstraction-Application (4As) of the lesson. These CLT strategies were found to be aligned to the Department of Education’s curriculum guide in terms of content standards, performance standards and assessment types. Implications of the findings to language teaching in the Philippines were drawn.

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Communicative language teaching in Japan: current practices and future prospects

English Today ◽

10.1017/s0266078413000163 ◽

2013 ◽

Vol 29 (2) ◽

pp. 46-53 ◽

Cited By ~ 3

Author(s):

Emiko Abe

Keyword(s):

Language Teaching ◽

Oral Communication ◽

Communicative Language Teaching ◽

Point Of View ◽

World Englishes ◽

Ministry Of Education ◽

English Teaching ◽

Sports Science ◽

Education Culture ◽

Globalized World

In Japan, the ability to speak and understand English is widely regarded as essential for communication in a ‘globalized’ world. At the same time, however, many Japanese are reluctant to communicate in English because they perceive themselves (and are often perceived by others) to be poor speakers of English, despite the fact that they will have studied English for at least six years in junior and senior high school. In response to this, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) has recently revised the national syllabus for English teaching. The revised syllabus places more emphasis on developing oral communication skills, and proposes a much greater use of communicative language teaching (CLT) methodology in order to bring this about. This paper describes the present situation of CLT in Japan based on questionnaire data obtained from 48 Japanese university students, and proposes that a more effective and practical approach to CLT and English teaching more generally may be obtained by adopting a ‘World Englishes’ point of view.

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Improving Communicative Competence through Mime: Bringing Students’ ‘Out-of-School’ Literacy Practices into Japanese University EFL Oral Communication Classes

Scenario: A Journal for Performative Teaching, Learning, Research ◽

10.33178/scenario.12.2.2 ◽

2018 ◽

Vol XII (2) ◽

pp. 13-30

Author(s):

Samuel Nfor

Keyword(s):

Formal Education ◽

Literacy Practices ◽

Life Experiences ◽

Language Teaching ◽

Real Life ◽

Oral Communication ◽

Communicative Language Teaching ◽

Japanese University ◽

Classroom Language ◽

Out Of School

This study uses the Communicative Language Teaching (CLT) approach to emphasize interaction in EFL study to prepare students for real life communication outside of formal language teaching contexts. Using mime drama techniques to show a range of literacy practices, the study seeks to show that establishing creative links between students’ language use and learning inside and outside of the classroom is essential for making formal education more relevant to students’ life experiences and identities. The study examines the benefits and challenges of experimental CLT in a Japanese university EFL oral communication class and concludes that bringing students’ ‘out-of-school’ literacy practices from outside the context of formal education into the EFL classroom acknowledges their investment in classroom language practices, secures student engagement, and yields perceived improvement.

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Enhancing Students’ Oral Communication By Using Communicative Language Teaching (CLT)

Qalam Jurnal Ilmu Kependidikan ◽

10.33506/jq.v8i1.469 ◽

2019 ◽

Vol 8 (1) ◽

pp. 38

Author(s):

Ahmad Wael ◽

Dian Saputra ◽

Eka Setyawati

Keyword(s):

Learning Process ◽

Quantitative Method ◽

Performance Test ◽

Language Teaching ◽

Oral Communication ◽

Communicative Language Teaching ◽

Group Comparison ◽

The Mean ◽

Strongly Agree ◽

Teaching Learning

This article aims at providing students’ oral communication in speaking class. There were two specific purposes to gain the data namely to find out the effects of Communicative Language Teaching (CLT) in teaching oral communication especially in speaking ability and to disclose the responses of students in the learning process by using Communicative Language Teaching (CLT). In order to obtain the comprehensive data, the writers used performance test and questionnaire with 32 respondents on speaking class. This research was applied in quantitative method. The writers used the design of interact group comparison. The result showed that there was a significant effect on the use of CLT approach. It was proven that t observation was bigger than t table; t observation was 2.98 while t table was 2.021 (2.98> 2.021). Most of the students agreed if CLT was applied in teaching-learning activites, especially in speaking class because it could help them in improving their ability in oral communication. The results of their opinion towards the application of CLT were expressed by chosing option 4 (agree) and 5 (strongly agree) in every indicator. For indicator 1 and 10, students tent to choose option 5 (strongly agree) with the percentage of 56.3 and the mean of 2.8. In indicator 2 and 4, the students tent to choose option 5 with the percentage of 59.4 and the mean of 3.0. In indicator 3 and 7, the students tent to choose option 4 (agree) with the percentage of 62.5, and mean score of 2.5. For indicator 5 and 6, the students chose option 5 with the percentage of 50.0 and mean score of 2.5. For indicator 8 and 9, most of the students tent to choose option 5 (strongly agree). The percentage and mean score were different. In indicator 8, the percentage was 56.3 with the mean score of 2.3 whereas in indicator 9, the percentage was 68.8 which the mean score of 2.8 more of the respondents were strongly agree with the application of CLT approach in speaking class. It made the students interestend in following speaking class and the students have confidence to speak with other friend or lecturer inside or outside the classroom.

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Exploring Effective Foreign Language Teaching from the Eyes of Iranian Learners: Reporting a Qualitative Interview Study

The Qualitative Report ◽

10.46743/2160-3715/2018.3429 ◽

2018 ◽

Author(s):

Alireza Oskouei ◽

Azizollah Dabaghi ◽

Dariush Nejad Ansari

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Qualitative Content Analysis ◽

Structured Interview ◽

Communicative Language Teaching ◽

Foreign Language Teaching ◽

Knowledge Based ◽

Qualitative Interview Study ◽

Culture Teaching ◽

Teacher Personality

This article reports on a qualitative study of the learners’ beliefs about effective foreign language teaching in an Iranian setting. A semi-structured interview covering several fundamental issues in foreign language (FL) pedagogy was conducted with 22 upper-intermediate Iranian English as a Foreign Language (EFL) learners. Qualitative content analysis of the transcript data yielded several interesting and informative themes. Among the most prominent results of the study, mention can be made of learners’ strong penchant for modern, learner-centered approaches to FL teaching such as communicative language teaching (CLT) and task-based language teaching (TBLT). Among the other notable themes were learners’ endorsement of teachers’ high proficiency and pedagogical knowledge, positive teacher personality, the integration of culture teaching in the classes, and sustaining learner interest and motivation. The results have implications for knowledge-based teacher education as well as for practicing and prospective FL teachers.

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Communicative language teaching approach in the development of speaking skill

Explorador Digital ◽

10.33262/exploradordigital.v5i3.1750 ◽

2021 ◽

Vol 5 (3) ◽

pp. 17-37

Author(s):

Nataly Giovanna Oviedo Guado

Keyword(s):

Teaching Method ◽

Language Teaching ◽

Oral Communication ◽

Communicative Language Teaching ◽

Control Group ◽

Teaching Activities ◽

Speaking Skill ◽

Prospective Longitudinal ◽

The Universe ◽

Experimental Group

Introduction. Oral communication is perhaps the most important skill while learning a foreign language. The conventional English teaching method that is applied at the different educational levels based on grammar and writing, does not allow the development of the necessary communication skills. The communicative teaching of language has been the subject of this research, in which its effectiveness has been treated using different resources and skills. Objective. This research aims to apply communicative language teaching activities to determine its effectiveness in the development of the speaking skill, in the second-year of Bachelor Education in a secondary institution in Riobamba, Ecuador. Methodology. A field, descriptive, prospective, longitudinal, quasi-experimental and quantitative research was carried out. The universe was made up of 94 students at that level. The sample equivalent to the universe was organized into two groups, one experimental and one control, with 47 students each. A diagnostic examination and a final test were applied for both groups, which during the time between both tests, followed different teaching-learning approaches. In the control group the traditional method was applied and in the experimental group, the communicative approach to language teaching. Results. The results showed that although both groups improved their performance in speaking, in the experimental group the increase in speaking ability was greater than in the control group. Conclusion. It was concluded that the application of communicative language teaching activities was effective in development of the speaking skill.

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Qualities of a Good English Language Teacher from the Perspectives of Textbook Authors in the Field of Language Teaching, Teachers, and Learners

The Qualitative Report ◽

10.46743/2160-3715/2020.4501 ◽

2020 ◽

Author(s):

Mohammad Mohammaditabar ◽

Mohammad Sadegh Bagheri ◽

Mortaza Yamini ◽

Ehsan Rassaei

Keyword(s):

Content Analysis ◽

English Language ◽

Teacher Educators ◽

Language Teaching ◽

Qualitative Content Analysis ◽

Language Teachers ◽

Structured Interviews ◽

Chi Square ◽

Teachers And Students ◽

Physical Attributes

Researchers in the field of language teaching have long been fascinated by the qualities of good teachers. Such qualities have rarely been approached qualitatively from different angles in a single study. Thus, this research aimed to unearth the qualities in question by employing a qualitative multimethod approach. To this end, 23 randomly selected standard language teaching textbooks were analyzed by two coders using qualitative content analysis. The judiciously adopted codes from the analysis were employed to design and carry out semi-structured interviews with nine effective language teachers as well as ten good learners nominated via purposeful sampling. The data gleaned from the semi-interviews were once again analyzed through qualitative content analysis. The collective initial coding of the three datasets resulted in thirteen themes: knowledge of pedagogy, rapport, critical thinking, empathy, rhetoric, knowledge of subject matter, enthusiasm, respect, humor, consciousness, fairness, authenticity, and physical attributes. Conducting a second-level coding, we uncovered two broad themes, namely personality and professionalism with the former being significantly weightier collectively. The application of Chi-Square at this point showed that the associations between the three datasets were meaningful. The findings of the semi-structured interviews of participant teachers and students corroborated those of authors in the field of language teaching. Also, rapport and pedagogy were respectively viewed as the most salient attributes associated with good language teachers by the interviewed informants. The study holds clear implications for interested researchers, language teachers, and teacher educators.

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The Language and Identity of Agueda in Nick Joaquin's May Day Eve: An Analysis of Linguistic Features and Stances

E-Structural ◽

10.33633/es.v3i01.3524 ◽

2020 ◽

Vol 3 (01) ◽

pp. 1-15

Author(s):

Kay Tepait Juanillo ◽

Seregena Ruth Labastida-Martinez

Keyword(s):

Gender Differences ◽

Content Analysis ◽

Social Behavior ◽

Personal Identity ◽

Qualitative Content Analysis ◽

The Philippines ◽

Language And Identity ◽

Linguistic Features ◽

Descriptive Research ◽

May Day

Language is an important device in the construction of an individual’s identity. However, Language not only identifies any particular individual but also sets its position inside the society. As a form of social behavior, language like other social behaviors, also distinguishes gender differences. This study investigates the linguistic features and the personal identity of Agueda in Nick Joaquin’s May Day Eve. This study can be used to apprehend how women were influenced by the society and the culture of the Philippines during the 1800s. The researchers use Lakoff’s Theory of Linguistic Features, and the Indexicality Principle by Bucholtz and Hall (2005) to analyze the language and identity of Agueda. Qualitative Content Analysis and descriptive research design are used to analyze thoroughly the utterances of Agueda which consist of linguistic features and stances. Based on the linguistic features and the stances analyzed, Agueda uses emphatic stress more to show assertiveness through her utterances, she also uses disalignment more, and she likes to position herself along the affective scale. The result of the study shows that Agueda is an assertive and strong willed young woman, who likes to do whatever she wants. Her utterances also show how resentful she has become after her marriage with Badoy. The conclusion can be drawn that language is an important factor in creating an identity of a person, and this identity can be formed through the stances and linguistic features, which are greatly affected by the society, culture, and people that surround an individual.

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Micro and Macro Content Analysis of English Textbook Entitled “Mosaic One Listening and Speaking (Student’s Book)” In The Light of Communicative Competence

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.8n.2p.41 ◽

2017 ◽

Vol 8 (2) ◽

pp. 41 ◽

Cited By ~ 1

Author(s):

Nisreen Juma'a Hamed Al-Mashaqba

Keyword(s):

Content Analysis ◽

Communicative Competence ◽

Language Teaching ◽

Communicative Language Teaching ◽

Macro Level ◽

Listening And Speaking

The purpose of this study is to investigate the extent to which the listening and speaking lessons which are presented in textbook entitled “Mosaic One Listening and speaking (Student’s Book)” are characterized with appropriateness and meaningfulness in light of communicative competence and meet the Principles and features of communicative language teaching. The content analysis was at micro and macro level in terms of the availability of seven criteria of communicative competence in the textbook under the study and in terms of strength and weakness of the content. The findings indicate that The English textbook entitled “Mosaic One Listening and speaking (Student’s Book)” fulfilled 84% of communicative competence’s criteria of the good EFL textbook adapted from some experts in the light of communicative competence.

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